Exploring the impact of a teacher preparation program's laptop initiative on the faculty's teaching and learning experiences
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Abstract
The purpose of this qualitative study was to explore the impact of a laptop
initiative on the learning and teaching experiences of teacher preparation faculty as they
transition from teaching in traditional classrooms of limited technology resources to a
one-to-one laptop environment where students, faculty, and administrators have high
expectations for technology integration. The popularity of campus-wide or departmental
laptop programs is growing but we know very little about how the laptop initiatives are
changing faculty’s approaches to teaching and learning.
The study initiative and its eleven participants are associated with the teacher
preparation program at a large research university in the South. Since the fall of 2002, the
laptop initiative has required that all students entering teacher preparation professional
certification programs own a laptop of prescribed hardware and software specifications.
Approximately 150 –200 students begin their professional coursework each semester and
thirty faculty teach the laptop classes.
Four themes emerged from the data: the change process experienced during the
implementation of an innovation, benefits and challenges of the laptop initiative,
elements and services critical to a successful implementation, and the changing
environment within a college-wide technology initiative. Generally, participants found
that the one-to-one environment enriched communication, nurtured a more reflective
professional, and provided new modes of assessment. The majority of participants were
pleased with the program thus far, noting that training and excellent technical support are
critical and expressing a desire to develop professional working relationships with
support staff. Challenges included modifying pedagogy to take advantage of the new
resources, extending the technology-based campus experiences to use in the field, and
addressing the issue that internet-connected laptops may at times distract students.
Paramount to understanding and gauging the progress of such an initiative is the
acknowledgement that all participants were experiencing a change process similar to that
described by Hord, Rutherford, Huling-Austin, & Hall, G. (1987).