Transformations in Teachers’ Views in One-to-One Classes—Longitudinal Case Studies

Esty Doron, Ornit Spektor-Levy

Research output: Contribution to journalArticlepeer-review

7 Scopus citations


This qualitative study aimed to examine how teachers in one-to-one (1:1) classrooms changed their views regarding the integration of students’ personal laptops over three academic years. Given the relative lack of longitudinal studies in the field of technology in education, this study is unique in tracing transformations in teachers’ views. The study tracked seven teachers in two junior high schools. The seven case studies comprised three interviews with each teacher, at three different points in time, in order to reveal whether the 1:1 program met their general and pedagogical expectations as well as their attitudes towards integrating the laptops into their teaching. Data revealed a diversity of transformations, disappointments, and surprises as evidenced through teachers’ testimonies and the disparate images the participants chose to illustrate their views. The findings lead to understanding the kind of support teachers may need to better integrate 1:1 laptops into their teaching practices.

Original languageEnglish
Pages (from-to)437-460
Number of pages24
JournalTechnology, Knowledge and Learning
Issue number3
Early online date15 Jan 2018
StatePublished - 1 Sep 2019

Bibliographical note

Publisher Copyright:
© 2018, Springer Science+Business Media B.V., part of Springer Nature.


  • Case study
  • Laptops
  • One-to-one classroom
  • Qualitative study
  • Teachers’ views
  • Ubiquitous computing


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