A comparison of sixth grade middle school teachers perceived benefits of the implementation of one to one digital conversion of laptops in the classroom
Article Sidebar
Main Article Content
Abstract
The purpose of the study was twofold: (1) to compare feedback and gain a better understanding of how sixth grade middle school teachers are going through a one to one digital conversion with laptops and (2) to investigate the advantages and disadvantages of this technology in the classrooms. The study used a mixed research design. The study findings revealed that teachers who went through the one to one digital conversion used technology in the classroom to support whole group instruction through the utilization of technology supported presentations on a daily tool. The teacher participants agreed that the technology they used helped to motivate students by keeping them on task. They also agreed that the use of technology had allowed the students to become more independent learners. Furthermore, the teacher participants found that discussion with other staff members seemed to be the most beneficial form of gaining computer skills and knowledge. The findings revealed that the most common problem that occurred during the implantation had to do with hardware break down. Aside from this problem, the use of technology in the classroom was found to be extremely beneficial for both teachers and students.
Keywords: educational technology, one to one digital conversion, Technology implementation, Teachers perception, Middle School teachers.
Downloads
Article Details
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
[2] Donovan, L., Green, T., & Hartley, K. (2010). An Examination of One-to-One Computing in the Middle School: Does Increased Access Bring About Increased Student Engagement? Journal of Educational Computing Research, 42(4), 423-441.
[3] Green, C., & Hannon, C. (2007). Their space: Education for a digital generation. Retrieved from the DEMOS website: http://www.demos.co.uk/publications/theirspace
[4] Liu, M. (2011). A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research & Development, 59(2), 249-265.
[5] Shapley, K., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2011). Effects of Technology Immersion on Middle School Students’ Learning Opportunities and Achievement, The Journal of Educational Research, 104:5(299-315).
[6] Wetzel, K., & Marshall, S. (2012). TPACK Goes to Sixth Grade: Lessons from a Middle School Teacher in a High-Technology-Access Classroom. Journal of Digital Learning in Teacher Education, 28(2), 73-81.