This mixed-methods case study examined the impact of one-to-one technology on learners’ communication and collaboration skills, two of the critical 21st-century skills necessary for learners to succeed in the global world. The purpose of this case study was to examine middle school teachers’ perceptions of a one-to-one laptop computer implementation and its impacts on learners’ communication and collaboration skills. Mixed-methods research methodologies were adopted to collect the data that answered the research questions. Explanatory sequential design was used to design, collect, analyze, and report the study’s findings. Quantitative data as Likert scale survey was sent to all the eligible forty-one participants, which were middle school teachers. Thirty-three teachers responded to the surveys for an eighty percent respondent’s turnout. As for the qualitative data, eight individual interviews and two focus groups comprising four participants were conducted to answer the qualitative research questions. The study found that middle school teachers perceived increased learners' communication and collaboration skills during the adaptation of the one-to-one technology initiative. The results of this study could provide practitioners, policymakers, technology enthusiasts with a research-based finding that could support or inform their decisions on a one-to-one technology initiative in their given context. The findings in this study could also contribute to a better understanding of the connections between one-to-one classroom and their impacts on learners’ communication and collaboration skills. Finally, this research study could contribute to the limited literature on one-to-one laptop implementation in K-12 schools and its impacts on 21st-century skills, especially communication and collaboration skills.
","abstract_html":"<p>This mixed-methods case study examined the impact of one-to-one technology on learners’ communication and collaboration skills, two of the critical 21st-century skills necessary for learners to succeed in the global world. The purpose of this case study was to examine middle school teachers’ perceptions of a one-to-one laptop computer implementation and its impacts on learners’ communication and collaboration skills. Mixed-methods research methodologies were adopted to collect the data that answered the research questions. Explanatory sequential design was used to design, collect, analyze, and report the study’s findings. Quantitative data as Likert scale survey was sent to all the eligible forty-one participants, which were middle school teachers. Thirty-three teachers responded to the surveys for an eighty percent respondent’s turnout. As for the qualitative data, eight individual interviews and two focus groups comprising four participants were conducted to answer the qualitative research questions. The study found that middle school teachers perceived increased learners' communication and collaboration skills during the adaptation of the one-to-one technology initiative. The results of this study could provide practitioners, policymakers, technology enthusiasts with a research-based finding that could support or inform their decisions on a one-to-one technology initiative in their given context. The findings in this study could also contribute to a better understanding of the connections between one-to-one classroom and their impacts on learners’ communication and collaboration skills. Finally, this research study could contribute to the limited literature on one-to-one laptop implementation in K-12 schools and its impacts on 21st-century skills, especially communication and collaboration skills.</p>","abstract_has_math":false,"creators":["Saint Cyr, Harry"],"institution":null,"degree_name":"Doctor of Education in Instructional Technology","degree_level":"Dissertation","degree_discipline":"Instructional Technology","degree_department":null,"school":null,"contributors":["Julie Moore","Jabari Cain"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-10-20T07:00:00Z","date_published":"2021-10-20T07:00:00Z","updated_at":"2026-07-24T02:43:51Z","subjects":["Mixed-methods Study","21st Century Skills","One-to-one Technology","Digital equity","Digital Divide","Technology Integration","21st Century Learning","Communication Skills","Collaboration Skills","Educational Technology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/instruceddoc_etd/11","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Julie Moore","Jabari Cain"]},{"key":"dc:creator","label":"Author","values":["Saint Cyr, Harry"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Instructional Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Instructional Technology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mixed-methods Study","21st Century Skills","One-to-one Technology","Digital equity","Digital Divide","Technology Integration","21st Century Learning","Communication Skills","Collaboration Skills","Educational Technology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/instruceddoc_etd/11"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This mixed-methods case study examined the impact of one-to-one technology on learners’ communication and collaboration skills, two of the critical 21st-century skills necessary for learners to succeed in the global world. The purpose of this case study was to examine middle school teachers’ perceptions of a one-to-one laptop computer implementation and its impacts on learners’ communication and collaboration skills. Mixed-methods research methodologies were adopted to collect the data that answered the research questions. Explanatory sequential design was used to design, collect, analyze, and report the study’s findings. Quantitative data as Likert scale survey was sent to all the eligible forty-one participants, which were middle school teachers. Thirty-three teachers responded to the surveys for an eighty percent respondent’s turnout. As for the qualitative data, eight individual interviews and two focus groups comprising four participants were conducted to answer the qualitative research questions. The study found that middle school teachers perceived increased learners' communication and collaboration skills during the adaptation of the one-to-one technology initiative. The results of this study could provide practitioners, policymakers, technology enthusiasts with a research-based finding that could support or inform their decisions on a one-to-one technology initiative in their given context. The findings in this study could also contribute to a better understanding of the connections between one-to-one classroom and their impacts on learners’ communication and collaboration skills. Finally, this research study could contribute to the limited literature on one-to-one laptop implementation in K-12 schools and its impacts on 21st-century skills, especially communication and collaboration skills.
"]},{"key":"dc:title","label":"Title","values":["Teachers’ Perceptions of One-to-One Laptop Initiative for Increased Learner Communication and Collaboration Skills"]}]}],"canonical_facts":{"dc:contributor":["Julie Moore","Jabari Cain"],"dc:creator":["Saint Cyr, Harry"],"dc:description.abstract":["This mixed-methods case study examined the impact of one-to-one technology on learners’ communication and collaboration skills, two of the critical 21st-century skills necessary for learners to succeed in the global world. The purpose of this case study was to examine middle school teachers’ perceptions of a one-to-one laptop computer implementation and its impacts on learners’ communication and collaboration skills. Mixed-methods research methodologies were adopted to collect the data that answered the research questions. Explanatory sequential design was used to design, collect, analyze, and report the study’s findings. Quantitative data as Likert scale survey was sent to all the eligible forty-one participants, which were middle school teachers. Thirty-three teachers responded to the surveys for an eighty percent respondent’s turnout. As for the qualitative data, eight individual interviews and two focus groups comprising four participants were conducted to answer the qualitative research questions. The study found that middle school teachers perceived increased learners' communication and collaboration skills during the adaptation of the one-to-one technology initiative. The results of this study could provide practitioners, policymakers, technology enthusiasts with a research-based finding that could support or inform their decisions on a one-to-one technology initiative in their given context. The findings in this study could also contribute to a better understanding of the connections between one-to-one classroom and their impacts on learners’ communication and collaboration skills. Finally, this research study could contribute to the limited literature on one-to-one laptop implementation in K-12 schools and its impacts on 21st-century skills, especially communication and collaboration skills.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/instruceddoc_etd/11"],"dc:subject":["Mixed-methods Study","21st Century Skills","One-to-one Technology","Digital equity","Digital Divide","Technology Integration","21st Century Learning","Communication Skills","Collaboration Skills","Educational Technology"],"dc:title":["Teachers’ Perceptions of One-to-One Laptop Initiative for Increased Learner Communication and Collaboration Skills"],"thesis:degree_discipline":["Instructional Technology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Instructional Technology"]},"updated_at":"2026-07-24T02:43:51Z"}