Abstract This study examined the role that planning time plays in teachers’ adoption of 1:1 computing for individualized instruction. In particular, the research explored whether the availability of time to plan for 1:1 computing served as an external variable as described by Davis, Bagozzi, and Warshaw (1989) in the Technology Acceptance Model (TAM). The results indicated that the availability of planning time was a significant moderator of the relationship between perceived ease of use of 1:1 computing and three forms of individualized instruction: enrichment, remediation, and student-centered instruction. Planning time was also found to be a significant moderator of perceived usefulness of 1:1 and use of 1:1 for individualized enrichment and student-centered instruction. The results of this study can help educational leaders and policymakers to better understand the role that planning time plays in influencing teacher’s adoption and usage of 1:1 computing for individualized instruction with their students.

中文翻译：

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将1：1计算集成到小学课堂：计划时间如何产生影响

摘要本研究探讨了计划时间在教师采用1：1计算进行个性化教学中的作用。尤其是，该研究探讨了如Davis，Bagozzi和Warshaw（1989）在技术接受模型（TAM）中所描述的那样，计划进行1：1计算的时间是否是一个外部变量。结果表明，计划时间的可利用性是感知的1：1计算易用性与三种形式的个性化教学（充实，辅导和以学生为中心的教学）之间关系的重要调节器。计划时间也被认为是1：1有用性和1：1用于个性化充实和以学生为中心的教学的重要调节剂。