Date of Conferral
2022
Degree
Ph.D.
School
Education
Advisor
Heather Pederson
Abstract
The need for technology use has become a necessity in 21st-century classrooms. To accomplish this, more districts have been implementing 1:1 technology initiatives. In a 1:1 technology classroom, every student has their own device, such as a Chromebook or iPad. Although districts are increasing their 1:1 initiatives, little research has been done on early elementary teachers’ perceptions of the use of 1:1 devices to support their current pedagogy and teaching in their classrooms. The purpose of this basic qualitative study was to use Koehler and Mishra’s technological pedagogical content knowledge (TPACK) framework to investigate how Midwestern public school early elementary teachers perceive the strengths and challenges of using 1:1 technology as instructional tools to help K-3 students acquire 21st-century skills. Semistructured interviews were conducted with four K-3 teachers in a Midwest public school district that use 1:1 Chromebooks. Thematic analysis of the data was used through open-ended and pattern coding. Four themes emerged from the data: learning in the early elementary classroom, technology use in the early elementary classroom, strengths of 1:1 technology use, and challenges of 1:1 technology use. These findings provide insight into the teachers’ perceptions of using 1:1 technology at the early elementary level and may provide information for districts as they seek to develop innovative 1:1 classrooms. This study may bring about positive social change by providing information that may help support teachers as they use an innovative 1:1 classroom to prepare early elementary students for 21st-century skills.
Recommended Citation
Larson, Desiree Lynn, "Perceptions of the Strengths and Challenges of 1:1 Learning in the Early Elementary Classroom" (2022). Walden Dissertations and Doctoral Studies. 13519.
https://scholarworks.waldenu.edu/dissertations/13519
