Teacher Experiences with Multiple One-to-One Technology Integration Models: A Phenomenography
The purpose of this qualitative case study was to examine the beliefs and perceptions of teachers who have experience with both the BYOT and school-issued 1:1 technology integration models. The eight informants in this study all had middle and/or high school experience teaching with both models. The data came from semi-structured interviews with each informant and five documents related to 1:1 technology integration from four districts. Analysis results showed a preference for the 1:1 school-issued model due to concerns with technical support, equity, student behavior, technology monitoring, and pedagogical change. COVID reinforced teacher preference. Neither model was conclusively preferred in the areas of student engagement and professional development. Recommendations for future research included a comparative study of the impact of each model on student outcomes and comparative study of the models’ applications in specific content areas.
1:1, one-to-one; BYOT; computing; technology, Educational Technology
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