The impact of teaching in a one-to-one computing classroom on teachers’ work outside the classroom

ABSTRACT

One-to-one computing programmes – that is, when each student has a personal, portable computer to use while learning – have been studied extensively, mostly regarding their actual classroom implementation. In this quantitative study, the authors take a broader perspective, exploring the impact of teaching in one-to-one computing programmes on teachers’ beliefs regarding their job outside the classroom. Participants were middle school and high school teachers who had taught in both one-to-one and traditional classrooms – and hence could reflect upon the differences between the two settings. The methodology included questionnaires based on Danielson’s comprehensive Framework of Teaching. The results suggest more positive attitudes towards teaching in one-to-one programmes than in traditional classrooms in all domains tested; however, the one-to-one instruction applied portrays a rather shallow, instrumental use of the digital devices in a way that supports existing teaching practices and beliefs, rather than a transformative effect of such programmes on teaching.

KEYWORDS:

• One-to-one computing programme
• teachers’ beliefs
• entirety of teaching
• outside the classroom

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the EU Marie Curie Career Integration Grant [PCIG-13-GA-2013-618511].

Notes on contributors

Arnon Hershkovitz

Arnon Hershkovitz is a Senior Lecturer in Tel Aviv University’s School of Education (Israel). His research is focused on the skills required by learners and instructors in the cyber-learning ecosystem, specifically computational thinking, creativity, classroom management and feedback. He mostly studies these skills using a learning analytics approach, currently in the context of STEM education. He holds a BA in Mathematics and Computer Science, an MA in Applied Mathematics (both from the Technion – Israel Institute of Technology) and a PhD in Science Education (Tel Aviv University).

Yoav Arbelle

Yoav Arbelle is a high school mathematics teacher and educator. He is a graduate of the Masters’ programme in Technology and Learning at Tel Aviv University’s School of Education. He holds a BA in Mathematics and Education (Ben Gurion University, Israel), and is certified as a riding therapist. His multidisciplinary background allows him to incorporate technology, art and nature in his teaching.