Individualizing Instruction with 1:1 Implementation

Researching all the effects and benefits 1:1 computing has on teaching and learning

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Next school year, I will begin teaching on a brand new campus in a brand new building. Our district is opening up an intermediate school that consists of state-of-the-art architectural design that fully supports 21st-century learning. Along with that comes the opportunity to teach in a 1:1 environment for the first time in my teaching career. Allowing my students to have unlimited access to a personal device has always been a dream of mine as an educator. As an aspiring educational technologist, I see the value technology can play in teaching and learning and I believe this opportunity can open up great opportunities for my students to learn in collaborative environments that foster critical thinking.

Thinking about all the ways the technology can be best utilized is the reason I chose to research what makes 1:1 learning most effective. I want to do more than just replace traditional pencil and paper activities with a computer, rather I want to teach students how to become digital citizens who understand the inner workings of technology and all it can do to support their learning and future careers. Studies have shown that teachers who are using 1:1 technology in their instruction have an advantage over traditional style classrooms because this type of access allows them to differentiate more efficiently, provide enrichment, and access materials that allow for a deeper dive into topics of study (Harris et al., 2016, p.369).

It has been a hot topic in education for years that the traditional style of learning is failing to engage students (Varier et al., 2017). In order to foster lifelong learning among students, we want our students to take responsibility for what they are learning by making investments in the ways they learn and redesign learning in a way that puts student needs at the center. Varier et al. (2017) stated that “1:1 technology plays a vital role in extending learning beyond the classroom and at the same time bringing the larger world into the classroom” (p. 968). In response to the many positive benefits that can come, many school districts have started implementing 1:1 computing within learning and developing district goals that reprioritize students as the center of learning. While the motivation behind this is positive, the outcomes have been sporadic due to lack of research over the initiative. Establishing a 1:1 learning environment takes substantial training in order to properly educate teachers on best practices for utilizing the technology to its fullest potential. It also requires extensive research to understand which devices serve students in the highest capacities. Implementing this type of learning is a costly initiative that can have great results if the proper research is done beforehand.

As I have journeyed through the world of educational technology, the common theme that has revolutionized itself in each course has been the lack of teacher confidence when it comes to using technology in the classroom. Research has demonstrated that, like with many other valuable teaching practices, “the instructor’s acceptance and ability to implement effective practices will influence the overall outcome” (Musgrove et al., 2021, p. 2). Embracing technology as a teacher, does not mean that technology will eventually replace the teacher. Teachers are valuable gatekeepers for learning and the relationships they create with their students will always be foundational in learning. They become even more indispensable when they embrace all that technology can do and put on the mindset of a lifelong learner and agree to learn alongside students as more technology enters the scene. By truly understanding the benefits of a 1:1 learning environment, “the conditions for learning are fundamentally altered as students have ready access to vast amounts of information and tools for communication, productivity, and creativity (Musgrove et al., 2021, p. 4). By diving into the research over this topic, I hope to increase my own confidence, as well as be ready to encourage my fellow colleagues who will also be implementing 1:1 learning for the first time.

When I enter my classroom in August, I want to be able to know the most effective ways to utilize the technology I have. I want to be aware of research that supports learning models that can be incorporated into 1:1 learning. I want to have read studies that analyzes the viewpoints of both educators and students on the topic and work to proactively prevent shortcomings from happening in my classroom. I want to know some of the best practices for truly motivating students through 1:1 computing and improving their achievement. I do not want to just have access to a Chromebook cart at the tip of my fingers. Instead, I want to use that access as a tool to open the door for an entire new era of learning for my students.

References

Harris, J. L., Al-Bataineh, M. T., & Al-Bataineh, A. (2016). One to One Technology and its Effect on Student Academic Achievement and Motivation. Contemporary Educational Technology, 7(4), 368-381.

Musgrove, A., Powers, J., Nichols, B. H., & Lapp, S. (2021). Exploring the Role of Elementary Teachers' TPACK in the Adoption of 1:1 Computing Across Subject areas. International Journal of Technology in Teaching and Learning, 17(1), 1-17. https://doi.org/10.37120/ijttl.2021.17.1.01

Varier, D., Dumke, E. K., Abrams, L. M., Conklin, S. B., Barnes, J. S., & Hoover, N. R. (2017). Potential of one-to-one technologies in the classroom: teachers and students weigh in. Educational Technology Research and Development, 65(4), 967-992. 10.1007/s11423-017-9509-2