Date of Conferral







Amy White


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 'try-able.' 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.