A qualitative phenomenological study was conducted to identify and analyze issues in the implementation of one-to-one computing initiatives and provide solutions for improvement. An understanding of the implementation process was developed through the analysis of data collected through 27 interviews with teacher experts in the field who have worked with the implementation of one-to-one programs. Teachers were purposely selected from the following groups: those who were completing their first year of teaching, those who had between two and ten years of teaching experience, and those who had eleven plus years of total teaching experience. This study distinctly addresses one-to-one initiatives from both placing importance on the utilization of negative knowledge and in simultaneously treating teacher perceptions as a valid reality. Issues associated with the implementation of one-to-one initiatives develop at a faster speed than traditional school structures are accustomed to respond to. Successful one-to-one management requires a responsive, interconnected, and efficient organizational structure. This research has significance for the improvement of one-to-one initiative implementation efforts. The findings contained in this research have the potential to benefit teachers, administrators, and other stakeholders associated with the implementation of one-to-one initiatives.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-4553 |
| Date | 01 December 2016 |
| Creators | Selvidge, Jordan R |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
| Rights | Copyright by the authors. |
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