1:1 Chromebooks In High School Classrooms: Teacher Perceptions Of Integration Efforts

<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>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2021

Author dc:creator

• Saltmarsh, Jason

Contributors dc:contributor

• Jacqueline Lookabaugh
• Catherine Stieg
• Caroline Arakelian

• Educational Assessment, Evaluation, and Research
• Educational Leadership

Repository record dc:identifier

https://dune.une.edu/theses/349

OAI identifier oai:identifier

oai:dune.une.edu:theses-1348