PurposeThis study aims to examine students' perceptions and their acceptance towards implementing a laptop program.Design/methodology/approachExtensive research has been carried out on the technology acceptance model (TAM) to better understand the behavioral intention of individuals to accept and use technology. Therefore, the TAM was adopted as the theoretical framework. Data analysis consisted of factor analysis according to the TAM model's two primary constructs, followed by T‐tests to determine the impact of the discovered factors on participants' attitudes on a laptop initiative.FindingsThis study analyzes survey questions related to the two factors in the TAM model, as well as the discovery of a third factor, perceived change. By understanding what factors are of main concern to students, a laptop program can be made more useful to students and universities.Research limitations/implicationsThis research was limited to one particular university. Suggestions for further research are to adapt and conduct the suggested survey tool in other university settings, according to the constructs of the TAM model as described in this paper.Practical implicationsThe laptop initiative questionnaire contains questions that focus on all three TAM model factors. This provides a comprehensive base of questions for those needing to conduct similar lines of research within their universities.Originality/valueThis paper provides a tested survey based upon the widely accepted technology acceptance model with an added factor pertinent to the exploration of technology acceptance within the university environment.

With increasing visibility for all educators to meet technology standards, teacher educators must prepare their teacher candidates for the increasing demand for education technology integration in preK-12 and higher education classrooms. Many university faculty, who are responsible for this preparation of teachers, feel unprepared for this challenge, which often pushes them out of their comfort zone. As teacher educators in a small university in Southern Texas, the authors explored specific engagements that serve as preparation of faculty for collaborative, online learning shared experiences and instructional strategy modeling that can enhance teacher candidates' self-regulation skills to integrate technology as they prepare to enter classrooms. As they develop and implement multiple engagements for use within their teacher preparation program, the authors maintain a growth mindset to help improve the quality of their technology interactions and continuously renew their efforts to promote the integration of technology.

Since the onset of technology as a tool in our personal and professional lives, we’ve progressed through at least two waves or stages of computing. The concept of ubiquitous computing names the third wave of computing, still in its infancy stages. The first wave consisted of mainframe computers shared by numerous people. The majority of society is presently in the second wave of the personal computing era, where people and machines interact through a predominantly iconic environment. The third phase of computing, referred to as ubiquitous computing, or the age of calm technology, takes place when technology recedes into the background of our daily lives. Alan Kay of Apple calls this the “third paradigm” of computing, while Weiser coins it as the “third wave” of computing (Weiser, 1996). In Weiser’s (2006) third wave of computing, we achieve a vision of multiple computers per person in which “technology recedes into the background of our lives” (p. 1). To reach this point, each individual would need a personal computing device. Studies have shown that students are increasingly gaining access to computers outside of school, whether it be in their own home, a neighbor’s house, or the public library. However, schools have yet to even achieve a ratio of one computer per student (Bull & Ferster, 2005-2006). During this time, we have experienced distinct phases of computing that include: (1) the strife for one-to-one computing, and (2) portable devices with wireless access. Each of these phases has revealed some insights into future ubiquitous technologies and research. According to America’s Digital Schools (ADS) 2006 five-year forecast, “the transition to mobile computing will help facilitate the transition to ubiquitous computing, which is not practical in desktop computer environments” (Hayes Connection & Greaves Group, 2006, p.1).

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The general purposes of this chapter are to provide a related literature review and share current pedagogical practices supporting formative digital-based assessments, especially as pertains to online/hybrid environments shared among a variety of educational community members (preservice teachers, in service teachers, undergraduate and graduate students, university faculty, K-12 students and family members). The authors have implemented a cross-course collaborative model in which university undergraduate and graduate students collaborate with each other toward greater service to community family events. The literature review includes 1) pedagogies in online/ blended learning environments, 2) top inquiry-based learning digital tools within collaborative learning systems, 3) digital-based formative and summative assessment, 4) gamification and computational thinking. The authors then present frameworks of a cross-course collaboration model: 1) pedagogical applications of their journey storytelling as digital formative assessments, as well as 2) empathy and journey mapping.