Project: Case Study Thesis

Report created by lenovo on 19-Mar-20

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26 Quotations:

1:21 Preparing students to be successful in this ever-changing world of inf……

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Preparing students to be successful in this ever-changing world of information technology
takes on greater importance as access to this information exponentially expands at rates
difficult to comprehend.

1:22 As districts move forward in considering how they will adapt to the e……
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As districts move forward in considering how they will adapt to the emerging imperative of
incorporating technology into the classroom, planning becomes critical.

1:23 Research shows that, although the adoption and implementation of 1:1……
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Research shows that, although the adoption and implementation of 1:1 programs have similar
characteristics, the reasons for these undertakings are dependent on the unique context of each
institution (Lee & Winzenried, 2009; Zucker, 2008). “The way in which change is put into
practice determines to a large extent how well it fares” (Fullan, 2007, p. 13).

1:24 the driving questions educational leaders should consider before movi……
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the driving questions educational leaders should consider before moving forward with
strategizing implementation remain unclear.

1:25 Research, for decades, supports the idea that adoption of new innovati……
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Research, for decades, supports the idea that adoption of new innovation tends to fail at the
implementation level (Fullan, 2007; Hall, 2010; Klein & Sorra, 1996; Schrum & Glassett,
2006).

1:26 Questions arise as to how this tendency toward failure at the impleme……
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 Questions arise as to how this tendency toward failure at the implementation stage continues to
happen, and the breakdown that causes this to occur.
How districts overcome the implementation hurdle and move successfully toward
sustainability remains unclear.

2:8 Bolstad also identified a range of concerns held by teachers, in parti……

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Bring_Your_Own_Device_BYOD_and_Teacher_pedagogy_in
Bolstad also identified a range of concerns held by teachers, in particular digital safety, impact
upon teacher workload, time constraints and, importantly, equity of access for students.

4:12 Students attending school today are not properly prepared for living a……
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Students attending school today are not properly prepared for living and working in the 21st
century by the time they graduate because they lack proficiency in core competencies that are
critical for success in education, work, and life (Kay, K. 2010).

4:13 Dede (2011) argued that students need to develop the skills necessary……
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Dede (2011) argued that students need to develop the skills necessary to contribute to the
workforce and engage in citizenship in the 21st century and that this cannot be accomplished
without transforming the curricula, professional development, and overall acceptance of
technology in schools.

4:14 The use of technology in the classroom has been inadequate for decade……
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The use of technology in the classroom has been inadequate for decades due to limited
resources, time, and effort to educate teachers on technology usage and integration practices
into a learner-centered curriculum (Bingimlas, 2009; Dunn & Rakes, 2010; Prestridge, 2012).

4:15 First order barriers were defined as resources, time, access, and tec……
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First order barriers were defined as resources, time, access, and technical support (Prestridge,
2012).

4:16 Le Fevre (2014) defined time as not only6 the time to learn the techn……
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Le Fevre (2014) defined time as not only
6 the time to learn the technology, but the time it takes to incorporate the technology into the
classroom where teachers tend to lose control of time due to the added effort required to
initiating something new.

4:17 Second-order barriers to technology integration were originally defin……

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 Second-order barriers to technology integration were originally defined by Ertmer, Ottenbreit-
Leftwich, Sadikl, Sendurur, and Sendurur (2012) as teacher beliefs, confidence, and use of
technology in the teaching and learning process.

4:18 order to facilitate and support the teaching-learning process in the……

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order to facilitate and support the teaching-learning process in the classroom is expected to
have a
7
!

6:7 The problem is the critical shift in the technological needs of K–12 s……
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The problem is the critical shift in the technological needs of K–12 students, requiring the
instructional practices of teachers and educational leaders to remain current in educational
technology (Howell et al., 2014).

6:8 students will benefit from understanding how knowledge can be used to……
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students will benefit from understanding how knowledge can be used to make critical decisions
in real life (An & Reigeluth, 2012).

9:4 Students need skills and knowledge to succeed as global citizens in an……
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Students need skills and knowledge to succeed as global citizens in an ever-changing world.
Some schools have enhanced technology, yet there remains a need to understand the impact of
technology on teaching and learning.

10:5 research surrounding the work of educators in 1:1 environments is lack……

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research surrounding the work of educators in 1:1 environments is lacking.

10:6 educational researchers is the somewhat overlooked importance of teach……

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educational researchers is the somewhat overlooked importance of teachers in 1:1 classrooms,
despite researchers’ assertions that teachers are the ones who hold the greatest impact on
student achievement (Jupp, 2009).

11:8 Technology is a tool to increase student collaboration, communication,……

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Technology is a tool to increase student collaboration, communication, critical thinking, and
creativity. Though the presence of K-12 classroom technology has increased, its integration
and implementation of curriculum and instruction is inconsistent.

12:4 I wanted to learn if iPads were a substitute for books or pencils and……
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 I wanted to learn if iPads were a substitute for books or pencils and paper, or used in ways that
support meaningful learning experiences, which “require intentional, active, constructive,
cooperative, and authentic learning” (Howland et al., 2012, p. 3)

15:6 Although these studies outline some of the themes related to the use o……
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CLASSROOM A CASE
Although these studies outline some of the themes related to the use of students’ mobile
devices in the classroom, there is currently a gap in the literature about BYOT implementation
in secondary classrooms, including how students experience learning in this setting, how
devices are pedagogically integrated, and teachers’ perspectives.

18:6 Topper and Lancaster (2013), when planning for implementation of a on……
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Topper and Lancaster (2013), when planning for implementation of a one-to-one initiative, or
any other educational technology project, school and district administrators should consider
what is known about costs associated with these initiatives and plan for start-up as well as
ongoing costs

18:7 most school educators today are unable to harness the power of person……
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most school educators today are unable to harness the power of personal technology due to a
mixture of poor planning, lack of educator support, poor leadership, poor infrastructure, and an
inadequate design structure which would enable students to effectively use technology in the
classroom (Maricenek, 2011)

18:8 Technology is often seen as a distraction to learning, not as a tool……

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Technology is often seen as a distraction to learning, not as a tool that would further both the
depth and breadth of knowledge of students and as a means to increase student engagement
(Goodwin, 2011).

18:9 it is more important than ever for school leaders to “consider theAckl……
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it is more important than ever for school leaders to “consider the
Ackley 5 extraordinary scope and complexity” of the integration of technology to students and
teachers (Downes & Bishop, 2015, p. 13).