| A one-to-one computing initiative was implemented at high school in rural southern West Virginia in 2011. The program was implemented with limited time for planning and professional development. Teachers had to anticipate the implications the innovation had for instructional transformation and the impact the laptops would have on the learners. The case study discussed in this paper used qualitative data to describe a transformation catalyzed by the laptop program to instructional strategies and pedagogy, teacher and student use of technology, the processes of instructional planning and professional preparation and the impact on the learning environment and the learners. The researcher sought to answer the question, "What changes to instructional strategies occur following a one-to-one implementation in a high school?". |
