Doctor of Philosophy / Curriculum and Instruction Programs / Marjorie R. Hancock / 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.
| Identifer | oai:union.ndltd.org:KSU/oai:krex.k-state.edu:2097/1020 |
| Date | January 1900 |
| Creators | McKeeman, Leah Ann |
| Publisher | Kansas State University |
| Source Sets | K-State Research Exchange |
| Language | en_US |
| Detected Language | English |
| Type | Dissertation |
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