<p> The rapidity of technology innovations appearing in the educational context increased dramatically over the past decade, resulting in 1:1 technology initiatives materializing across the nation. School districts, attempting to keep pace in preparing students with 21st century skills, place technology into the hands of students and teachers to utilize as a teaching and learning tool within the classroom. This qualitative case study set out to explore the 1:1 tablet initiative in the Manhattan Beach Unified School District (MBUSD) and its commitment to 21st century education, which encourages teaching and learning to move from passive to engaged and active learning. </p><p> Grounded in Fullan's theoretical framework of educational change, this study explored both the innovative-focused approach and the capacity-building focus which function concurrently in an effort to inform education reform strategies. In light of new tablet technology, attempts at educational change resulted in success for some districts and failure for others attempting to adopt new innovation and implement change within their organization. Through the lens ofFullan's framework, this study tells the story of MBUSD's endeavor to build a sustainable program along with the capacity of its teachers, principals and district office administrators. </p><p> Participants consisted of three teacher focus groups and 10 site and district administrators who were interviewed for this study. These participants were part of the MBUSD iPad program during its first 2 years of implementation. Through the experiences of these MBUSD stakeholders, the findings identify essential factors districts must consider when contemplating the idea of adopting a 1:1 initiative. The findings highlighted the idea that too much planning can hinder the actual implementation of an adoption of new innovation. Implementing sooner rather than later can be a benefit in lessons learned and the opportunity to discover and adapt through the process. Recommendations for policy and practice relative to the California Local Control Funding Formula (LCFF), Common Core State Standards (CCSS), Smarter Balanced Assessment Consortium (SBAC) and institutions of higher education are addressed in this study</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3647116 |
| Date | 05 December 2014 |
| Creators | Gerger, Karina |
| Publisher | California State University, Long Beach |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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