Promoting educational opportunity and achievement through 1:1 iPads

Thieman, Gayle Y.; Cevallos, Tatiana

doi:10.1108/ijilt-06-2017-0047

Cited by 7 publications

(4 citation statements)

References 19 publications

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“…This means that even if technological devices are available, improvements in education will not be achieved. In this regard, another important factor the informants mentioned is the collaboration of students in the implementation of new technologies in the classroom (Thieman & Cevallos, 2017), as students often have more knowledge of new technologies than teachers (Cairns & Malloch, 2017;Wang et al, 2014). Students need to be involved, assigned a role, and given responsibility, and empathy is essential for students to develop knowledge.…”

Section: Discussionmentioning

confidence: 99%

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Teacher Training for Educational Change: The View of International Experts

et al. 2021

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Digital competence has become a new type of literacy that significantly impacts on people's lives, as it is paramount to their social and occupational integration. In educational institutions, teachers play a major role in developing the digital skills of their students. This study aims to determine the key elements of teacher training in the use of innovative technologies and methodologies with a view to providing alternatives to improve the educational process. The objective is to overcome deficiencies in the training of teachers in new technologies and innovative methodologies. A qualitative study based on interview data is used in two phases. For the first phase research, semi-structured interviews were conducted with eight international education experts from various fields on how best to train teachers. The second phase research involved a text mining analysis of the interview transcripts based on sentiment analysis and word counts using the advanced R statistical programming language. The second phase research was conducted using the R statistical programming language. The interview transcripts were analysed using sentiment analysis and a word cloud. The results reveal that teacher education should be practice-focused and supervised by senior teachers with the aid of students and heads of schools. Moreover, standards should be set to monitor the digital competence of teachers, who should be trained on an ongoing basis to keep them up to date in the use of digital technologies.

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Section: Discussionmentioning

confidence: 99%

“…To this end, it is essential to promote ICT use among students and integrate these technologies in the classroom (Thieman & Cevallos, 2017). The use of ICTs in the classroom also improves students' academic performance, thus making teaching more effective and boosting the quality of education (Hambira et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Teacher Training for Educational Change: The View of International Experts

et al. 2021

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“…There is also evidence of a gap in access based on race: American Indian/Alaska Native, Black, and Hispanic students have lower rates of internet home connectivity than their White, Asian, and of Two or More Races peers (KewalRamani et al, 2018). Additionally, despite the pervasive access to broadband internet connections in most American public-school classrooms, the digital divide based on instructional opportunities in low versus high socio-economic status schools remains a reality (Thieman & Cevallos, 2017). Societal issues at the root of inequalities, including, professional status, ownership of assets, professional networks and access to power structures, may still be relevant when researching the cause of technology skill gaps.…”

Section: Discussion -Conceptualizing the New Digital Dividementioning

confidence: 99%

Becoming College and Career Ready: Combating The New Digital Divide – A Literature Review

Orta

2019

5th International Conference on Higher Education Advances (HEAd'19)

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The availability of technologies for supporting personal, productivity, communications, and business tasks is ubiquitous and expected. Educational systems have a significant responsibility to ensure future generations are skilled to assume job duties involving the pervasive use of digital assets. Schools and higher education institutions, being at the epicenter of preparing the workforce for the adoption of technologies for learning and productivity, are increasingly making significant investments to develop digital skills among students. Given the increased adoption of technologies for instruction in U.S. classrooms, the digital divide as a concept may be shifting from lack of access, to a deeper context referred to understanding how to purposefully utilize technology to develop literacy, support academic growth, conduct research, and enhance productivity. There is evidence of significant skill gaps between students coming from high versus low socio-economic households, therefore, it is imperative to prioritize investments in technologies for learning and robust digital pedagogy practices in schools serving low socio-economic status students. This paper provides an updated definition of the digital divide and the importance of providing effective technology-based pedagogy to students from poverty to prevent skill gaps from becoming a competitive disadvantage as they strive to be successful in college and careers.

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“…The literature also reveals how 1:1 technology enhances student communication and collaboration (Lee et al, 2016;Oliver & Corn, 2008;Varier et al, 2017). Additionally, 1:1 technology has been shown to increase student motivation and school attendance (Debevec et al, 2006;Keengwe et al, 2012;Powers et al, 2020;Thieman & Cevallos, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Is a 1:1 Environment Good Enough?

Artman

Nelson

Lai

et al. 2022

Issues and Trends in Learning Technologies

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Technology in today’s world impacts every facet of our lives, including the job market, the skills students need for future career success, and the skills teachers need to help their students acquire. This research paper aims to understand what technology skills pre-service teachers who graduated from 1:1 technology high schools possess. This paper will address the implications of technology skill deficiencies on future teaching practices. Finally the authors will discuss teacher perceptions and misconceptions of teaching with 1:1 technology and the career ready technology skills their students need. The findings show that students’ benefits of attending 1:1 technology high schools don’t meet their potential. The findings also indicate the types of teaching practices and technology uses that the teachers preferred, and a lack of understanding of the career ready technology skills that students need. The literature on 1:1 technology has historically focused on the benefits and challenges of 1:1 technology integration in isolated grade level or subject matter studies.This research addresses this gap in the literature by focusing on students graduating from 1:1 high schools to identify their career readiness skills.

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Promoting educational opportunity and achievement through 1:1 iPads

Cited by 7 publications

References 19 publications

Teacher Training for Educational Change: The View of International Experts

Teacher Training for Educational Change: The View of International Experts

Becoming College and Career Ready: Combating The New Digital Divide – A Literature Review

Is a 1:1 Environment Good Enough?

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