The purpose of this explanatory single-case case study was to investigate teachers' perceptions of a principal's leadership behavior associated with the integration of a one-to-one laptop program in a parochial secondary school. The sample included the school principal and teachers who have had at least one year of teaching experience at the parochial school with laptop computers. Owing to a mixed methods case study approach, data was collected from four sources: a semi-structured personal interview with the school principal, semi-structured personal interviews with teachers, a focus group interview with teachers, and teachers' completion with an electronic version of the Principal Leadership Questionnaire. These multiple forms of data were collected to support data-rich triangulation on the same set of research questions. SPSS was used to assist with data analysis of the electronic survey. Cronbach's alpha was used to determine the reliability of the instrument. Themes were extracted from the semi-structured personal interviews and focus group. The findings from this study provided teachers' perceptions of a principal's leadership behaviors associated with the integration of a one-to-one laptop program for students in a parochial secondary school.

Thesis--Freiburg i. Br. / Vita. Bibliography: p. [110-120]

Children of the 21st century are digital learners and have various technologies at their fingertips. As a result, classrooms have evolved and school systems are equipping students and teachers with the technological tools that are believed to meet the needs of 21st century learners. However, researchers say there is still a need to examine students\ and teachers' perceptions of, and attitudes about, technology and its use in the classroom (Maninger & Holden, 2009). There has also been a growing interest in knowing if the investment of the technology is having any positive effects in the classroom, what effect technology has on academic progress, and understanding what teachers and students think about the implementation and integration of technology in the classroom as an instructional tool. The purpose of this study was to examine the perceptions of middle school teachers and students, in a select rural Virginia middle school, on the effect that one-to-one computing had on the frequency and type of instruction that is taking place in the core areas of English, math, science, and social studies.  The study also looked at the teachers' and students' perceived effect on the educational performance of individual subgroups. A quantitative analysis was done using an electronic survey, which provided information on the perceived frequency and type of educational activities using one-to-one computers and the perceived effect one-to-one computing had on the educational performance of different subgroups. Questions on the survey were developed by correlating the theoretical ideas of Bloom's taxonomy / Bloom's web 2.0 technology pyramids and then categorizing the questions so the complexity of the questions could be looked at on the range of use chart. The research found, of the students surveyed, 90% of English students, 78% of math students, 75% of science students, and 77% of social studies students found the computers to have a positive effect on their academic performance. Therefore, one major finding of this study was that students' perceptions of the overall effect of one-to-one computers were positive. / Ed. D.

New initiatives involving the use and implementation of technology are being put into place in many school systems across the country to help students acquire needed 21st century skills (Grady, 2011). The purpose of this study of the implementation of one-to-one devices was to examine school leaders' perceptions of changes in their leadership practices, teachers' instructional practices, and student engagement. A member of the central office staff and five elementary principals were asked to provide perceptions on the implementation process with their staff. School leaders also provided perceptions on how teachers were led to facilitate instruction while using devices. This study consisted of an interview with five elementary principals as well as a member of the central office staff who oversaw implementation. The school leaders' individual interview responses were analyzed and the data, based on their perspectives, were examined. The results of this study indicated that student collaboration, student-centered learning, diverse learning needs of students, and students' familiarity with technology were factors that influence students in a one-to-one device environment. Finding the right digital tool, instructional planning, teacher as facilitator, professional development, and parallel modeling and learning on behalf of the principal to all be important factors to consider for one-to-one device implementation. The results may influence the implementation of one-to-one technology programs for this and other school divisions as well as school leaders. / Ed. D. / The purpose of this study of the implementation of one-to-one devices was to examine school leaders’ perceptions of changes in their leadership practices, teachers’ instructional practices, and student engagement. A member of the central office staff and five elementary principals were asked to provide perceptions on the implementation process with their staff through individual interviews. School leaders also provided proceptions on how teachers were led to facilitate instruction while using technology devices. The school leaders’ individual interview responses were analyzed and the data, based on their perspectives, were examined. The results of this study indicated that student collaboration, student-centered learning, diverse learning needs of students, and students’ familiarity with technology were factors that influence students in a one-to-one device environment. Finding the right digital tool, instructional planning, teacher as facilitator, professional development, and parallel modeling and learning on behalf of the principal to all be important factors to consider for one-to-one device implementation. The results may influence the implementation of one-to-one technology programs for this and other school divisions as well as school leaders.

In today’s society we depend on technology to perform the simplest tasks. Whether we are engaging in conversation with a friend or are navigating in traffic, we are likely to be found with some technological device in our hands. This dependence has grown over a period of time, and many of us have failed to reflect on the impact technology has had on our lives. The emergence of so-called One-to-One projects, where teachers and students gain access to a personal laptop, does however provide an excellent opportunity to do so. In this study we aim to highlight the teachers’ experiences of work with education after giving each staff member and student access to a personal laptop. We engage in this task by combining two analytical tools, and in doing so manage to bring forth an understanding of the effects of technology as something far more unpredictable than what can be found when presupposing that computers are mere tools used to achieve planned goals. Instead we find that computers affect the way in which teachers engage in the twilight between work and privacy as well as the percieved boundary between the school and the world of information outside of it. Furthermore, the nature of interaction with their students both in the classroom environment and outside of it has been altered. These highlighted effects call into question new perspectives on the roles of the computer and the teacher in modern society.

I och med teknologins framfart har digital marknadsföring blivit ett av de vanligaste sätten för marknadsförare att nå sin publik. Med denna digitala utveckling ökar också möjligheterna för marknadsföringen. Något som för 25 år sedan bara var en dröm är idag en mycket aktuell verklighet -nämligen digital one-to-one marknadsföring. Denna marknadsföringsform går ut på att enorma mängder data samlas in om individer som sedan används för att skapa personaliserade annonser anpassade just för dessa individers behov. Teknologin gör detta möjligt och denna marknadsföringsform befinner sig ofta på sociala medier. En konsumentgrupp som spenderar mycket tid på sociala medier är tonåringar. Denna studie ämnar därför undersöka hur tonåringar upplever att deras köpbeteende påverkas av digital one-to-one marknadsföring.  Kvalitativa intervjuer har utförts till empiriinsamlingen med respondenter i åldrarna 15-17 år. Alla respondenter känner sig påverkade av digital one-to-one marknadsföring. De känner oro för vad deras information används till och tycker att riskerna med att ge ifrån sig information överväger nyttan av att få anpassade annonser. Denna integritetsoro skulle möjligtvis kunna dämpas om information försågs med var företaget hittat den personliga informationen. Hos tonåringar kan denna marknadsföring skapa behov som de inte hade tidigare och bidra med fler alternativ för att tillfredsställa detta behov. One-to-one marknadsföring har alltså en direkt påverkan på tonåringars köpbeteende. / With the steady and rapid growth of technology, digital marketing has become one of the most common ways for advertisers to reach out to a broader audience. Instagram and Snapchat are the most commonly used social networking services among today’s adolescents that highly utilise the concept of personalised digital advertising through third parties. One-to-one marketing is a form of personalised marketing that aims to collect information about individual consumers in order to provide each individual with advertisements fitted to their interests. This study takes a closer look on how teenagers perceive the personal effect of one-to-one marketing.  The empirical research was obtained from qualitative interviews carried out among teenagers aged 15 to 17 years old. Upon conclusion of the study, it was found that all respondents felt influenced by digital one-to-one marketing and are worried about the use of their information. Ultimately, respondents think the risks outweigh the benefits and want to know where the company gets their information from. In adolescents, one-to-one marketing can create needs that did not exist before and can be met through the provision of more options. Hence, one-to-one marketing has a direct impact on the purchasing behaviour of adolescents.

Undersökningens syfte är att undersöka hur lärare med en-till-en surfplattor har påverkats i sin matematikundervisning i årskurserna 1-3. Ett ytterligare syfte är också att visa vilka hinder och möjligheter som de upplever med surfplattor. Den empiriska utgångspunkten har varit kvalitativa intervjuer med åtta verksamma lärare i matematikämnet som har tillgång till en-till-en undervisning. Ruthvens (2009; 2013) studie har använts som ramverk för denna studie. Resultatet visar att lärarna har påverkats i sin undervisning av surfplattorna avseende faktorer som färdighetsträning, motivation, individualisering, variation av undervisningen, kunskapsöversikt samt i uppläsningen av uppgifter. De upplevde vid införandet såväl som i det dagliga arbetet både hinder och möjligheter. Framförallt tog införandet tid medan flera av respondenterna uppger att det dagliga arbetet efter ett tag underlättades och mer tid kunde avsättas till att möta eleverna på deras kunskapsnivå. / The purpose of the research is to examine how 1:1 with tablets have affected teachers’ teaching in mathematics in grade 1-3. Another purpose with the research is to demonstrate what possibilities and obstacles may occur with tablets according to participants in the study. The empirical data collection method is qualitative interviews conducted with eight active teachers with access to one-to-one education. Ruthvens (2009; 2013) studies have been used as framework for the research. The results show that teachers have been affected in their teaching with tablets in such ways as increased motivation, skill training in mathematics, individualization, variety of teaching, overview of students’ knowledge and the ability to listen to tasks and overcoming difficulties such as reading and writing. With the introduction of 1:1 the teachers experienced both obstacles and possibilities in their teaching. Especially the obstacle concerning the time it took to implement. The teachers state that the daily work was facilitated after some time and they could spend more time teaching children at their level of knowledge.

Science, technology, engineering, and mathematics (STEM) education has become an emphasized component of PreK-12 education in the United States. The US is struggling to produce enough science, mathematics, and technology experts to meet its national and global needs, and the mean scores of science and mathematics students are not meeting the expected levels desired by our leaders (Hossain & Robinson, 2011). In an effort to improve achievement scores in mathematics and science, school districts must consider many components that can contribute to the development of a classroom where students are engaged and growing academically. Computer technology (CT) for student use is a popular avenue for school districts to pursue in their goal to attain higher achievement. The purpose of this study is to examine the use of iPads in a one-to-one setting, where every student has his own device 24/7, to determine the effects, if any, on academic achievement in the areas of mathematics and science. This comparison study used hierarchical linear modeling (HLM) to examine three middle schools in a private school district. Two of the schools have implemented a one-to-one iPad program with their sixth through eighth grades and the third school uses computers on limited occasions in the classroom and in a computer lab setting. The questions addressed were what effect, if any, do the implementation of a one-to-one iPad program and a teacher’s perception of his use of constructivist teaching strategies have on student academic achievement in the mathematics and science middle school classrooms. The research showed that although the program helped promote the use of constructivist activities through the use of technology, the one-to-one iPad initiative had no effect on academic achievement in the middle school mathematics and science classrooms.

As one-to-one laptop environments are becoming more commonplace in the educational system, teachers are often expected to provide a student-centered environment that incorporates 21st century skills in effort to better prepare students for the future. Teaching in this type of environment is a difficult pedagogical shift for classroom educators. The assumption is often made that teachers can make this pedagogical shift just because laptops are provided for all students. The goal was to capture the essence of the lived experiences of fifth grade teachers who will be immersed in the phenomenon of teaching in a student-centered, twenty-first century, one-to-one laptop environment. The overarching research question was: What is the essence of the lived experiences of teachers who are implementing a student-centered, 21st century, one-to-one laptop pilot? Guided by phenomenology using a transcendental approach, data were collected through multiple, in-depth teacher interviews. The research process included identification of the phenomenon; epoché; data collection through 18 interviews with nine fifth-grade teachers; and transcendental phenomenological analysis through reduction, imaginative variation, and syntheses. Reduction involved horizonalization of the data and the development of textural and structural descriptions of the teachers' experiences. In addition, thirty-four codes were identified and reduced to six overarching themes including: looking back, engaged and excited, building a solid foundation, roles have shifted, consider this, and learning the 21st century way. The results will help in the development of effective academic and technology support structures that strengthen a student-centered, 21st century, one-to-one laptop program. The investigation exposed themes of difficulties, strategies, and best practices that teachers experience during the implementation.

Thesis advisor: Lillie Richardson Albert / Currently, one of the most popular technology initiatives used in schools to prepare information- and technology-literate students is one-to-one laptop programs. However, limited research studies have investigated factors involved in laptop programs' integration process in schools from various participant perspectives by specifically focusing on ELL students and their needs. Through an ecological lens, this study investigated a one-to-one laptop program integrated into ESL classrooms in an urban middle school, which sustained the program for 6 years. The study included multiple perspectives of various school community members to capture an accurate account of factors necessary for the program's implementation and continuation. This study used a qualitative, single-case research design with exploratory purposes to investigate the multi-level nature of a one-to-one laptop program. Ecology was used as a lens to interpret data and show the relations between living (biotic) and nonliving (abiotic) factors in the program. In-depth data was collected through interviews, classroom observations, field notes, and archives. Collected data were analyzed through constructivist grounded theory using open, axial, and selective coding. The study demonstrated that multiple factors interact with each other and impact the laptop initiative in ESL classrooms. These factors and their interaction were visually represented as a conceptual model. Factors identified in findings were discussed under three main themes: financial, technical and leadership factors. Findings related to financial factors indicated that technical issues increased over the years due to the financial problems, which influenced the instructional use of laptops unfavorably and amplified doubts about the future of the program. Results related to leadership highlighted the importance of having multiple leaderships and allowing the participation of various school members in the decision making process. Results also showed that the federal mandates on achievement influenced the laptop program by changing the vision of the school from teaching with technology to improving instruction and achievement scores on standardized tests. Finally, findings emphasized the importance of including ESL leadership in the laptop program from the very beginning to adjust it to the needs of ESL students. Implications for teachers, administrators, educational researchers, policy makers, and future research are discussed. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.