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The rate of adoption of 1-to-1 computing in U.S. K-12 schools does not meet the
requirements of educational standards, and it is unclear why the requirements for use of
digital technology inside schools have still not been met. The purpose of this qualitative
case study was to analyze the thoughts of school leaders, classroom educators, and
technicians about the integration of 1-to-1 computing using Rogers's diffusion of
innovations theory as the framework. The research questions probed leader, teacher and
technician views of integrating 1-to-1 technology. Participants consisted of 1 school
leader, 1 technician, and 3 classroom educators from a Georgia school who consented to
be interviewed. Data were collected through a series of audio-recorded interviews.
Analysis consisted of open and axial coding of the transcripts of interviews, resulting in
themes addressing the research questions and supporting the framework. Results included
participants indicating that 1-to-1 technology has to be useful, observable, and â??try-able.â??
They responded that teacher input should be used in adoption of new technology, and
technology should come in a variety of forms, a 1-size-fits-all approach will not be
successful. Classroom educators indicated they used peers, trying and observing a
technology, and research as information sources when considering a new technology.
Funding emerged as the largest barrier in adoption of 1-to-1 computing. Reported
benefits included high student motivation, ability to self-pace course work, online
assessments, and preparation of students for future education and employment. Positive
social change may occur when decision makers use these findings to develop effective
integration of one-to-one computing to positively influence instruction and learning.