Although one-to-one technology programs are rapidly expanding in secondary schools, the literature about how to effectively leverage these programs to improve teaching and learning is relatively small. Little guidance is available for school leaders attempting to improve teachers' willingness and ability to incorporate technology effectively into their instruction. The purpose of this mixed-methods case study was to discovery what supports school leaders provide to promote high levels of computer self-efficacy and transformational digital pedagogies in one-to-one learning environments. Data were collected from English language arts, Social Studies, and science teachers in three high schools in a suburban school district in northeast Texas using an online survey, eight virtual semi-structured interviews, and two virtual focus group interviews. Data were analyzed using descriptive statistics and deductive and inductive analysis. The findings of the study reveal most teachers perceived their ability to effectively deliver digital instruction as strong, and most were able to incorporate technology into their lessons at transformational levels. The following themes emerged from data regarding teachers' perceptions of support: shared vision, realistic and supportive climate, collaboration, encouragement, job-embedded professional learning, continuous improvement, equity, and safe, legal, and ethical use. The findings of this study serve as a foundation for understanding how school leaders can best support teachers as they attempt to integrate one-to-one technology into their lessons.

<p>”One-to-one marketing” är en marknadsföringsidé där relationen mellan kund och leverantör står i fokus. Den kunskap om en specifik kund som leverantören får via relationen kan användas för att utforma erbjudanden anpassade för just den kunden. Erbjudandena är ämnade att påverka relationen positivt och göra kunden lojal till leverantören. Nya tekniska hjälpmedel har medfört att information om kundens preferenser kan lagras och bearbetas för att därefter användas till att utforma dessaerbjudanden. ”One-to-one marketing” är dock förknippat med vissa svårigheter och problem. Ett specialanpassat erbjudande kan uppfattas felaktigt och integritetskränkande mot kunden och på såsätt påverka relationen negativt. Vi har studerat ICAs ”One-to-one marketing”-kampanj ”Mina varor” för att se huruvida denna stärker relationen till ICAs stamkunder eller om kampanjen inverkat negativt på relationen.Vi har utifrån en enkätundersökning kommit fram till att vårt urval av respondenter främst haft åsikter om utformningen av rabatterna. De problem som uppfattats av stamkunderna i denna undersökning har främst varit relaterade till att rabatterna uppfattats som konstiga och inte representativa.Uppsatsen indikerar på att detta bör förbättras för att kampanjen ska bli mer effektiv. Integritetsproblemet kommenterades endast av ett fåtal respondenter och har i denna uppsats inte visat sig som ett stort problem. Inga stora risker att relationen har försämrats med stamkunderna kan ses och undersökningen visade generellt positiva svar för ICAs del. Kampanjen kan dock förbättras genom mer representativa personliga rabatter samt att ICA med ytterligare dialog kan binda lojala kunder starkaretill relationen.</p>

Thesis advisor: Richard Jackson / A significant body of research has examined the impact of technology on pedagogy (Cuban, 1999; Enyedy, 2014), student achievement (Schachter, 1999; Cheung & Slavin, 2013, OECD, 2015), and equity (Reich, Murnane & Willett, 2012; Van Deursen & Van Dijk, 2011) with both positive and negative results within each domain. Research has also examined the impact of technology on the success of students with disabilities in various domains (Corn, Tagsold, & Argueta, 2012; Hargreaves & Braun, 2012; Harris & Smith, 2004; Penuel, 2006). However, no research has assessed the impact of one to one technology, in particular, on the self-efficacy of students with specific learning disabilities in educational settings. This dissertation examined the experience of nine middle school students with specific learning disabilities in the first year of a one to one laptop program. Among the guiding questions for this research was the following: What characteristics of 1:1 programs present particular challenges or opportunities for students with learning disabilities? A series of interviews with students, parents, and teachers, as well as pre and post-surveys gauging student self-efficacy, were organized within the frame of activity theory and analyzed using a case-study narrative approach. Findings from the research suggest the presence of several critical conditions that support student self-efficacy in this one to one program. These critical conditions include the presence of a culture of collaboration, putting the needs of teachers first in terms of comfort with technology, providing a system of professional development for both students and teachers, encouraging the philosophy of a growth mindset in relation to technology, and adopting a Universal Design for Learning (UDL) framework as a model for curriculum design that emphasizes equity through flexibility. / Thesis (PhD) — Boston College, 2017. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

One-to-one marketing är en extrem variant av relationsmarknadsföring.Begreppet myntades i början av 1990-talet och ligger till grund för en ny synpå marknadsföring. Många företag har försökt att använda sig av teoriernakring begreppet, men få har hittills lyckats fullt ut. One-to-one marketingfrämjas av att kunden inte behöva återupprepa sig varje gång man köperföretagets produkt eller tjänst. Detta medför att kunden kan tjäna på att vara ien relation med ett företag som använder sig av one-to-one marketing. Syftetmed uppsatsen är att undersöka om vårt valda företag planerar att användasig av one-to-one marketing i sin marknadsföring och om deras uppfattningav begreppet stämmer överens med vad teorierna säger. Detta kan vararelevant då man på senare tid kan se att marknadsföringen har rört sig bortfrån massmarknadsföringsstrukturen till en mer kundanpassadmarknadsföring.Det företag som vi har valt att studera är ICA, som håller på att utvecklaone-to-one marketing i sin marknadsföring. Vi har valt detta företag dels föratt vi ville undersöka ett stort företag som säkerligen har återkommandekunder, samt för att de har arbetat med relationsmarknadsföring i ett antal år.När vi genomförde vår kvalitativa undersökning utgick vi från en intervjumed en anställd på ICA:s Customer Relationship Management avdelning föratt få en inblick i hur ICA tänker kring sin utveckling av one-to-onemarketing.Det visar sig i vår undersökning att några av grunderna enligt one-to-onemarketing begreppet enligt teorin inte kan anpassas på ICA. Samtidigt somderas synätt på one-to-one marketing inte alltid överensstämmer med vadteorierna säger om begreppet, har de ändå en bra uppfattning om hur manska skräddarsy erbjudande till sina kunder. / Uppsatsnivå: C

One-to-one electronic devices have become commonplace in many educational settings across the globe, but it has been unclear how long-term teaching practices using such devices have evolved and how they relate to recognized best practices for using technology in the classroom. This study examined what a generation of teachers has over time identified as best applications of using these devices; their benefits, drawbacks, and challenges; and whether their use reflected previously identified best application of technologies in the classroom. This case study, conducted in one school system in New England, used the theories of Substitution, Augmentation, Modification and Redefinition (SAMR) and Technology, Pedagogy, and Content Analysis (TPACK) as a conceptual framework. Participants included two groups, one composed of four teachers who have taught only after implementation of one-on-one laptop use and one composed of four teachers who taught both before and after device implementation, selected to determine whether differences existed in attitudes and practices based on types of teaching experience. Data sources included interviews and observations. Results of inductive analyses indicated both veteran and established teachers embraced the use of one-to-one devices in their teaching, but both groups lacked the knowledge of SAMR and TPACK theories to best apply them in the classroom. This study contributes to the field by including recommendations for stronger teacher technology implementation, including more in-depth training and support with application of TPACK and SAMR theories in classroom pedagogy.

”One-to-one marketing” är en marknadsföringsidé där relationen mellan kund och leverantör står i fokus. Den kunskap om en specifik kund som leverantören får via relationen kan användas för att utforma erbjudanden anpassade för just den kunden. Erbjudandena är ämnade att påverka relationen positivt och göra kunden lojal till leverantören. Nya tekniska hjälpmedel har medfört att information om kundens preferenser kan lagras och bearbetas för att därefter användas till att utforma dessaerbjudanden. ”One-to-one marketing” är dock förknippat med vissa svårigheter och problem. Ett specialanpassat erbjudande kan uppfattas felaktigt och integritetskränkande mot kunden och på såsätt påverka relationen negativt. Vi har studerat ICAs ”One-to-one marketing”-kampanj ”Mina varor” för att se huruvida denna stärker relationen till ICAs stamkunder eller om kampanjen inverkat negativt på relationen.Vi har utifrån en enkätundersökning kommit fram till att vårt urval av respondenter främst haft åsikter om utformningen av rabatterna. De problem som uppfattats av stamkunderna i denna undersökning har främst varit relaterade till att rabatterna uppfattats som konstiga och inte representativa.Uppsatsen indikerar på att detta bör förbättras för att kampanjen ska bli mer effektiv. Integritetsproblemet kommenterades endast av ett fåtal respondenter och har i denna uppsats inte visat sig som ett stort problem. Inga stora risker att relationen har försämrats med stamkunderna kan ses och undersökningen visade generellt positiva svar för ICAs del. Kampanjen kan dock förbättras genom mer representativa personliga rabatter samt att ICA med ytterligare dialog kan binda lojala kunder starkaretill relationen.

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.

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.

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.