The topic for this dissertation is to investigate perceptions within the implementation of established one to one laptop learning programs in Alaska high schools. A primary purpose is to gain understanding of teacher and student perception of their technology use levels by establishing a level of adoption. A secondary purpose is to gain understanding of teacher perceptions regarding concerns and implementation concepts. The theoretical framework for this study used a concurrent mixed methods approach, beginning with a quantitative broad survey with supporting qualitative open-ended questions. The sample used for this study includes public high school teachers and students, who are part of a one-to-one laptop program in thirteen schools districts across Alaska. Analysis of frequencies of technology use and levels of proficiency for both students and teachers were made in areas of personal and classroom use. Teacher professional practice was also analyzed with an emphasis on professional development. Statistical analysis included analysis of variance of demographic measures and classroom use, correlation and regression of teachers' levels of proficiency. Findings indicated a mature implementation of one to one programs throughout the teacher population sample with teachers reporting high stages of concern and moderate levels of technology use focused on the students' use of technology for learning. Implementation recommendations indicated by this study include the use of a framework to measure program progress and to gather teacher voices through the life of a project, clear communication of program goals, and a professional development model suited toward teachers' needs. This study will provide a baseline of knowledge for future studies in Alaska.
Thesis (Ph.D.) University of Alaska Fairbanks, 2012
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