RESEARCH PROPOSAL

Alexander Dawson School

One-to-One Device Program - Year One

Jose A. Vazquez Jr.

CIT 667 Technology and Educational Change
11/9/14

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One-to-One Device Implementation

Research Proposal Description
Over the past three years, I have witnessed tremendous growth in the amount of
technology used in our school. The shift in administration and the shift in school leaders initiated
a stronger focus on embedding tech devices and web 2.0 tools into daily instruction. Our
schools mission is The Alexander Dawson School at Rainbow Mountain is a nurturing learning
community for boys and girls in preschool through grade eight that challenges students to
achieve excellence in mind, body and character and our vision states Our graduates will be
ready to achieve their individual potential, savor life and meet the challenges of the world.
These statements should be true to teachers as they are to students.
Our educational leaders and curriculum coordinator reviewed past assessments, and
based on the data gathered, decided that an increase in technology integration. Our students show
an area of opportunity when it comes to demonstrating their writing knowledge. Lowther, Ross,
and Morrison (2003) also indicated positive impacts of a one-to-one program on student writing
scores as well as problem solving. We want writing to be embedded in all aspects of our
students day which also generates a strong focus of technology through literacy instruction. One
of those studies (Suhr, Hernandez, Grimes, & Warschauer, 2010) analyzed what is sometimes
known as the fourth-grade slump, which occurs as students transition from learning to read
to reading to learn. Once we have effective technology and literacy instruction, we will further
develop the skills students need to retain reading and writing skills. Technology integration not
only helps teachers and students when it comes to academic content, but also demonstrates a
positive correlation to successful behavioral management. Sauers and McLeod (2012) mention
that the impacts fall into a number of various categories, including student engagement,
attendance, behavior, and motivation as well as teacher practices.
There is now a stronger and increasingly solid emphasis on coaching teachers by
providing differentiated instruction, coaching, and collaborative opportunities. This new design
and implementation will require many steps. It isnt enough to introduce new technology and
expect dramatic change. With the advent of new technologies, companies usually resort to
"cramming down" the innovations onto their existing systems, an approach that generates only
incremental improvement (Trotter, 2008). Our school used the SAMR (substitution,

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augmentation, modification, and redefinition) model, to provide teachers with an overview of the
continuum goals that teachers should strive for, and the TPACK model was introduced and was
presented as a visual guide for teachers to balance pedagogy, content, and technology during the
implementation process. I want this research study to provide information from teachers, who
have placed themselves on different parts of the implementation continuum, on categories that
affect professional development, classroom instruction, and overall support in helping them
reach their own personal goals. If we expect our classrooms to transform and meet technology
standards, then all teachers must be presented with ample amount of resources to sustain these
upcoming transitions.
Description
Alexander Dawson School is a private school located on the west part of town. There are
approximately 120 staff members and our teacher to student ratio is estimated to be about 1:18.
Student tuition is $21,000 in elementary school and increases to $22,000 in middle school. Our
school has an extended school day which allows students to receive instruction in science, health
and fitness, music, and art. The school has spent hundreds of thousands of dollars in purchasing
new MacBook pros for staff, personal MacBook airs for students in 3rd through 8th grade, new
Apple TV devices for each classroom, and iPad carts for each grade level or for each classroom,
depending on the grade. The school has also purchased seven SMART boards for use in the
elementary school and one in the library. Each classroom contains a projector cart, an E.L.M.O
display unit, and speakers. There are also a few teachers that have mobile writing tablets.
My study will use administrative supervisors, teachers and teaching assistants in early
childhood education, elementary, middle school education, members of the IT department, and
anyone else that has direct contact with students. Administrative staff was also included in this
shift, but I will keep my focus to individuals that have direct impact to students and classrooms.
I want to receive a strong, representative sample that shows me the percentage of teachers
who are in each part of the SAMR continuum and what personal goals they have set for
themselves to move further along the continuum. I want to follow up on teacher successes in the
classroom and also address what areas of concern arent being met yet. I want to gain a better
understand of the process that goes on behind the scenes to target teachers who are on the lower
end of the spectrum and what opportunities for development they are preparing in the upcoming

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weeks, months, and years perhaps. We havent been able to redefine the balance between what
technology, pedagogy, and content looks like in the 21st century classroom and we must take
under consideration that schools and students have not been able to reap the benefits of
technology, he said, because of the web of constraints--called "interdependencies"--that schools
have not been able to escape, including the organization of the school day, the division of
learning in academic disciplines, the architecture of school buildings, and the federal, state, and
local mandates that educators must obey. (Trotter, 2008).
Methods of Exploration
All teachers have been assigned a google account and google email which enhances our
ability to communicate and send information. As part of my quantitative data analysis, I will take
advantage of this by designing a survey on Google applications that will gather data on
technology in areas of personal use, classroom use, professional development interests,
technology support, collaboration, and assistance with technology. I will use a 5-point Likert
scale format to gather information. This data will provide an overview as to what the strengths
have been in this gradual rollout plan, what we are starting to do well, and it will highlight the
areas that are in need or not addressed at all. The results of my quantitative assessment will guide
the questions I use when I begin my qualitative assessment. My qualitative data analysis will
require meeting in small groups before or after school, over a web forum like WebEx, or
scheduling one-on-one meetings with those individuals. I would like to interview at least 1
representative from each grade level in each of the schools (early childhood, elementary, middle
school), and I will try to interview a representative sample amount of individuals who rated
themselves on different categories of the SAMR continuum. Questions that are included in the
qualitative survey will include, What have been the positive changes that have occurred with
the implementation of your device?, Have you required help from the IT department, if any,
and were they able to help you? How long did it take to solve a solution?, and also What are
goals that you have set for yourself to move further along the SAMR continuum and what will
help you achieve those goals? and I will include more when I receive the results of the initial
survey. I will keep this portion of the assessment from about 5 8 questions as to not overload
my participants.

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Updated Assessments
I submitted my initial survey to the administration at my school and they felt that the initial
survey wouldnt provide the information necessary to target my research which is to better target
professional development to teachers based on their needs. The quantitative assessment I created
consisted of 11 questions/statements that they would have to categorize using the 5-point Likert
scale assigned to each. The questions and statements made were Which grade or subject do you
teach or offer support to?, I have established a partnership with a colleague who can help
troubleshoot tech issues., I have set short and long-term technology goals for myself., Using
technology, I have created more opportunities for student-centered learning to occur., I have
increased project-based learning opportunities with technology., My team and I have planned
ways in which we can utilize the IT department to co-teach lessons using technology., I can
troubleshoot solutions to my problems., My students and I are confident in using technology in
the classroom., I have taken advantage of training that has moved me along the SAMR
model., I have been successful in using my laptop/iPad devices in my classroom., I can
access web resources in my classroom seamlessly., I use social media as a professional
development source (Twitter, Edmodo, Google Hangouts, etc.). Each question/statements
Likert scale was labeled individually with 1 representing a score that was least applicable and a 5
score that represented the most applicable response. I only created three qualitative questions in
my survey so that I could receive responses that would be the most honest and thorough. Due to
time restrictions, I was not able to interview or conference with individuals like I would have
preferred. I included the questions into the quantitative survey. The questions included in my
qualitative survey included How have you used your devices to enhance a learning opportunity
in your classroom?, What have been some strengths/challenges in the one-to-one device rollout program this year?, Do you feel that the resources available to you and your students have
increased with the new devices? Explain., and Please list additional comments, questions,
kudos, or concerns about the technology implementation. Teachers had one week to complete
the survey.
Discovery and Results
My survey questionnaire was sent to 110 recipients, but out of those 110, about 25 dont
have interaction with students or were duplicates in the three different emailing lists. I had about

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a 25% success rate with responses. 8 teachers who responded were connected to the middle
school students, 7 connected to elementary school students, 3 connected to early childhood
students, and 5 who are connected to students through other means. The results received from the
survey helped to establish a representative sample of the success and challenges we are having as
a school. The data reported is also listed below on the data graphs. Majority of teachers
responded to having strong relationships between colleagues who could help troubleshoot tech
problems together. 69% of responses stated a strong relationship having set long and short-term
tech goals. 13% have a moderate rating and 17% selected not having many or any goals in tech
integration. 52% of responses listed a strong relationship between technology integration and
opportunities in creating student-centered learning. 39% listed a moderate relationship and 8%
listed having a weak relationship between tech and student-centered learning in their classroom.
43% of responses listed a strong relationship between technology integration and an increase in
project-based learning opportunities. 17% listed a moderate relationship, and 39% listed a weak
relationship in their classroom. 18% of responses stated having several planned co-teaching
lessons with the IT department team. 35% listed having planned some and 48% listed having few
to no plans to co-teach with the tech team. 61% of responses listed troubleshooting their own
problems as a strong skill. 35% listed it as a moderate skill and only 4% listed it as a weaker skill
they possess. 57% of responses stated that their students and instructor feel very confident in
using technology in their classroom. 39% listed having a moderate level of confidence, and only
4% listed a lower level of confidence. 56% listed a strong response to participating in training
that helped them move along the SAMR development model. 30% listed a moderate response to
participating in training, and 13% listed a weak response to participating in training. 82%
selected a strong response to successfully using their laptop/iPad device in the classroom. 9%
listed a moderate response to successfully using their device, and 8% listed a low response to
tech integration in their classroom. 70% listed a strong response to accessing web resources in
their classroom seamlessly. 26% listed a moderate response, and 4% listed a low response to
seamless access to web resources in their classroom. 26% listed a strong response to using social
media as a means of professional development. 22% listed a moderate response, and 52% listed a
low response to using social media as a form of professional development.

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Modification of Existing Views

I was elated at the results stating that students and teachers feel confident in using
technology in the classroom. I thought it was odd that it didnt transfer over as well to teachers
showing an increase in project-based learning opportunities in their classrooms. When
technology is used, it typically is not used to support the kinds of instruction (e.g., studentcentered) believed to be most powerful for facilitating student learning (Strudler, 2010, pg.
226). Strudler also stated that the authors conclude that effective teaching must include studentcentered practices, supported by technology and effective teacher education and development, to
sustain this goal through a range of recommended practices. We have created a strong culture of
support which lends itself when starting the beginning phases of our technology integration. Our
administration and staff recognize the need for continuous support and professional
development, and gathering this data allowed me to see that there is a large need to introduce
staff members to professional development methods that can be accessed using technology.
There is an immense community of educators who can provide differentiated training, and our
teachers need to see this as an instant source for support. This is our first year with our
integration program and I understand how teachers, while feeling excited, are still not showing
strong numbers when it comes to increasing student-centered learning and project-based learning
in their classrooms. There are teachers who still require more time to practice using their devices
and learn ways to tie their curriculum with these devices. Educators, being given devices, should
be held accountable for setting goals to improve in their technology use.
Description and Speculation
This study while be longitudinal in nature because it follows different continuums. I will
be sending this same survey out again to see if gathering more information will change the
overall results or if they will remain the same while gathering a larger representative sample. I
want to send another qualitative survey interview that will help me gather more data on educator
feelings on different aspects of technology integration. I would like to hold another survey at the
end of the year and then three times a year over the next three years to observe patterns. I want to
communicate with schools that have been able to effectively utilize social media as a method of

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professional development so that I can incorporate a model that will best suit the needs of my
teachers.
Conclusion
We are still in the beginning stages of this one-to-one device integration plan. Teachers
and students are embracing technology with open arms and with much passion. Over time,
assessment and continuous survey data will be used to gauge the effectiveness of our program.
We demonstrate solid promise in transforming our classroom into an environment that allows
student to discover and explore. Areas of opportunity only exhibit the chances that can help us
attain further success. I will continue to invest in searching for traits that result in showcasing the
strongest effects towards teacher and student success.

References
Lowther, D., Ross, S., & Morrison, G. (2003). When each one has one: The influences on
teaching strategies and student achievement of using laptops in the Classroom. Educational
Technology Research and Development, 51(3), 23-44.
Sauers, N., & McLeod, S. (2012, May 1). WHAT DOES THE RESEARCH SAY ABOUT
SCHOOL ONE-TO-ONE COMPUTING INITIATIVES? Retrieved November 26, 2014, from
http://www.natickps.org/CASTLEBrief01_LaptopPrograms.pdf
Strudler, N. (2010). Perspectives on Technology and Educational Change. Journal of Research
on Technology in Education, 42(3), 221-228. Retrieved January 1, 2014, from
https://webcampus.unlv.edu/bbcswebdav/pid-757036-dt-content-rid-4067325_1/courses/2148UNLV1-CIT-667-SEC1001-81216/2128-UNLV1-CIT-667-SEC100182250_ImportedContent_20130311025836/Strudler_2010.pdf
Suhr, K. A., Hernandez, D. A., Grimes, D., & Warschauer, M. (2010). Laptops and fourth-grade
literacy: Assisting the jump over the fourth-grade slump. Journal of Technology, Learning, and
Assessment, 9(5), 4-45.
Trotter, A. (2008, November 5). Scholars Discuss 'Disruptive Innovation' in K-12 Education.
Education Week, 28(11), 9. Retrieved from

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http://go.galegroup.com/ps/i.do?id=GALE%7CA188731816&v=2.1&u=nv_alexander&it=r&p
GPS&sw=w&asid=10cc84ea74b8b14f77f0f74c25902101
Appendix
Quantitative Survey Results

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Qualitative Survey Results

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Development/Reflection Recording Log

Date Change/Development/Reflection/Action
11/18 I first survey questionnaire I created was more focused on critiquing the responsibilities of
our tech department, and after some feedback, I went back to revise it to focus it more on the
opinions of the staff regarding tech integration in the classroom.
11/19 I created two revised surveys and met with my schools administration for review and
approval. I selected one that would allow teachers to critique and reflect their own approaches to
technology in their classroom.
11/20 I emailed surveys to early childhood, elementary, middle school teachers, teaching
assistants, special subject teachers, and other individuals who have instructional contact with
students.

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Quantitative Survey Instrument

My google-forms created questionnaire survey described in the assessment section of this
study.

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Qualitative Survey Instrument

My google-forms created four question survey as described in the previous assessment section.

Self- Evaluation
This research project is one that I will continue to follow long after I have completed this course.
I believe that I was able to provide insightful information into our plan, our schools information,
and an overview of our goals. I worked on two different surveys and had to revise and edit
several times until the assessment data would actually help past this initial response. I reported
results and analyzed them to seek patterns and areas of opportunity to plan towards future

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professional development. I was able to use course readings and other articles to create my
materials to target the traits/factors that are more successful in demonstrating teacher and student
success when using technology in the classroom. I could have used many more course readings
and articles to support my modifications. I will keep gathering information to strengthen my
stance and viewpoint so I can present my findings to my administration and staff members. I was
able to challenge myself by taken on this task, and working with the technology leaders in my
school, instead of taking on a simpler task that could have had a more minimal impact on my
school. I dont deserve a perfect score, but I believe that I deserve a score that reflects the higher
end of the grading rubric. This has been an amazing journey, and I will continue to be an
advocate for technology in the classroom.