Crosschecking teachers' perspectives on learning in a one-to-one environment with their actual classroom behavior - a...

Area of Science:

• Educational Technology
• Pedagogy
• Information and Communication Technology (ICT) in Education

Background:

• One-to-one laptop initiatives are common in schools to foster active learning and 21st-century skills.
• This study focuses on teachers in Northern Israel implementing one-to-one computing over five years.

Purpose of the Study:

• To map teachers' perspectives on teaching changes in one-to-one computing environments.
• To identify pedagogical strategies used in one-to-one classrooms.
• To explore the depth of teaching transformation using the SAMR framework and TEUCT-TEUIT approach.

Main Methods:

• Qualitative investigation using longitudinal data over five years.
• Triangulation of teacher perspectives and behavior through classroom observations and semi-structured interviews.
• Analysis of pedagogical strategies using the TEUCT-TEUIT approach and mapping teacher perspectives with the SAMR framework.

Main Results:

• Teachers reported benefits of laptops for teaching, alongside classroom management and technological challenges.
• Analysis revealed new pedagogical categories beyond the original TEUCT/TEUCT scales, with some categories needing reassignment between TEUCT and TEUIT.
• A significant shift in teaching strategies was observed, moving from teacher-centered to student-centered learning.

Conclusions:

• One-to-one laptop implementation necessitates adaptation of pedagogical strategies.
• Teacher professional development should address both technological and pedagogical challenges in one-to-one settings.
• The study highlights a trend towards more student-centered learning environments facilitated by technology integration.