High School Social Studies Teachers Navigating in One-to-One Classrooms

Abstract

Do teachers change their pedagogical decisions once they receive greater access to technology? This study aims to evaluate the extent to which social studies teachers, both those who grew up with technology (digital natives) and those who did not (digital immigrants), in a district implementing a one-device-per-student policy changed their pedagogical strategies for using the devices. Through interviews and observations, it seems that just providing the devices was not enough, but that teachers reported a need for professional development and clear articulation of usage to truly change their teaching. On the other hand, solid pedagogical strategies developed by years of experience in the classroom appeared to be more important than familiarity with technology for creating new learning opportunities.