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One-to-One Computing in Teacher Education: Faculty Concerns and Implications for Teacher Educators
ARTICLE

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Journal of Digital Learning in Teacher Education Volume 26, Number 4, ISSN 2153-2974

Abstract

This study examines initial faculty concerns during implementation of a one-to-one laptop teacher education pilot program. The Concerns-Based Adoption Model of Change provides the theoretical framework and guides the methodology. In fall 2007, 29 teacher candidates began a one-year multiple-subject (elementary) credential program with an added emphasis on teaching and learning in a one-to-one laptop environment. Circumstances of faculty involvement in the pilot program were varied and not controlled. Eight instructional faculty and three field supervision faculty participated in this study. Results indicate that, as a group, faculty participants had high-level awareness, management, and impact concerns, yet highest concerns for individual faculty varied. Data pointed to three major implications regarding technology-rich teacher education and faculty issues to be addressed for program success: faculty readiness, faculty preparation, and faculty differences. Implications of this study extend to colleges of education implementing one-to-one initiatives or other technology innovations into their programs. (Contains 2 tables and 4 figures.)

Citation

Donovan, L. & Green, T. (2010). One-to-One Computing in Teacher Education: Faculty Concerns and Implications for Teacher Educators. Journal of Digital Learning in Teacher Education, 26(4), 140-148. Retrieved October 14, 2019 from .

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