High School Teacher Perceptions of Professional Learning, Focused on Classroom Instruction, Needed During a One-To-One Technology Initiative

Gallamore, Hope

High School Teacher Perceptions of Professional Learning, Focused on Classroom Instruction, Needed During a One-To-One Technology Initiative

Público Deposited

School administrators are tasked with preparing students for their futures. To properly prepare students for their future, students will need to interact with technology when in school. This, coupled with the studies showing the positive effects technology has on student achievement, has spurred one-to-one technology programs across the country. The increase of technology in the classroom requires teacher training to ensure student achievement increases and teachers feel supported to make the change to use more technology. Teacher perceptions of professional learning needed during a one-to-one initiative could contribute to determining how school administrators should allocate professional learning funds. The problem is that if teacher perceptions of the type of professional learning needed during a one-to-one initiative are not taken into account, teachers may become frustrated and leave the teaching profession. Teachers leaving would have a negative effect on student achievement. This study assessed high school teacher perceptions of professional learning needed during a one-to-one initiative. Teachers were asked a series of questions to determine if they favored professional learning focused on whole class delivery or personalization of learning during a one-to-one initiative. The survey also included one demographic question to determine if the years a teacher had spent teaching had a significant effect on the survey responses. The hopes of this study were that school administrators who planned to go through a one-to-one initiative would know how to spend professional learning funds.

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