This mixed-methods study utilized surveys and interviews to analyze teacher sensemaking in a widely acclaimed 1:1 laptop program in a predominantly low-income, predominantly Latino school district. Quantitative and qualitative measures found that teachers across the district used technology in similar ways and that technology strongly increased differentiated instruction, changed how students accessed knowledge, and had a positive impact on assessment practices; a negative relationship between technology and parent engagement was found. Teacher perceptions of the 1:1 program varied widely and were dependent on both personal and organizational factors. Findings suggested a sensemaking process in which teacher beliefs were often decoupled from their actions in regards to classroom technology; teacher mindset and cohesion between stated values, policy messaging, policy implementation, and administrator actions appeared to contribute to this process. The dynamic analysis of the ways in which staff interpret, implement, and evaluate policies in this setting provides new considerations for the evaluation of 1:1 implementation.
"Digitized and Decoupled? Teacher Sensemaking around Educational Technology in a Model 1:1 Program,"
Mid-Western Educational Researcher: Vol. 29:
2, Article 5.
Available at: https://scholarworks.bgsu.edu/mwer/vol29/iss2/5