In an effort to prepare its graduates with the 21st century skills of problem solving, collaboration, technology savvy, creativity, and information literacy and to close the learning gaps between students who have access to technology and those who don’t, this study proposes that District 123 create a policy to support a 1:1 Chromebook initiative. Using Browder’s needs analysis model, the impact of a 1:1 program is analyzed through the educational, social, political, economic and moral frames (Browder, 1995). It is determined that a 1:1 program can transform teaching and learning by giving equal access to technology, by incorporating student-driven and inquiry-based lessons that challenge students to meaningfully utilize resources outside the classroom walls and contribute their voice to the digital sphere. This transition requires significant human and financial capital, as well as careful planning, professional development, curricular and classroom modifications and thoughtful assessment mechanisms. A proposed budget and an assessment plan is included in the study.
","abstract_html":"<p>In an effort to prepare its graduates with the 21<sup>st</sup> century skills of problem solving, collaboration, technology savvy, creativity, and information literacy and to close the learning gaps between students who have access to technology and those who don’t, this study proposes that District 123 create a policy to support a 1:1 Chromebook initiative. Using Browder’s needs analysis model, the impact of a 1:1 program is analyzed through the educational, social, political, economic and moral frames (Browder, 1995). It is determined that a 1:1 program can transform teaching and learning by giving equal access to technology, by incorporating student-driven and inquiry-based lessons that challenge students to meaningfully utilize resources outside the classroom walls and contribute their voice to the digital sphere. This transition requires significant human and financial capital, as well as careful planning, professional development, curricular and classroom modifications and thoughtful assessment mechanisms. A proposed budget and an assessment plan is included in the study.</p>","abstract_has_math":false,"creators":["Landry, Tracey K"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Norman Weston","Jack Denny"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-01T08:00:00Z","date_published":"2016-12-01T08:00:00Z","updated_at":"2026-07-24T03:21:38Z","subjects":["computing technology","Chromebook","21st century skills","high school","one-to-one","digital literacy","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Online and Distance Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/200","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Norman Weston","Jack Denny"]},{"key":"dc:creator","label":"Author","values":["Landry, Tracey K"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-12-19T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["computing technology","Chromebook","21st century skills","high school","one-to-one","digital literacy","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Online and Distance Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/200"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In an effort to prepare its graduates with the 21st century skills of problem solving, collaboration, technology savvy, creativity, and information literacy and to close the learning gaps between students who have access to technology and those who don’t, this study proposes that District 123 create a policy to support a 1:1 Chromebook initiative. Using Browder’s needs analysis model, the impact of a 1:1 program is analyzed through the educational, social, political, economic and moral frames (Browder, 1995). It is determined that a 1:1 program can transform teaching and learning by giving equal access to technology, by incorporating student-driven and inquiry-based lessons that challenge students to meaningfully utilize resources outside the classroom walls and contribute their voice to the digital sphere. This transition requires significant human and financial capital, as well as careful planning, professional development, curricular and classroom modifications and thoughtful assessment mechanisms. A proposed budget and an assessment plan is included in the study.
"]},{"key":"dc:title","label":"Title","values":["Going 1:1- Writing Policy to Support The 21st Century Student: A Policy Advocacy Document"]}]}],"canonical_facts":{"dc:contributor":["Norman Weston","Jack Denny"],"dc:creator":["Landry, Tracey K"],"dc:date.available":["2016-12-19T08:00:00Z"],"dc:description.abstract":["In an effort to prepare its graduates with the 21st century skills of problem solving, collaboration, technology savvy, creativity, and information literacy and to close the learning gaps between students who have access to technology and those who don’t, this study proposes that District 123 create a policy to support a 1:1 Chromebook initiative. Using Browder’s needs analysis model, the impact of a 1:1 program is analyzed through the educational, social, political, economic and moral frames (Browder, 1995). It is determined that a 1:1 program can transform teaching and learning by giving equal access to technology, by incorporating student-driven and inquiry-based lessons that challenge students to meaningfully utilize resources outside the classroom walls and contribute their voice to the digital sphere. This transition requires significant human and financial capital, as well as careful planning, professional development, curricular and classroom modifications and thoughtful assessment mechanisms. A proposed budget and an assessment plan is included in the study.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/200"],"dc:subject":["computing technology","Chromebook","21st century skills","high school","one-to-one","digital literacy","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Online and Distance Education"],"dc:title":["Going 1:1- Writing Policy to Support The 21st Century Student: A Policy Advocacy Document"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:38Z"}