The adoption of one-to-one computing on the state, county and district levels has changed how educational stakeholders view laptop education and, subsequently, increased the desire for widespread adoption. Indeed many educators believe that equipping students with a wireless laptop will positively transform education. However, there is no overall consensus on why one-to-one education will benefit teachers and students. Countless one-to-one initiatives have been administered for a plethora of reasons and the lack of stated goals and key assumptions hinders the progress of implementation. As with any technology, adoption occurs for a reason. So what problem does the adoption of one-to-one computing purport to solve? Why do educational stakeholders hold faith that one-to-one initiatives will be successful when previous attempts at technological integration have failed in the past? The purpose of this paper is to propose methods for studying the reasons behind the adoption of one-to-one education. Accordingly, such a dialog will provide educational stakeholders with additional research on which to base adoption and implementation decisions.
|Keywords:||Adoption, Classroom Technology, One-to-One Education, Laptop Initiatives|
PhD Student, School of Communication, Information and Library Science, Rutgers University, New Brunswick, New Jersey, USA
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