The lived experiences of six superintendents who successfully implemented one-to-one technology : a case study.

Abstract

The purpose of this multiple descriptive case study was to describe and explain the perceptions and lived experiences of superintendents who have crafted and supported 1:1 technology initiatives for public school students in the state of Texas. Although technology integration has become more prevalent in school districts across Texas and the United States, the rationale and experiences when choosing 1:1 technology integration has not been well documented and public schools are still widely varied on their access and support of the individual use of electronic devices. The influence of technology on the motivation and engagement of students from the perspective of a superintendent holds a pronounced position in the decision-making process of school district leaders who value student achievement. Participants in this study include six superintendents from school districts in Texas that have adopted a 1:1 technology initiative for their school districts. Using the Yin (2014) case study methodology, the phenomenon of implementing and supporting a 1:1 technology initiative in a school district was studied through semi-structured interviews, archival data, and questionnaires of six superintendents. Their lived experiences were recorded, coded, and analyzed using constant comparison analysis, cross-case analysis, and axial coding. The data from the interviews, questionnaires, and artifacts supported the findings through a saturation of data. A detailed investigation of the six cases was conducted through a three-part framework. The three parts of the framework are (a) impact on students, (b) impact on teachers, and (c) fiscal responsibility. From the analysis of the data, nine themes emerged utilizing the three-part framework. These nine themes were reoccurring for the six superintendents who have successfully implemented a 1:1 technology initiative in their school district.