Teacher Concerns during Initial Implementation of a One-to-One Laptop Initiative at the Middle School Level

Autor/inn/en	Donovan, Loretta; Hartley, Kendall; Strudler, Neal
Titel	Teacher Concerns during Initial Implementation of a One-to-One Laptop Initiative at the Middle School Level
Quelle	In: Journal of Research on Technology in Education, 39 (2007) 3, S.263-286 (24 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
Schlagwörter	Educational Environment; Computers; Adoption (Ideas); Teacher Attitudes; Educational Technology; Computer Uses in Education; Formative Evaluation; Educational Innovation; Ownership; Individual Needs; Student Needs; Virtual Classrooms; Research Methodology; Teacher Surveys + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Digitalrechner; Ideas; Ideenfindung; Lehrerverhalten; Unterrichtsmedien; Computernutzung; Instructional innovation; Bildungsinnovation; Eigentum; Research method; Forschungsmethode
Abstract	Many schools are initiating projects that place laptop computers into the hands of each student and teacher in the school. These projects entail a great deal of planning and investment by all involved. The teachers in these schools are faced with significant challenges as they prepare for teaching in classrooms where every student has a computer. Using the Concerns-Based Adoption Model of change, this study investigated the concerns of teachers in the early stages of a one-to-one laptop initiative. The results of the study indicate that teachers fall into two relatively well-defined categories in terms of their concerns regarding the innovation. The majority of teachers have genuine concerns about how the introduction of laptop computers into the school environment will impact them personally. A lesser number have concerns about how they will be able to best use the laptops to meet the needs of the students. Implications for professional development include differentiating training based on teacher concerns, ensuring teachers have a voice in the process and are well-informed of decisions pertaining to the adoption, and implementation of the innovation. (Contains 5 figures and 4 tables.) (Author).
Anmerkungen	International Society for Technology in Education. 480 Charnelton Street, Eugene, OR 97401-2626. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10