Download or read book A Program Evaluation of the One to one Chromebook Initiative in a Rural School District in Virginia written by Juvenal Enrique Abrego-Meneses and published by . This book was released on 2018 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this program evaluation was to evaluate the implementation of the One-to-one Chromebook initiative in a rural school district in Virginia. The study used the goals of the district's technology plan as a framework to measure the effectiveness in the implementation of the One-to-one Chromebook Computer initiative in Grades 5, 6, 9, and 10. The study sought to collect the perceptions of stakeholders toward the program, the degree to which students engaged in the purposeful and effective use of Chromebooks as well as the application of technology to demonstrate students' knowledge of 21st century skills. The participants included school administrators, students, teachers and parents of students in Grades 5, 6, 9 and 10. This evaluation used a mixed method approach for the collection of data. The logic model served as framework to understand the inputs, activities, outputs and outcomes of the program. The findings revealed that there is a need to reevaluate certain aspects of the program, including the goals of the initiative in relation to specific parameters to delineate the use of the Chromebooks in classroom. Additionally, teachers and students need more training to become more comfortable with the tools that the device offers for instructional purposes. Two of the recommendations that emerged from the findings and conclusions are the creation of a new technology integration team and the use of SMART goals for teachers to plan strategically how to integrate technology in their lessons. This evaluation also suggests the construction of new goals to provide the division with new perspectives on how to continue the initiative, so that it advances from its current technology integration level to higher levels in order to foster students' desire to use devices such as Chromebooks to become part of a technologically inclined world.
Download or read book A Study of Teacher Perceptions on the Relationship of One to one Technology Chromebook Initiative to Student Achievement of 21st Century Life and Career Skills written by Gulay Maffia and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Skills such as information literacy, global awareness, critical thinking, and problem solving have always been part of human development. Today's local and global economies necessitate having these skills for success. The purpose of this study was to gain an overall understanding of teacher perceptions of how their districts' one-to-one (1:1) Chromebook initiative affected their professional practice and the initiative's impact on student achievement of 21st-Century Life and Career Skills. The study was descriptive research conducted through survey research via Google Forms distributed to teachers in three rural New Jersey public middle schools, serving grades six through eight, based on their completion of one academic year implementing the 1:1 Chromebook initiative at the end of the 2017-2018 academic year. The researcher used convenience sampling for this study. The survey instrument was derived from the original survey "One-to-One Laptops in a High School Environment" developed by the Senator George J. Mitchell Scholarship Research Institute with the required permissions to use and adapt. Eighty-one participants volunteered to participate in the survey process. Research data analyzed with SPSS package 24.0 revealed no significant difference between the perceptions of teachers in the study based on the highest educational level they achieved, while teachers' years of experience influenced their perceptions in the area of students acting as responsible citizens and employees. This study will add to the body of existing research on 1:1 initiatives and provide educational leaders with insights based on quantitative data regarding teacher perceptions while planning to implement initiatives for technology integration and curriculum development within their districts. (ProQuest abstract).
Download or read book Johnson County School District s One to one Chromebook Initiative Video written by Harry E. Burchett and published by . This book was released on 2018 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Perceptions of a 1 1 Chromebook Implementation in Middle School Language Arts Classrooms written by and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative phenomenological research study aimed to explore the experiences and perceptions middle school English Language Arts educators held concerning the implementation of one-to-one portable Chromebooks. Additionally, this research study sought to provide insight into how one-to-one portable Chromebooks are integrated into teaching and learning practices to engage students in transformative learning experiences. The theoretical foundation of this research study was the social constructivist theory. This research study utilized a qualitative methodology and transcendental phenomenology design focused on exploring and identifying the experiences and perceptions of middle level English Language Arts teachers within a single research site: a suburban West Georgia middle school. Five instruments were utilized to gather data in this qualitative phenomenological research study: semi-structured interviews, research journal and field notes, teacher observations and field notes, the SAMR model, and member checking. Data were analyzed utilizing Moustakas’ (1994) eight-step data analysis method involving horizontalization. Four themes emerged through data analysis: frustrations with one-to-one, instructional practices influenced by one-to-one, perceived student needs with one-to-one, and teacher proficiency and self-efficacy. The findings of this research study enable policymakers, school district leaders, school administrators, educators, and pre-service education programs and pre-service educators to better understand the implementation of one-to-one Chromebooks in middle school English Language Arts within a suburban middle school.
Download or read book Personalized Learning written by Peggy Grant and published by International Society for Technology in Education. This book was released on 2014-06-21 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Personalized Learning: A Guide for Engaging Students with Technology is designed to help educators make sense of the shifting landscape in modern education. While changes may pose significant challenges, they also offer countless opportunities to engage students in meaningful ways to improve their learning outcomes. Personalized learning is the key to engaging students, as teachers are leading the way toward making learning as relevant, rigorous, and meaningful inside school as outside and what kids do outside school: connecting and sharing online, and engaging in virtual communities of their own Renowned author of the Heck: Where the Bad Kids Go series, Dale Basye, and award winning educator Peggy Grant, provide a go-to tool available to every teacher today—technology as a way to ‘personalize’ the education experience for every student, enabling students to learn at their various paces and in the way most appropriate to their learning styles.
Download or read book The Impact of the One to one Laptop Initiative on Teacher Perceptions of Instructional Delivery and Student Engagement in Middle School Mathematics written by La'Ronda Long Whiteside and published by . This book was released on 2013 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of the one-to-one laptop initiative on teacher perceptions of instructional delivery and student engagement in middle school mathematics. Teacher perceptions of the initiative vary. Several school districts in North Carolina have implemented the initiative and are examining the impact it has on teaching and learning. The one-to-one initiative has been an essential paradigm shift for several national and international schools. The learning environment of the one-to-one initiative immerses students in a curriculum that integrates technology in all subject areas. -- Mathematics instruction in the 21st century has changed from subject specific to a more authentic integrated mathematics. Technology literacy is a vital part of this change. -- Data for this study were gathered through the use of qualitative measures via an online survey. The survey was sent to middle school mathematics teachers in three rural school districts in North Carolina. The three school districts were in different phases of the implementation ranging from 1 year to 5 years. -- Analysis of the data indicated a moderate impact of the one-to-one initiative on teacher perceptions of instructional delivery and student engagement. Teachers were most satisfied with the variety of online resources and programs available for instruction. The concern with regards to student engagement was inappropriate Internet use of the laptop by students. However, if implemented effectively, the one-to-one laptop initiative has the potential to enhance student collaboration, exploration, and inquiry and provide more opportunities for students to engage in a variety of higher-order thinking skills and activities.
Download or read book One to one Laptop Initiative written by Brian Maschmann and published by . This book was released on 2015 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this explanatory mixed methods study was to explore the perceptions of teachers and administrators about the one to one laptop initiative in Nebraska schools Parallel studies from the five largest and five smallest school districts were identified by the Nebraska Department of Education School Finance Formula and Organization Services. High schools in each district were chosen that have had one-to-one laptop initiatives for four or more years. The study examined teachers and administrator perceptions regarding: (a) the one-to-one implementation, (b) student engagement, (c) student grades, (d) benefits of one-to-one technology, and (e) continued success of one-to-one initiatives. The major findings of the study for both administrators and teachers were generally positive about the implementation of the one to one laptop initiative. They also felt the initiative helped with student engagement as a tool for learning. The teachers and administrators didn't think the initiative increased students' grades however once the laptop was implemented correctly it reinforced students' interest in their specific content area. Differences of opinion from the teachers and administration were found in the implementation of the laptop initiative. Teachers wanted to be part of the implementation process and felt it was a top down process instead of a group decision. Teachers and administrators were positive about the added value of a technology initiative to their school system. A successful implementation process fostered more commitment from teachers to use the device in the classrooms, which increased student engagement and the potential for more student centered lesson plans. However, these same educators did not come to a consensus regarding whether the one-to-one laptop initiative improved student grades.
Download or read book The Role of a High School One to one Laptop Initiative in Supporting Content Area Literacy New Literacies and Critical Literacy written by Leah Ann McKeeman and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore participants' (teachers, students, administrators, and parents) experiences and perceptions regarding the perceived impact a rural high school's one-to-one laptop initiative had on content area literacy, new literacy's, and critical literacy. Through a case study, data were collected through multiple sources and viewpoints to obtain an in-depth perspective of how this rural high school's one-to-one laptop initiative had perceivably impacted teacher's instruction to enhance student learning. Data were collected and analyzed through a blending of direct interpretation and categorical analysis, presenting the following findings. The one-to-one laptop initiative's technology was utilized: (a) by student participants for academic purposes, personal efficiency, and recreational purposes, (b) by teacher participants for educational purposes, and (c) within content area instruction. Resulting from the access to laptop technology, this study documented the purposes of finding information for assignments, facilitating "just in time" learning, and stimulating schema about curricular content. Content area literacy instruction was perceivably effected because of the multiple textual formats the technology provided, and instructional occurrences were documented as developing vocabulary and fostering either content comprehension or reading comprehension. The new literacy's and how they were implemented within the mathematics, language arts, science, and social studies classrooms were discussed. The role of critical literacy was presented in relation to students' sense of agency, and the power dynamic within various content area classes. The majority of participants were documented having a positive perception regarding the one-to-one laptop initiative. Although integration of technology was occurring, there were opportunities lacking that could further develop teachers' instruction to enhance student learning. When considering professional development within schools implementing a one-to-one technology initiative, administrative teams should: (a) consider what will be requisite versus elective technology integration tasks, and (b) ensure professional support is provided to teachers regarding integrating technology within their pedagogical practices. Additionally, teachers should instructionally integrate the technology tools and literacy's that students currently employ. Pedagogically, this study implies that teachers must expand their comfort zones regarding content area literacy, new literacy's, and critical literacy.
Download or read book Laptops for All Students written by Larysa N. Nadolny and published by ProQuest. This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This evaluation investigated the implementation and outcomes of a one-to-one laptop program initiative in a career and technical high school, where the majority of students experienced academic challenges. Data for the evaluation were collected through mixed methods, including surveys, interviews and observations, thereby adding validity to the results. Findings indicated that teachers and students became more comfortable with a range of computer and Internet skills. This finding is important given the prevalence of technology in the workplace and college education. Findings also indicated that most teachers and students used computers extensively for a range of tasks. The majority of those tasks concentrated on uses that reinforced traditional instructional practices, such as word processing, drill and practice, and research on the Internet. Several teachers, however, were able to move beyond traditional uses of technology and implement computers for more complex and sophisticated activities. Such activities included using laptops for written expression, communication through blogs, and preparation of multimedia presentations. These findings are consistent with prior research on one-to-one initiatives which indicate that in the initial stages teachers often struggle to adapt their teaching and effectively utilize laptop computers within a studentcentered pedagogy. Executive Position Paper one examines the literature on laptop initiatives in education as well as the role of technology in assisting students with learning disabilities. The framework for the evaluation and implementation of the initiative is also discussed in detail. Paper two reviews the methods of data collection and findings of the evaluation. In the third and final paper, the findings are discussed and presented with recommendations for future planning.
Download or read book One to one Laptop Initiative written by Damon McDonald and published by . This book was released on 2015 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this explanatory mixed methods study was to explore the perceptions of teachers and administrators about the one to one laptop initiative in Nebraska schools. Parallel studies from the five largest and five smallest school districts were identified by the Nebraska Department of Education School Finance Formula and Organization Services. High schools in each district were chosen that have had one-to-one laptop initiatives for four or more years. The study examined teachers and administrator perceptions regarding: (a) the one-to-one implementation, (b) student engagement, (c) student grades, (d) benefits of one-to-one technology, and (e) the continued success of one-to-one initiatives.
Download or read book English language Arts Teachers and Principals Perceptions of the Value of One to one Student Laptops in Year 5 of the Initiative in 3 Urban High Schools written by Annie Marie Wolfe and published by . This book was released on 2018 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: As school districts continue to adopt new technologies and implement one-to-one student laptop initiatives, questions still remain about how this impacts student achievement (Logan, 2016). High school students in the United States continue to rank lower than students in other countries, specifically in reading (National Center for Education Statistics, 2014). Many qualitative and quantitative studies about one-to-one laptop programs in schools have investigated teacher and leader perceptions of classroom technology and its impact on student achievement in the initial implementation phase of the initiative. Results have been generally positive (Zheng, et. al., 2016). This study investigated the perceptions of 8 English/Language Arts teachers and 3 principals after 5 years of a high school one-to-one laptop initiative in a large, urban school district. The 2 research questions that guided this study were as follows: (1) What are high school English/Language Arts teacher perceptions about the value of one-to-one student devices in year 5 of a high school laptop initiative, and (2) what are the perceptions of principals about the value of one-to-one student devices in year 5 of a high school laptop initiative? Teachers and principals were purposefully selected at 3 different schools in a large, urban school district. Using qualitative methods with an interpretivist approach, open-ended teacher and principal interviews were the primary tool of data collection for this exploratory study. Transcriptions from interviews were coded using multiple approaches to document common themes. The teacher findings showed that value of the one-to-one initiative was unanimously present in the following areas: (1) Higher-level learning, (2) equality in access including access to digital resources and to Google, (3) writing, (4) efficiency, and (5) searching. Principal findings showed the similar perceptions of higher-level learning and access but also included the theme of collaboration. In conclusion, this study poses questions for further qualitative and quantitative research in the area of one-to-one student technology in high school. Findings will add to the body of knowledge related to sustaining high school, one-to-one laptop programs and may also be used to inform district participation in one-to-one initiatives, professional development priorities, funding priorities for technology, and policies regarding standardized testing alignment to 21st Century skill development
Download or read book One to one Chromebook written by Judith Gallagher-Landis and published by . This book was released on 2017 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative analysis examined the impact of assigning a Chromebook to a student in a one-school-year pilot. Participating students were assigned a Chromebook. Participating and nonparticipating students’ grades were examined quarterly through the year. This study’s student achievement data considered content area, grade level, and the number of classes in which its use was required. This study is narrow and illuminates only the difference in achievement made within the participating cohort of 167 students in grades nine through 12 compared to nonparticipating cohorts. In each content area, resulting data from scored formative assessments and summative assessments were collected and examined. All student data in the study comes from four teachers who each taught both participating and nonparticipating sections maintaining consistency of instruction. Findings of this study are consistent with research that indicates that there is not a discernable difference in achievement in the first year of an initiative.
Download or read book The Progress of Education Reform 2006 written by Suzanne Weiss and published by . This book was released on 2006 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: For policymakers, educators and others interested in learning more about the one-to-one computing movement, this issue of "The Progress of Education Reform" spotlights three particularly useful resources: (1) a detailed review of the challenges faced by states and districts implementing laptop programs, and of lessons learned to date in five critical areas: planning, training and professional development, hardware and software, managing change, and program monitoring and evaluation; (2) a recently published study of the use and impact of one-to-one computing in the Henrico County School District in Virginia, where all students and teachers in grades 6-12 have laptops with wireless Internet connectivity; and (3) a report by the Consortium for School Networking examining how new and emerging technologies could reshape teaching and learning in K-12 schools over the next five years.
Download or read book Digital Classroom Initiative for Beaumont High School written by Matthew A. Centofranchi and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Beaumont High School (BHS), a comprehensive high school of just over 2,400 students, will begin its one-to-one computing initiative with Chromebooks over the 2015-2016 school year. Each of the students at BHS will receive a Chromebook for academic use both at school and home. How, in a time of marked for its increased accountability and decreased funding, can a school district successfully usher in 21st century teaching and learning? This type of substantial undertaking presented the need for a methodical and robust implementation plan for BHS. The project presented in this paper is that plan, tentatively dubbed the Digital Classroom Initiative (DCI). In order for such a large-scale initiative to be successful, administration must plan for all logistical and operational possibilities associated with the transition and include them in the plan. Sustained and worthwhile professional development is crucial to the success of a one-to-one initiative, therefore a professional development plan has been included in the BHS Digital Classroom Initiative. The DCI sets the stage for all stakeholders within the district and community to be involved in this transformational initiative.
Download or read book No Child Left Offline Implementing a One to One Laptop Program in a Working class Middle School written by Anell Brenelly Tercero and published by . This book was released on 2018 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: A growing number of K-12 schools throughout the United States are beginning to develop and implement one-to-one laptop programs within their classrooms in an effort to improve the quality of education by increasing access to technology, addressing the digital divide, and overcoming the academic achievement gap. Since many of these new initiatives are aimed at improving the educational experiences of marginalized or working-class students, it is important to examine and understand how one-to-one laptop programs will meet student needs and what learning processes are being cultivated. This critical ethnographic case study employed a class-culture framework to explore how a one-to-one laptop pilot program was developed and implemented in a working-class middle school. It took on a critical approach that built on previous research of one-to-one laptop programs. The research question guiding this study was: How do teachers perceive the use of one-to-one Chromebooks in a working-class middle school? Overall, the purpose of this study was to provide insight into the main challenges and/or concerns associated with developing and implementing one-to-one laptop programs within working-class schools so that future initiatives within similar contexts can be better prepared to meet student needs.
Download or read book Teachers Perceptions on Using GoogleTM Chromebook Technology as a Primary Educational Tool in a Central Virginia School District written by Sami M. Aljohani and published by . This book was released on 2018 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Social Justice Interventions in Education written by Carol A. Mullen and published by Springer. This book was released on 2021-08-28 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Social Justice Interventions in Education features interventions in social justice within education and leadership, from early years to higher education and in mainstream and alternative, formal and informal settings. Researchers from across academic disciplines and different countries describe implementable social justice work underway in learning environments—organizations, programs, classrooms, communities, etc. Robust, dynamic, and emergent theory-informed applications in real-world places make known the applied knowledge base in social justice, and its empirical, ideological, and advocacy orientations. A multiplicity of social justice-oriented lenses, policies, strategies, and tools is represented in this Handbook, along with qualitative and quantitative methodologies. Alternative and conventional approaches alike advance knowledge and educational and social utility. To cover the field comprehensively the subject (i.e., social justice education and leadership) is subdivided into four sections. Part 1 (background) provides a general background of current social justice literature. Part II (schools) addresses interventions and explorations in preK-12 schools. Part III (education) covers undergraduate and graduate education and preservice teacher programs, classrooms, and curricula, in addition to teacher and student leadership in schools. Part IV (leadership) features educational leadership and higher education leadership domains, from organizational change efforts to preservice leader preparation programs, classrooms, etc. Part V (comparative) offers interventions and explorations of societies, cultures, and nations. Assembling this unique material in one place by a leading cast will enable readers easy access to the latest research-informed interventionist practices on a timely topic. They can build on this work that takes the promise of social justice to the next level for changing global learning environments and workplaces.
