Abstract
Educational technology is widespread around the world in many forms. The
1:1 laptop model is not so common yet. It equips every student and teacher
with a laptop computer 24/7. The teachers' expertise in integrating computers
in the classroom contributes to the success of these initiatives. This
phenomenological study explored the perceptions of expert teachers and their
students regarding best practices for computer integration in instruction and
learning. Another objective was to identify the conditions contributing to
effective integration of technology in 1:1 lessons. The study encompassed 12
teachers (6 from elementary school, 6 from JHS) and 39 students. Research
tools included a questionnaire, reflective-interviews, observations, and semistructured-interviews with the students. Analysis revealed 11 major
categories. Teachers and students expressed similar attitudes regarding some
of the categories (e.g., the teachers' role, assessment, obstacles, and
advantages of 1:1 learning). There was disparate on the subject of addressing
students' needs, and teaching relevant topics. Relationship was also
investigated between the teachers' declared attitudes and actual classroom
implementation. Although similarity was largely low, in some cases it was
quite high. Analysis of the data enabled the formulation of a list of optimal
conditions to achieve best practices for integrating technology in 1:1
classrooms
1:1 laptop model is not so common yet. It equips every student and teacher
with a laptop computer 24/7. The teachers' expertise in integrating computers
in the classroom contributes to the success of these initiatives. This
phenomenological study explored the perceptions of expert teachers and their
students regarding best practices for computer integration in instruction and
learning. Another objective was to identify the conditions contributing to
effective integration of technology in 1:1 lessons. The study encompassed 12
teachers (6 from elementary school, 6 from JHS) and 39 students. Research
tools included a questionnaire, reflective-interviews, observations, and semistructured-interviews with the students. Analysis revealed 11 major
categories. Teachers and students expressed similar attitudes regarding some
of the categories (e.g., the teachers' role, assessment, obstacles, and
advantages of 1:1 learning). There was disparate on the subject of addressing
students' needs, and teaching relevant topics. Relationship was also
investigated between the teachers' declared attitudes and actual classroom
implementation. Although similarity was largely low, in some cases it was
quite high. Analysis of the data enabled the formulation of a list of optimal
conditions to achieve best practices for integrating technology in 1:1
classrooms
Translated title of the contribution | What Can We Learn from Best Practice?: Observations and Interviews with Expert Teachers in 1:1 Classrooms and their Students |
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Original language | Hebrew |
Title of host publication | האדם הלומד בעידן הטכנולוגי: |
Subtitle of host publication | ספר הכנס האחד-עשר לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס : שלישי-רביעי, ז-ח באדר א תשע"ו, 17-16 בפברואר 2016 |
Editors | יורם עשת אלקלעי, אינה בלאו, אבנר כספי, ניצה גרי, יורם קלמן, ורד זילבר-ורוד |
Place of Publication | רעננה |
Publisher | האוניברסיטה הפתוחה ושה"ם |
Pages | ע20-11ע |
Number of pages | 10 |
State | Published - 2016 |
Event | האדם הלומד בעידן הטכנולוגי: הכנס האחד-עשר לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס - האוניברסיטה הפתוחה, רעננה Duration: 16 Feb 2016 → 17 Feb 2016 https://din-online.info/pdf/oph4.pdf |
Conference
Conference | האדם הלומד בעידן הטכנולוגי |
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City | רעננה |
Period | 16/02/16 → 17/02/16 |
Internet address |
IHP Publications
- ihp
- Computer-assisted instruction
- Effective teaching
- School children
- Teachers