Base one technologies
These findings may be applicable in other similar contexts.
Through this study’s analysis using the lens of self-determination theory, it was found that teachers could use the affordances of one-to-one learning classroom environments to support students’ autonomy, competence and relatedness needs, enhancing student motivation. This qualitative phenomenological study was conducted with 11 Year Six classroom teachers who were operating one-to-one learning programs. In this paper findings are shared of a study that addressed a gap in current literature on one-to-one learning environments providing a unique contribution to knowledge around one-to-one learning and student motivation through the lens of self-determination theory. Previous researchers in the field of one-to-one learning assert that one-to-one learning environments increase student motivation.
#Base one technologies software
One-to-one learning refers to an instructional environment where all students have their own personal computer and relevant software available 24 hours a day, seven days a week. Future research into the effectiveness of increased CBFA usage could demonstrate how student achievement may be related to increased use of this instructional tool.
#Base one technologies professional
The findings provide insight into how teachers utilize CBFA in their classrooms to aid in developing targeted professional development to support teachers in using technology to formatively assess students. Significant differences in CBFA usage rates were found between different subjects, class levels, and grade levels. The major findings of the study indicated that there were statistically significant correlations between CBFA usage rates and teacher comfort with technology, teacher belief in technology, and teacher autonomy. Survey data were collected from 261 academic teachers (63% response rate), which quantified teacher CBFA usage rates. The purpose of this quantitative, correlational study was to investigate the computer-based formative assessment (CBFA) practices of core academic teachers within a one-to-one computing environment to better understand the relationships between CBFA usage rates of teachers and their perceptions of instructional technology.
Findings are discussed in relation to the district infrastructure and other considerations to support a one-to-one teaching and learning environment and how each of the six devices support the establishment of 21st century learning environments. Teacher interviews and student focus groups revealed several themes related to technology integration, factors influencing implementation, impact on instruction, and impact on student motivation and engagement. The purpose was to understand teachers’ and students’ experiences related to the instructional implications of each device to inform long term, one-to-one implementation of an appropriate technology device to meet the district’s strategic goals for a 21st century learning environment. A qualitative study was conducted in a large, economically diverse, mid-Atlantic school district to examine the implementation of six technology devices in 18 elementary, middle, and high school classrooms.
Increased efforts to promote 21st century learning emphasize the central role of technology in instructional delivery in order to advance the multifaceted abilities and skills required for student success in an increasingly technology-rich learning and work environment.