Share Paper: When Teachers Lead the Change: A Phenomenological Study of a Teacher Initiated Mobile One-to-One Program in Social Studies Classrooms
Abstract: This research is a phenomenological study of social studies teachers’ lived experiences when self-initiating a one-to-one technology program in their classrooms. Teachers who initiate their own programmatic changes, as opposed to those experiencing top-down initiatives, demonstrate a perception of agency toward curriculum and content that is not always present in top-down change. Specifically, when teachers initiate their own program to integrate technology in a classroom, they carefully consider the transformation of knowledge through a marriage of content, new pedagogies, and technological affordances. Most research on this topic explores top-down initiatives to integrate technology into k-12 classrooms. Additionally, little research exists ...