Dissertations and Theses @ UNI

Availability

Open Access Dissertation

Keywords

Individualized instruction--Public opinion; Computer-assisted instruction--Public opinion; High school teachers--Iowa--Attitudes; School administrators--Iowa--Attitudes;

Abstract

The 1983 seminal work entitled A Nation at Risk recommended that all high school graduates be proficient in the Five New Basics: English, mathematics, science, social studies, and computer science. To address the No Child Left Behind mandates, educators and administrators are evaluating the theory and practice of Differentiated Instruction (DI). One-to-one computer initiatives became an element of DI strategy due to the well-documented advantages in the use of technology to address individual learning needs. The purpose of this qualitative case study was to examine administrators’ and teachers’ perceptions of using one-to-one computing to differentiate instruction and to identify potential obstacles to adoption. Data was collected from semi-structured interviews with four administrators and eight teachers from a suburban Midwestern secondary school and content analysis was used to identify themes. Teachers reported the consistent use of one-to-one computing to deliver differentiated instruction to students based on needs and abilities. Obstacles to one-to-one adoption in the classroom included time availability, appropriate applications, difficulty in monitoring students, and avoiding distraction. Future research is needed to identify best practices for one-to-one computing for differentiated instruction and to identify opportunities for improvement.

Year of Submission

2016

Degree Name

Doctor of Education

Department

Department of Educational Leadership and Postsecondary Education

First Advisor

Timothy Gilson, Chair

Date Original

12-2016

Object Description

1 PDF file (vii, 79 pages)

Language

en

File Format

application/pdf

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