ABSTRACT

One-to-one computing programmes – that is, when each student has a personal, portable computer to use while learning – have been studied extensively, mostly regarding their actual classroom implementation. In this quantitative study, the authors take a broader perspective, exploring the impact of teaching in one-to-one computing programmes on teachers’ beliefs regarding their job outside the classroom. Participants were middle school and high school teachers who had taught in both one-to-one and traditional classrooms – and hence could reflect upon the differences between the two settings. The methodology included questionnaires based on Danielson’s comprehensive Framework of Teaching. The results suggest more positive attitudes towards teaching in one-to-one programmes than in traditional classrooms in all domains tested; however, the one-to-one instruction applied portrays a rather shallow, instrumental use of the digital devices in a way that supports existing teaching practices and beliefs, rather than a transformative effect of such programmes on teaching.

摘要

一对一计算程序-即每个学生在学习时都需要使用个人便携式计算机的情况下-已进行了广泛的研究，主要涉及其实际课堂实施情况。在这项定量研究中，作者采用了更广阔的视角，探讨了一对一计算程序中的教学对教师关于课堂外工作的信念的影响。参与者是既在一对一教室又在传统教室里授课的初中和高中教师，因此可以反思两种环境之间的差异。该方法包括基于丹尼尔森综合教学框架的问卷。结果表明，在所有测试领域中，一对一课程的教学态度都比传统教室要积极。然而，