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Teachers' Perceptions of a One-To-One Teacher Laptop Program and Teacher Technology Efficacy Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2020 Teachers' Perceptions of a One-to-One Teacher Laptop Program and Teacher Technology Efficacy Johnson Kulangara Jacob Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Educational Administration and Supervision Commons, and the Instructional Media Design Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral dissertation by Johnson Kulangara Jacob has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Janet Strickland, Committee Chairperson, Education Faculty Dr. Catherine Watt, Committee Member, Education Faculty Dr. Deborah Inman, University Reviewer, Education Faculty Chief Academic Officer and Provost Sue Subocz, Ph.D. Walden University 2019 Abstract Teachers’ Perceptions of a One-to-One Teacher Laptop Program and Teacher Technology Efficacy by Johnson Kulangara Jacob MEd, College of New Jersey, 1999 BE, Bangalore University, 1982 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University February 2020 Abstract Schools all over the world are embracing technology because they view technology as a catalyst to improve teaching and learning, leading to further investment in technology initiatives for school improvement. The 1:1 teacher laptop program is one such initiative that continues to gain interest and momentum. Despite widespread adoption, teachers continue to face challenges with the use of technology. Furthermore, while research has indicated that teacher technology efficacy is a significant enabling factor for technology use, there is limited evidence for how the 1:1 teacher laptop program has influenced teacher technology efficacy. The purpose of this qualitative pragmatic study was to describe the perceptions and experiences of teachers who participated in a 1:1 teacher laptop program at an international school in relation to teachers’ technology efficacy. The study was framed through the model of adult learning proposed by Knowles and the construct of self-efficacy posited by Bandura. Thematic analysis was used to analyze data. Findings from this study identified 7 overarching themes: access to the teacher laptop, change in practice, support structures, concerns and barriers, attitude towards technology, self-directed learning, and perceived value. Interpretations revealed that while participants were positive about the program and acknowledged that the program helped raise their technology efficacy, participants also shared concerns. This study adds to the body of knowledge for an understudied topic and provides teachers a voice to influence implementation fidelity. This study also contributes to social change by adding a global perspective through experiences at an international school to inform school leaders to prepare teachers to use technology effectively to improve student learning. Teachers’ Perceptions of a One-to-One Teacher Laptop Program and Teacher Technology Efficacy by Johnson Kulangara Jacob MEd, College of New Jersey, 1999 BE, Bangalore University, 1982 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University February 2020 Dedication I dedicate this dissertation to my dear (late) mother, Amma - Elizabeth Jacob, who cared and stood by me all my life. I would not have embarked on this doctoral journey if it was not for her persistence and encouragement. I thank my dear (late) father Kulangara Verghese Jacob, who inspired me to do my very best. I also dedicate this dissertation to my beloved wife, Janice, and my children Nikhil, and Jessica for their unconditional patience, support, and love throughout this journey. In the end, I could not have accomplished this dream without the blessing of my Lord and Savior. Acknowledgments I would like to acknowledge the unwavering dedication and support given to me throughout this incredible learning journey by my amazing committee members. I could not have made it this far without the care, intellectual expertise, and guidance I received from Dr. Janet Strickland, Dr. Cheryl Keen, and Dr. Catherine Watt. I would like to also acknowledge and thank Dr. Deborah Inman for her kindness and gentle encouragement. Table of Contents Chapter 1: Introduction to the Study ....................................................................................1 Background ....................................................................................................................4 Problem Statement .........................................................................................................8 Purpose of the Study ....................................................................................................10 Research Questions ......................................................................................................11 Conceptual Model and Framework ..............................................................................11 Adult Learning ...................................................................................................... 11 Technology Efficacy ............................................................................................. 12 Nature of the Study ......................................................................................................14 Definitions....................................................................................................................15 Assumptions .................................................................................................................16 Scope and Delimitations ..............................................................................................17 Limitations ...................................................................................................................18 Significance of the Study .............................................................................................20 Summary ......................................................................................................................22 Chapter 2: Literature Review .............................................................................................24 Literature Search Strategy............................................................................................25 Conceptual Model and Framework ..............................................................................27 Adult Learning ...................................................................................................... 28 Technology Efficacy ............................................................................................. 31 Literature Review Related to Key Concepts ................................................................37 i Teachers as Adult Learners ................................................................................... 37 Technology in Education ...................................................................................... 41 1:1 Technology ..................................................................................................... 48 Teacher Technology Preparation .......................................................................... 58 Technology Acceptance ........................................................................................ 61 Technology Barriers and Enablers ........................................................................ 65 Technology Integration ......................................................................................... 68 Self-Efficacy ......................................................................................................... 70 Teacher Efficacy ................................................................................................... 72 Teacher Technology Efficacy ............................................................................... 74 Summary ......................................................................................................................77 Chapter 3: Research Method ..............................................................................................79 Introduction ..................................................................................................................79 Research Design and Rationale ...................................................................................79 Research Questions ............................................................................................... 81 Qualitative Pragmatic Research ............................................................................ 81 Alternative Qualitative Research Approaches ...................................................... 83 Role of Researcher .......................................................................................................86 Methodology ................................................................................................................89
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