Open Access Dissertation
Individualized instruction--Public opinion; Computer-assisted instruction--Public opinion; High school teachers--Iowa--Attitudes; School administrators--Iowa--Attitudes;
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.
Date of Award
Doctor of Education
Department of Educational Leadership and Postsecondary Education
Timothy Gilson, Chair
1 PDF file (vii, 79 pages)
©2016 Jodi A. Bermel
Bermel, Jodi A., "Using one-to-one computing for differentiated instruction in Iowa: An investigation of the impact of teachers' perceptions of teaching and learning" (2016). Electronic Theses and Dissertations. 342.