Integrating 1:1 Computing into the Elementary Classroom: Why Planning Time Makes a Difference
Abstract: This study examines the role that planning time plays in teachers’ adoption of 1:1 computing for individualized instruction. In particular, the research examines whether the availability of time to plan for 1:1 computing served as an external variable as described by Davis, Bogazzi, and Warshaw (1989) in the Technology Acceptance Model (TAM). The results indicated that the availability of 1:1 planning time was a significant moderator of the relationship between PEOU 1:1 and three forms of individualized instruction: enrichment, remediation, and student-centered instruction. Planning time was also found to be a significant moderator of PU 1:1 and use of 1:1 for individualized enrichment and student-centered instruction. The results of this study can help educational leaders and policymakers to understand better the role that planning time plays in influencing elementary school teacher’s adoption and usage of 1:1 computing for individualized instruction with their students.
Presider: Mark Viner, Eastern New Mexico University