The purpose of this qualitative narrative inquiry study was to fully explore high school teachers’ perceptions of their experiences teaching in a 1:1 Chromebook environment. Data included high school teachers’ personal narratives detailing their experiences and observations about the use of 1:1 Chromebooks to support teaching and learning. Study data also included in-depth interviews with eight high school teachers. The four constructs of the Unified Theory of Acceptance and Use of Technology provided a theoretical framework for this study. Educational leaders face significant challenges in understanding the considerable impact of teachers’ perceptions of their decision to integrate and effectively use 1:1 Chromebooks with their students. This study provides insight into resolving those difficulties and indicates ways in which schools can support and facilitate 1:1 Chromebook usage and stimulate pedagogical change. Throughout this narrative study, several emergent themes surfaced; (a) instructional effectiveness, (b) professional learning (c) student engagement, (d) performance expectancy, (e) effort expectancy, (f) social influence, and (g) facilitating conditions. The findings of this narrative study may help educational leaders better understand the facilitating conditions necessary to promote pedagogical transformation in a 1:1 Chromebook environment.
","abstract_html":"<p>The purpose of this qualitative narrative inquiry study was to fully explore high school teachers’ perceptions of their experiences teaching in a 1:1 Chromebook environment. Data included high school teachers’ personal narratives detailing their experiences and observations about the use of 1:1 Chromebooks to support teaching and learning. Study data also included in-depth interviews with eight high school teachers. The four constructs of the Unified Theory of Acceptance and Use of Technology provided a theoretical framework for this study. Educational leaders face significant challenges in understanding the considerable impact of teachers’ perceptions of their decision to integrate and effectively use 1:1 Chromebooks with their students. This study provides insight into resolving those difficulties and indicates ways in which schools can support and facilitate 1:1 Chromebook usage and stimulate pedagogical change. Throughout this narrative study, several emergent themes surfaced; (a) instructional effectiveness, (b) professional learning (c) student engagement, (d) performance expectancy, (e) effort expectancy, (f) social influence, and (g) facilitating conditions. The findings of this narrative study may help educational leaders better understand the facilitating conditions necessary to promote pedagogical transformation in a 1:1 Chromebook environment.</p>","abstract_has_math":false,"creators":["Saltmarsh, Jason"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Jacqueline Lookabaugh","Catherine Stieg","Caroline Arakelian"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-03-01T08:00:00Z","date_published":"2021-03-01T08:00:00Z","updated_at":"2026-07-24T05:21:34Z","subjects":["Educational Assessment, Evaluation, and Research","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/349","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jacqueline Lookabaugh","Catherine Stieg","Caroline Arakelian"]},{"key":"dc:creator","label":"Author","values":["Saltmarsh, Jason"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-04-05T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Assessment, Evaluation, and Research","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/349"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative narrative inquiry study was to fully explore high school teachers’ perceptions of their experiences teaching in a 1:1 Chromebook environment. Data included high school teachers’ personal narratives detailing their experiences and observations about the use of 1:1 Chromebooks to support teaching and learning. Study data also included in-depth interviews with eight high school teachers. The four constructs of the Unified Theory of Acceptance and Use of Technology provided a theoretical framework for this study. Educational leaders face significant challenges in understanding the considerable impact of teachers’ perceptions of their decision to integrate and effectively use 1:1 Chromebooks with their students. This study provides insight into resolving those difficulties and indicates ways in which schools can support and facilitate 1:1 Chromebook usage and stimulate pedagogical change. Throughout this narrative study, several emergent themes surfaced; (a) instructional effectiveness, (b) professional learning (c) student engagement, (d) performance expectancy, (e) effort expectancy, (f) social influence, and (g) facilitating conditions. The findings of this narrative study may help educational leaders better understand the facilitating conditions necessary to promote pedagogical transformation in a 1:1 Chromebook environment.
"]},{"key":"dc:title","label":"Title","values":["1:1 Chromebooks In High School Classrooms: Teacher Perceptions Of Integration Efforts"]}]}],"canonical_facts":{"dc:contributor":["Jacqueline Lookabaugh","Catherine Stieg","Caroline Arakelian"],"dc:creator":["Saltmarsh, Jason"],"dc:date.available":["2021-04-05T07:00:00Z"],"dc:description.abstract":["The purpose of this qualitative narrative inquiry study was to fully explore high school teachers’ perceptions of their experiences teaching in a 1:1 Chromebook environment. Data included high school teachers’ personal narratives detailing their experiences and observations about the use of 1:1 Chromebooks to support teaching and learning. Study data also included in-depth interviews with eight high school teachers. The four constructs of the Unified Theory of Acceptance and Use of Technology provided a theoretical framework for this study. Educational leaders face significant challenges in understanding the considerable impact of teachers’ perceptions of their decision to integrate and effectively use 1:1 Chromebooks with their students. This study provides insight into resolving those difficulties and indicates ways in which schools can support and facilitate 1:1 Chromebook usage and stimulate pedagogical change. Throughout this narrative study, several emergent themes surfaced; (a) instructional effectiveness, (b) professional learning (c) student engagement, (d) performance expectancy, (e) effort expectancy, (f) social influence, and (g) facilitating conditions. The findings of this narrative study may help educational leaders better understand the facilitating conditions necessary to promote pedagogical transformation in a 1:1 Chromebook environment.
"],"dc:identifier":["https://dune.une.edu/theses/349"],"dc:subject":["Educational Assessment, Evaluation, and Research","Educational Leadership"],"dc:title":["1:1 Chromebooks In High School Classrooms: Teacher Perceptions Of Integration Efforts"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:34Z"}