Elements of a 1:1 computer laptop program in a Los Angeles County high school and implications for education leaders

School leaders look toward one-to-one laptop or tablet device programs as one way to meet challenges regarding state Common Core Standards, Next Generation Science Standards and their on-line assessments, helping students master 21st century skills and closing the digital divide between students who have access to technology at home and those who do not. This mixed-methods study focused on a public high school and its implementation of a 1:1 computer laptop program. At the time of the study, the high school was approximately a year and a half into implementation. The study’s research questions were (1) How does the school’s technology infrastructure (Internet capacity, laptop upkeep/repair, etc.) influence teacher self-efficacy? (2) To what degree did administrators, in designing a technology plan, consider teacher self-efficacy? (3) How does the school’s professional development influence teacher self-efficacy? And (4) how did the school district develop an instructional technology plan that includes a budget and evaluation of the 1:1 initiative? The methodology included an on-line survey of the high school teachers and six interviews: the principal, two district-level administrators and three teachers. The study found it is imperative that school leaders understand the importance of developing a detailed, multi-year plan prior to implementation that addresses factors that influence teacher self-efficacy such as an Internet system that meets the needs of the school, a professional development (PD) program that includes teachers’ voice in determining PD needs, and a progress monitoring and program evaluation process that is clearly communicated to stakeholders.

学校管理者将1:1笔记本电脑或平板电脑项目视为应对州立共同核心标准（Common Core Standards）、下一代科学标准（Next Generation Science Standards）及其在线测评相关挑战的可行路径之一，同时助力学生掌握21世纪技能，并缩小拥有家用技术设备与无家用技术设备学生之间的数字鸿沟。本项混合方法研究聚焦于一所公立高中及其1:1笔记本电脑项目的实施情况，在本研究开展时，该校该项目已实施约一年半。本研究的核心研究问题包括：（1）学校的技术基础设施（如互联网带宽、笔记本电脑维护与维修等）如何影响教师自我效能感（teacher self-efficacy）？（2）管理者在制定技术规划时，对教师自我效能感的考量程度如何？（3）学校的专业发展（Professional Development，简称PD）项目如何影响教师自我效能感？（4）学区如何制定包含预算与1:1项目评估的教学技术规划？本研究的方法论涵盖针对该校教师的在线问卷调查，以及六场访谈：分别为校长、两名学区级管理者与三名教师。本研究发现，学校管理者必须重视在项目实施前制定详尽的多年期规划的重要性，该规划需兼顾影响教师自我效能感的各类因素：例如适配学校需求的互联网系统、吸纳教师参与确定PD需求的专业发展项目，以及向所有利益相关方清晰传达的进度监控与项目评估流程。