An Analysis of High School Math, Science, Social Studies, English, and Foreign Language Teachers' Implementation of One-to-One Computing and Their Pedagogical Practices

Abstract

The purpose of this study was to compare high school Math, Science, Social Studies, English, and Foreign Language teachers' implementation of teaching practices in terms of their pedagogical dimensions in a one-to-one computing environment. A survey was developed to measure high school teachers' implementation of teaching practices associated with Collaborative Learning, Constructivist Learning, Project-Based Learning, and Differentiated Instruction in a one-to-one computing environment. Of the 209 teacher participants, 170 high school teachers were chosen for the purposeful sample. The results of the one-way between-group analysis of variance showed that there was a statistically significant difference in terms of high school Math, Science, Social Studies, English, and Foreign Language teachers and their pedagogical practices while implementing one-to-one computing technology. The findings in this study indicated different pedagogical classroom practices in a one-to-one computing environment among the high school disciplines. This study revealed how teachers use specific technological resources and strategies to teach their content.