The Year-Two Experiment: Exploring Teachers’ Experiences of a 1:1 Technology Initiative: Driving Better Student Learning Outcomes Through 1:1 Device Initiatives

Abstract This study examined the impact of 1:1 device initiatives in U.S. education K-12 school districts. Specifically, the problem addressed in this research was that studies of the second year of 1:1 technology programs in K-12 school districts had documented challenges among teachers with this change initiative leading to discontent and even abandonment of 1:1 computing initiatives. The abandonment of 1:1 devices holds significant business implications resulting in potential taxpayer losses due to costs incurred, ineffective ROI school districts show for investments, and missed future business opportunities in school districts partnering with other organizations to drive funding for the school district. The nature of the study focused on a qualitative, single case study approach, where the research centered on analyzing the program in a specific place and time. The purpose of this qualitative, multiple case study was to explore teacher experiences during a 1:1 technology initiative, with a purposeful focus on the second year of the program in a U.S. based middle school environment. A multi-case research design was used to satisfy the goal of this exploratory research. The data collection approach was done through interviews, recording 11 teacher perspectives’ as the primary data source and targeted participants of the study, and recommendations and conclusions were drawn to address the overall research question on 1:1 device programs and driving better student learning outcomes.