One-to-One Laptop Teacher Education

Donovan, Loretta; Green, Tim; Hansen, Laurie E.

doi:10.1080/15391523.2011.10782582

Cited by 20 publications

(2 citation statements)

References 11 publications

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“…A 1:1 device technology program means that each student within a class or a school has a personal device, such as an iPad or laptop, that he or she uses throughout the day (Bebell & Pedulla, 2015). A teacher preparation program that features 1:1 devices for TCs can better support beliefs consistent with high technology use and higher technology expertise among TCs than programs without 1:1 devices (Donovan, Green & Hansen, 2012;Hughes, 2013). In such programs, TCs have high access to technological devices and more opportunities to develop teaching methods using these devices (Nguyen et al, 2016).…”

Section: School-university Partnerships and 1:1 Device Programsmentioning

confidence: 99%

Enhancing Educational Technology Confidence among Teacher Candidates: Benefits of and Lessons Learned from a 1:1 Device University-Elementary School Partnership

Francom

Moon

2018

JITE:Research

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Aim/Purpose: This study describes and evaluates a teacher preparation program that combines a school-university partnership and a 1:1 device initiative. Background: This educational design research report combines a 1:1 technology device experience with a school-university partnership to enhance teacher preparation for educational technology use. Methodology: This is a mixed-methods educational design research study. Interview responses share benefits and lessons learned from the program experience. Survey responses give information about educational technology confidence among teacher candidates who took part in this program. Contribution: This study provides a description of a unique teacher preparation program designed to enhance educational technology confidence among teacher candidates and shares lessons learned from this experience in light of collected data. Findings: Teacher candidates’ social outcome expectations for using technology were increased. Qualitative data indicate that the program also benefitted elementary school teachers by enhancing educational technology confidence and providing extra help. Recommendations for Practitioners: University teacher candidates should be given more embedded technology-focused classroom experiences. Smaller university class sizes are necessary to support these types of experiences. Recommendation for Researchers: Future studies could more deeply investigate how school-university partnership programs with technology affect teacher candidates’ social outcome expectations and educational technology confidence. Impact on Society: Approaches to teacher preparation similar to the one presented in this study can enhance students’ social outcome expectations for using technology. Future Research: Future studies could investigate various educational technology initiatives’ effects on teacher candidates’ educational technology confidence and share teacher preparation program designs aimed at enhancing educational technology use.

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Section: School-university Partnerships and 1:1 Device Programsmentioning

confidence: 99%

Enhancing Educational Technology Confidence among Teacher Candidates: Benefits of and Lessons Learned from a 1:1 Device University-Elementary School Partnership

Francom

Moon

2018

JITE:Research

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“…Research on 1:1 computing has explored mainly the impact of laptops and to some extent, handheld technology devices such as tablets or cell phones (Donovan, Green, & Hansen, 2011;Ifenthaler & Schweinbenz, 2013;Inan & Lowther, 2010). This literature offers valuable insight into teachers' beliefs about using technology during classroom instruction and the resultant outcomes.…”

Section: Introductionmentioning

confidence: 99%

Exploring 1:1 iPad Integration Practices through a TPACK-in-Practice Lens

Malik

Lambert

2020

International Journal of Educational Technology and Learning

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The TPACK-in-Practice framework of Jaipal and Figg (2013) provides concrete practices that exemplify successful technology integration of teachers. This framework and mixed methods were used to examine the instructional practices of four teachers in a high school where 1:1 iPad integration had been implemented. Findings revealed that three teachers were successful at exhibiting instructional practices considered essential for effective technology integration. One of the teachers, however, only used technology to improve her productivity and therefore, did not see the value in integrating technology in any substantive way in the classroom. The successful teachers transitioned to more student-centered approaches with iPads being used as cognitive tools rather than for productivity purposes only. They were more accepting of risks and became more confident and apt to experiment with a variety of iPad applications. Successful experiences with iPad integration tended to increase motivation and confidence, which led to more integration experimentation.

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Equity, Access, and the Digital Divide in Learning Technologies

Jones¹,

Bridges²

2016

The Wiley Handbook of Learning Technology

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One-to-One Laptop Teacher Education

Cited by 20 publications

References 11 publications

Enhancing Educational Technology Confidence among Teacher Candidates: Benefits of and Lessons Learned from a 1:1 Device University-Elementary School Partnership

Enhancing Educational Technology Confidence among Teacher Candidates: Benefits of and Lessons Learned from a 1:1 Device University-Elementary School Partnership

Exploring 1:1 iPad Integration Practices through a TPACK-in-Practice Lens

Equity, Access, and the Digital Divide in Learning Technologies

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