A Case Study of 1:1 Technology Policies in Four Texas High Schools and Their Relationship to Practice Metadata

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Title

  • Main Title A Case Study of 1:1 Technology Policies in Four Texas High Schools and Their Relationship to Practice

Creator

  • Author: Bauter, Cynthia
    Creator Type: Personal

Contributor

  • Chair: Huffman, Jane B.
    Contributor Type: Personal
    Contributor Info: Major Professor
  • Chair: Laney, James D.
    Contributor Type: Personal
  • Chair: McConnell, Billie J.
    Contributor Type: Personal
  • Chair: Brooks, John
    Contributor Type: Personal

Publisher

  • Name: University of North Texas
    Place of Publication: Denton, Texas
    Additional Info: www.unt.edu

Date

  • Creation: 2013-12

Language

  • English

Description

  • Content Description: With increasing emphasis on technology in schools, the importance of technology policies is great. This study investigated policies for four 1:1 secondary schools in Texas (schools with a ratio of one computing device per student), particularly with respect to the relationship of those policies to practice. The purpose of the study was to determine the current status of the National Education Technology Standards (NETS) essential conditions as reflected in policy and the relationship of those conditions to practice as measured through levels of technology usage and teaching innovation. Schools were selected through purposive, criterion sampling. Open-ended interviews were conducted with twelve participants (principals, technology directors, and superintendents). Policies were rated by campus principals and the researcher using a rubric based on the NETS essential conditions. Finally, surveys of proficiency and readiness measures were collected from 156 teachers using the School Technology and Readiness (STaR) instrument and the Levels of Teaching Innovation (LoTI) instrument. Interviews were transcribed and coded using structural and frequency coding. Policies were analyzed using magnitude coding and policy ratings. A qualitative analysis determined patterns between policy and practice. Quantitative data collected from surveys were measured against policy ratings and magnitude coding using bivariate correlation methods in SPSS. Quantitative analysis revealed two statistically significant relationships between policy and reported levels of practice in the classroom. Qualitative elements of the study from interviews and policy ratings revealed six findings that may explain a lack of correlation between policy and practice: a lack of ability for leadership to identify 1:1 program policy; lack among school leaders of perceived relationship between policy and practice; a belief among leaders that they are communicating policy to stakeholders even though they demonstrated difficulty in articulating policy; an inability to identify specific research-based theoretical foundations in policy; a lack of meaningful measurement of practices; and a lack of leadership at the same school to interpret policy similarly. A seventh finding revealed potential patterns between conditions that are addressed extensively in policy and evidence of those conditions in practice. Qualitative findings, in particular, contribute insights into disconnections between policy and practice in 1:1 settings.

Subject

  • Keyword: 1:1
  • Keyword: technology policy schools

Collection

  • Name: UNT Theses and Dissertations
    Code: UNTETD

Institution

  • Name: UNT Libraries
    Code: UNT

Rights

  • Rights Access: public
  • Rights Holder: Bauter, Cynthia
  • Rights License: copyright
  • Rights Statement: Copyright is held by the author, unless otherwise noted. All rights Reserved.

Resource Type

  • Thesis or Dissertation

Format

  • Text

Identifier

  • Archival Resource Key: ark:/67531/metadc407819

Degree

  • Academic Department: Department of Teacher Education and Administration
  • Degree Discipline: Educational Administration
  • Degree Level: Doctoral
  • Degree Name: Doctor of Education
  • Degree Grantor: University of North Texas
  • Degree Publication Type: disse

Note