One-to-one computing: A mixed-methods study designed to uncover the perceived effects on the overall classroom environment

The rapid surge of technology throughout both our society and our schools has changed many of the traditional functions of our daily lives. The traditional classroom has changed with the advent of one-to-one computing in the United States. Conventional teaching methods that were once thought to be customary and accepted are now a thing of the past. The trend of one-to-one computing has swept across the United States at an accelerated rate. Students in schools across the United States are now provided with an opportunity to not only learn basic curriculum, but to also enhance their overall academic journey with the availability of technology resources. Many schools across the United States have already put aside funds to implement a one-to-one computing environment for their district. The purpose of this study was to examine one-to-one computing environments based upon the perceived effects on the overall classroom environment by administrators and teachers in three high schools in the midwestern United States. Data for this study were gathered based upon an online survey and interviews from both administrators and teachers. A Mann-Whitney U test revealed statistical significance when analyzing the variable of gender within teachers' work environment. Female teachers believed the overall work environment was more conducive in a one-to-one computing environment. Themes that emerged from the interviews revealed benefits associated with increased student engagement and laptops allowed teachers to share and obtain information with students. Concerns were expressed regarding lack of technology support and the absence of training opportunities throughout the school year. School districts should provide full-time technology support for teachers, implement regular trainings for lesson planning with laptops, and promote classroom management skills that are necessary in this new environment.