Exploring high school teachers' perceptions of facilitating conditions prior to the implementation of a 1:1 learning environment
Lawrence, Ellen Kathleen
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Technology is embedded in teaching and learning. Many public high schools are implementing 1:1 learning environments. Questions remain regarding conditions which facilitate such an endeavor. This explanatory correlational study utilizes Ely's Conditions of Change framework to explore suburban high school teachers' perceptions of eight facilitating conditions prior to a 1:1 implementation. The conditions; (a) Dissatisfaction of the Status Quo, (b) Sufficient Knowledge and Skills, (c) Availability of Resources, (d) Availability of Time, (e) Rewards or Incentives, (f) Participation, (g) Commitment, and (h) Leadership, have been studied in K-12, higher education, and business industries but not specifically at the high school level. In addition to exploring high school teachers' perceptions in general, this study examined how the importance of various facilitating conditions differ based on different user characteristics of teachers (eg. content-area taught, gender). The population for this study included 146 suburban high school teachers from two different buildings in the same district. Using multiple regression analysis, this study found ten significant relationships, between teacher characteristics and the facilitating conditions, in five of the eight models. The results of this study are aimed to help technology specialists target specific subgroups of high school teachers in their efforts to implement a 1:1 learning environment. This study adds to current literature by filling a gap in studies focusing specifically on high school teachers. It also builds on Ely's Conditions of Change framework.