This paper explores an evaluation of the Grove School District’s one-to-one iPad program, for the purpose of understanding the relationship between teacher support for the program and classroom use. The evaluation also explores the various factors that impact a successful one-to-one program, including leadership attitudes and professional development. The attitudes of the teaching staff were compared to classroom observation data and focus group input. The research design followed a case study approach with a combination of survey, focus group, and observation methodologies. The goal was to determine to what extent the attitudes of teaching staff towards the one-to-one program impact the integration of technology into instruction. Teachers were also asked how we might improve the current one-to-one program. This evaluation looked for ways to begin the process of evolving and growing the program in the future. Teachers felt very positive towards the one-to-one program and saw more benefits than challenges for students. Teachers also desired more opportunities to learn about technology integration and collaborate with colleagues and specialists.
","abstract_html":"<p>This paper explores an evaluation of the Grove School District’s one-to-one iPad program, for the purpose of understanding the relationship between teacher support for the program and classroom use. The evaluation also explores the various factors that impact a successful one-to-one program, including leadership attitudes and professional development. The attitudes of the teaching staff were compared to classroom observation data and focus group input. The research design followed a case study approach with a combination of survey, focus group, and observation methodologies. The goal was to determine to what extent the attitudes of teaching staff towards the one-to-one program impact the integration of technology into instruction. Teachers were also asked how we might improve the current one-to-one program. This evaluation looked for ways to begin the process of evolving and growing the program in the future. Teachers felt very positive towards the one-to-one program and saw more benefits than challenges for students. Teachers also desired more opportunities to learn about technology integration and collaborate with colleagues and specialists.</p>","abstract_has_math":false,"creators":["Kohl, Andrew"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Gloria McDaniel - Hall","Jason Stegemoller"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-06-01T07:00:00Z","date_published":"2019-06-01T07:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["technology","one-to-one","integration","leadership","support","Educational Technology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/382","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gloria McDaniel - Hall","Jason Stegemoller"]},{"key":"dc:creator","label":"Author","values":["Kohl, Andrew"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-05-24T07:00:00Z"]},{"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":["technology","one-to-one","integration","leadership","support","Educational Technology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/382"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This paper explores an evaluation of the Grove School District’s one-to-one iPad program, for the purpose of understanding the relationship between teacher support for the program and classroom use. The evaluation also explores the various factors that impact a successful one-to-one program, including leadership attitudes and professional development. The attitudes of the teaching staff were compared to classroom observation data and focus group input. The research design followed a case study approach with a combination of survey, focus group, and observation methodologies. The goal was to determine to what extent the attitudes of teaching staff towards the one-to-one program impact the integration of technology into instruction. Teachers were also asked how we might improve the current one-to-one program. This evaluation looked for ways to begin the process of evolving and growing the program in the future. Teachers felt very positive towards the one-to-one program and saw more benefits than challenges for students. Teachers also desired more opportunities to learn about technology integration and collaborate with colleagues and specialists.
"]},{"key":"dc:title","label":"Title","values":["One-to-One Learning - Success Factors For Meaningful Technology Integration"]}]}],"canonical_facts":{"dc:contributor":["Gloria McDaniel - Hall","Jason Stegemoller"],"dc:creator":["Kohl, Andrew"],"dc:date.available":["2019-05-24T07:00:00Z"],"dc:description.abstract":["This paper explores an evaluation of the Grove School District’s one-to-one iPad program, for the purpose of understanding the relationship between teacher support for the program and classroom use. The evaluation also explores the various factors that impact a successful one-to-one program, including leadership attitudes and professional development. The attitudes of the teaching staff were compared to classroom observation data and focus group input. The research design followed a case study approach with a combination of survey, focus group, and observation methodologies. The goal was to determine to what extent the attitudes of teaching staff towards the one-to-one program impact the integration of technology into instruction. Teachers were also asked how we might improve the current one-to-one program. This evaluation looked for ways to begin the process of evolving and growing the program in the future. Teachers felt very positive towards the one-to-one program and saw more benefits than challenges for students. Teachers also desired more opportunities to learn about technology integration and collaborate with colleagues and specialists.
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