Learning environments with a one-to-one student-to-computer ratio have unique qualities when compared with traditional learning spaces. Past studies have focused on the impact of the technology, but we continue to fall short of understanding how to systematically utilize one-to-one technology to facilitate instructional improvement. This study moves beyond examining a single school or district and uses the collective expertise from leaders in the field and practitioners to design a tool that guides effective one-to-one technology integration. The Delphi method was used to develop an inventory of teaching competencies through a mix of both quantitative and qualitative analysis procedures. This research method uses a set of procedures to gain consensus among a group of experts. The design included sampling procedures that ensured highly selective identification of experts, a predetermined definition for consensus, and statistical testing of levels of agreement. A national panel of 37 experts was invited to participate in the three Delphi rounds. These rounds yielded an inventory of 30 teaching competencies for effective instruction in one-to-one learning environments. The inventory offers a framework that guides instructional practice in one-to-one learning environments and offers a professional development resource for schools, teachers, and teacher preparation programs.
Purpose In higher education, the authors serve multiple stakeholders with varying perspectives on the institution’s learning analytic system. The purpose of this paper is to highlight dual perspectives within the learning analytics (LA) system in one institution: that of an administrator responsible for college-wide improvement, and a faculty member responsible for programmatic improvement. Design/methodology/approach This manuscript provides a critical perspective with dual sets of experiences and viewpoints. This approach allows close examination of each perspective within the context of the existing literature, as the authors examine transitions in the use of LA. Findings These viewpoints offer insight into the interpretation of LA through the lens of various roles. In examining these viewpoints, the authors offer three actionable steps for other institutions who seek to implement. Practical implications These actionable steps offer a starting point for other institutions to engage in conversations related to the adoption of LA for continuous improvement across levels and roles. Relevant implications for various parties are discussed, with an emphasis on how administrators within the university system may support faculty to incorporate LA as part of their scholarly and teaching responsibilities. Originality/value Few studies have examined the perspectives of multiple stakeholders within an institution. Here the authors have presented these dual perspectives in order to further the dialogue between university administration and faculty as analytic systems become more widespread. Through this dialogue, the authors see increased opportunities for all stakeholders to better understand their role in LA.
In Toward a New Learning Ecology: Teaching and Learning in 1:1 Environments (cited under General Overviews), one-to-one learning environments are described as classrooms in which every student has access to a personal computing device (such as a laptop or a tablet) and continuous access to the Internet. This model for student computing was first discussed in educational research beginning in the 1980s, most notably in the Apple Classrooms of Tomorrow (ACOT) project, a research collaborative among public schools, universities, and research teams funded by Apple and outlined in The Evolution of Teachers’ Instructional Beliefs and Practices in High-Access-to-Technology Classroom: First-fourth Year Findings (cited under Origins of One-to-One Technology: Apple Classrooms of Tomorrow [ACOT]). The original premise, based on the work of computer scientist and mathematician Seymour Papert, is rooted in the idea that ubiquitous access to technology can create more dynamic learning environments. In recent years, the proliferation of mobile technology has caused a renewed interest in one-to-one computing, as the improved portability and functionality of technology tools coupled with advances in wireless Internet capability makes one-to-one computing attainable for many schools and districts. Despite the continued debate about the impact of technology on learning, the U.S. Department of Education elevated the concept of a one-to-one technology ratio from unique innovation to moral imperative in its document, Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update (cited under Resources). Even before this, the prevalence of one-to-one computing initiatives increased, both in the United States is discussed in The New Digital Learning Playbook: Understanding the Spectrum of Students’ Activities and Aspirations (cited under General Overviews) and around the world in Large-Scale 1:1 Computing Initiatives: An Open Access Database (cited under International Perspectives on One-to-One Technology). The growth of these initiatives has been accompanied by an increase in peer-reviewed research and evaluation reports that document the impact of one-to-one technology on teaching and learning. A topic that was once dominated by white papers and evaluation reports now boasts a growing body of peer-reviewed studies, research syntheses, and government reports. The references cited in this article provide a cross-section of these various forms of literature that depict the use of one-to-one technology in K-12 classrooms, including implementation resources for districts and key empirical findings.
This entry identifies key works which both summarize the history of educational technology in the 20th and 21st centuries and identify major influences in the field. Educational technology as a field is influenced by educational psychology and instructional design, and follows a similar epistemological and ontological trajectory as these fields. Thus the history of the field can be understood chronologically and thematically. This entry identifies works that provide both types of overviews of the history of educational technology. It furthermore includes works that are often considered foundational to the field, including historical debates which continue to influence policy, practice, and research.
This paper describes an integrated first year curriculum in computing for Computer Science and Computer Engineering students at the University of Alabama. The curriculum is built around the basic thrusts of the Foundation Coalition, and provides an interdisciplinary introduction to the study of computing for both majors.
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