PERCEPTIONS OF CHANGE IN TEACHING STYLES DURING A ONE-TO-ONE LAPTOP INITIATIVE

Open Access
Author:
Sprenger, Karl Russell
Graduate Program:
Instructional Systems
Degree:
Doctor of Education
Document Type:
Dissertation
Date of Defense:
September 03, 2010
Committee Members:
  • Kyle Leonard Peck, Dissertation Advisor
  • Kyle Leonard Peck, Committee Chair
  • Alison Alene Carr Chellman, Committee Member
  • Dr Scott Mc Donald, Committee Member
  • John David Popp, Committee Member
Keywords:
  • teacher change pedagogy educational technology one
Abstract:
The primary purpose of this study is to provide solid quantitative data demonstrating how teachers are perceived to change in a one-to-one laptop environment, both as a whole and by subject area, during a laptop initiative that includes significant investments in professional development. The main research question is Do teachers change their basic pedagogy, or teaching practices, based on their participation in a laptop initiative? Four null Hypotheses were investigated: 1. Teacher pedagogy (as measured on a scale from didactic to constructivist) will not change due to participation in a statewide laptop initiative, 2. Teachers of different subjects will exhibit similar patterns in terms of the didactic or constructivist nature of their teaching styles at the beginning of the CFF program, 3. Teachers of different subjects will be equally likely to change along the spectrum from didactic to constructivist as a result of the CFF laptop initiative, 4. Teachers with different amounts of teaching experience will be equally likely to change their teaching styles due to their participation in a laptop initiative. This dissertation looks at three data sources, a teacher survey and student survey, and classroom observation data. Findings show that the first hypothesis is indeed rejected in that teachers are perceived to show significant changes in their teaching styles. The second hypothesis looked at descriptive survey results at the beginning of the program, which indicated that there are different perceived patterns in the nature of the different subjects teaching styles so the hypothesis is rejected. The findings for the third hypothesis show that teachers of different subject areas are perceived to change the way they teach, in different ways in a one-to-one laptop initiative. The fourth hypothesis found a few statistically significant perceived changes in the ways teachers teach while part of a one-to-one laptop initiative.