Today’s educational blueprint is evolving from the traditional teacher-directed model into a student-driven curriculum approach. Specifically, education is experiencing a paradigm shift from the long-established one-size-fits-all model to a customized learning process known as personalized learning. Personalized learning aims at engaging students in more relevant and rigorous learning and turns them into co-designers as the curriculum becomes tailored to their individual learning needs, skills, and interests. Additionally, when coupled with educational technology, personalized learning will provide the teacher with the tools to individualize, differentiate, and accommodate multiple student learning styles and preferences. Indeed, as personalized learning increases in popularity the need to effectively implement the new instructional model also increases. Moreover, it is imperative to understand how the roles of teachers and administrators change as schools’ transition from a traditional learning paradigm to a personalized learning approach influenced by one-to-one devices, and how these changes affect implementation. Therefore, the aim of this research was to explore the perceptions of administrators and teachers as they transition from a traditional learning paradigm to a personalized learning model influenced by one-to-one devices.
","abstract_html":"<p>Today’s educational blueprint is evolving from the traditional teacher-directed model into a student-driven curriculum approach. Specifically, education is experiencing a paradigm shift from the long-established one-size-fits-all model to a customized learning process known as personalized learning. Personalized learning aims at engaging students in more relevant and rigorous learning and turns them into co-designers as the curriculum becomes tailored to their individual learning needs, skills, and interests. Additionally, when coupled with educational technology, personalized learning will provide the teacher with the tools to individualize, differentiate, and accommodate multiple student learning styles and preferences. Indeed, as personalized learning increases in popularity the need to effectively implement the new instructional model also increases. Moreover, it is imperative to understand how the roles of teachers and administrators change as schools’ transition from a traditional learning paradigm to a personalized learning approach influenced by one-to-one devices, and how these changes affect implementation. Therefore, the aim of this research was to explore the perceptions of administrators and teachers as they transition from a traditional learning paradigm to a personalized learning model influenced by one-to-one devices.</p>","abstract_has_math":false,"creators":["Myers, Rebecca G"],"institution":null,"degree_name":"Doctor of Education in Educational Leadership for Learning Dissertations","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Iván M. Jorrín Abellán","Dr. Julie Moore"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-09-28T07:00:00Z","date_published":"2018-09-28T07:00:00Z","updated_at":"2026-07-24T02:43:26Z","subjects":["andragogy","one-to-one computing","personalized learning","phenomenography","transformative learning","ubiquitous learning.","Educational Administration and Supervision","Educational Leadership","Educational Technology","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/educleaddoc_etd/14","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Iván M. Jorrín Abellán","Dr. Julie Moore"]},{"key":"dc:creator","label":"Author","values":["Myers, Rebecca G"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Educational Leadership for Learning Dissertations"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["andragogy","one-to-one computing","personalized learning","phenomenography","transformative learning","ubiquitous learning.","Educational Administration and Supervision","Educational Leadership","Educational Technology","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/educleaddoc_etd/14"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Today’s educational blueprint is evolving from the traditional teacher-directed model into a student-driven curriculum approach. Specifically, education is experiencing a paradigm shift from the long-established one-size-fits-all model to a customized learning process known as personalized learning. Personalized learning aims at engaging students in more relevant and rigorous learning and turns them into co-designers as the curriculum becomes tailored to their individual learning needs, skills, and interests. Additionally, when coupled with educational technology, personalized learning will provide the teacher with the tools to individualize, differentiate, and accommodate multiple student learning styles and preferences. Indeed, as personalized learning increases in popularity the need to effectively implement the new instructional model also increases. Moreover, it is imperative to understand how the roles of teachers and administrators change as schools’ transition from a traditional learning paradigm to a personalized learning approach influenced by one-to-one devices, and how these changes affect implementation. Therefore, the aim of this research was to explore the perceptions of administrators and teachers as they transition from a traditional learning paradigm to a personalized learning model influenced by one-to-one devices.
"]},{"key":"dc:title","label":"Title","values":["Transitioning to a Personalized Learning Environment Leveraging One-to-One Devices"]}]}],"canonical_facts":{"dc:contributor":["Dr. Iván M. Jorrín Abellán","Dr. Julie Moore"],"dc:creator":["Myers, Rebecca G"],"dc:description.abstract":["Today’s educational blueprint is evolving from the traditional teacher-directed model into a student-driven curriculum approach. Specifically, education is experiencing a paradigm shift from the long-established one-size-fits-all model to a customized learning process known as personalized learning. Personalized learning aims at engaging students in more relevant and rigorous learning and turns them into co-designers as the curriculum becomes tailored to their individual learning needs, skills, and interests. Additionally, when coupled with educational technology, personalized learning will provide the teacher with the tools to individualize, differentiate, and accommodate multiple student learning styles and preferences. Indeed, as personalized learning increases in popularity the need to effectively implement the new instructional model also increases. Moreover, it is imperative to understand how the roles of teachers and administrators change as schools’ transition from a traditional learning paradigm to a personalized learning approach influenced by one-to-one devices, and how these changes affect implementation. Therefore, the aim of this research was to explore the perceptions of administrators and teachers as they transition from a traditional learning paradigm to a personalized learning model influenced by one-to-one devices.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/educleaddoc_etd/14"],"dc:subject":["andragogy","one-to-one computing","personalized learning","phenomenography","transformative learning","ubiquitous learning.","Educational Administration and Supervision","Educational Leadership","Educational Technology","Elementary and Middle and Secondary Education Administration"],"dc:title":["Transitioning to a Personalized Learning Environment Leveraging One-to-One Devices"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Educational Leadership for Learning Dissertations"]},"updated_at":"2026-07-24T02:43:26Z"}