Dillon, P. A. (2017). How deeper learning and 21st century skills influenced one suburban district’s transition to 1:1 student technology (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10261930)
Abstract:
“The purpose of this study was to examine administrator, student, and teacher perceptions of organizational structures, systems, and supports implemented to aid technology integration, and the potential for that technology integration to achieve 21st century skill acquisition and deeper learning in a 1:1 environment. The Diffusion of Innovation Theoretical Framework guided the design and analysis of this study. Further, a literature review of the integration of technology into content and pedagogy informed this study. The overarching research question for this study asked how teachers, students, and administrators perceive the implementation of a 1:1 district-wide implementation initiative, and its impact on 21st century skill acquisition and deeper learning. As such, the study sought to answer the following questions: (1) How has the district organized itself to support technology integration by teachers with the specific intent of fostering deeper learning and 21st century skills? and (2) How do administrators, teachers, and students perceive the implementation of 1:1 and its impact on 21st century skills and deeper learning? An instrumental case study approach was used to explore and describe the perceptions of administrators, students and teachers using richdescription of their experiences. It is evident that the purposeful integration of technology in the 1:1 environment led to student acquisition of 21st century skills and deeper learning at the study site. In addition, the study revealed structures and supports necessary to facilitate 1:1 programs to foster deeper learning and 21st century skills including strong communication, robust infrastructure, long-range planning, stakeholder engagement, professional learning, collaboration and time. The findings of this study, along with the identification and analysis of related themes, have the potential to inform similar districts as they embark on the implementation of 1:1 programs to foster 21st century skills and deeper learning competencies.”