Date of Award

Spring 5-12-2017

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Policy Studies

First Advisor

Nicholas J. Sauers, Ph.D.

Second Advisor

Jami Royal Berry, Ph.D.

Third Advisor

Walker Jackson Parish, Jr., Ed.D.

Abstract

Background: One of the fastest growing and most expensive initiatives over the last decade has been 1:1 computing initiatives. However, despite positive impacts on educational outcomes, some systems have discontinued these programs.

Purpose: The purpose of this qualitative study was to understand key factors that enabled the successful implementation and sustainment of 1:1 computing initiatives.

Literature Review: The purpose of the literature review was to highlight the history of technology in education, provide an overview of the current impact of 1:1 computing, and examine the barriers to sustainability of these initiatives.

Research Design: While the philosophical basis of the qualitative approach employed in this study was phenomenology, an overarching constructivist theoretical perspective was used in framing the design of this research.

Data Collection and Analysis: Based on the data collected from personal interviews of nine superintendents where 1:1 computing initiatives have been successfully implemented, an analysis of the data revealed several key themes.

Results: Through the interviews of the nine superintendents, several themes emerged after analyzing the data gathered. The five themes identified were: vision and planning, teaching and learning, resources, technology suffused world, and equity.

Conclusion: As more policymakers and system leaders are adopting and allocating more resources for this popular initiative, a sound understanding of these key factors has become increasingly essential. By considering certain key factors when implementing and sustaining 1:1 computing, computers have the potential to significantly and positively impact education.

DOI

https://doi.org/10.57709/10113662

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