The One-to-One Initiative and Its Effect on Knowledge, Learning and the Positioning of English Language Arts Teachers

Abstract

Abstract The impact of the One-to-One Initiative in secondary English Language Arts classrooms was the focus of this study. Specifically, the consequences a laptop for each student had on teachers’ pedagogical, philosophical, and emotional positioning in the classroom and how they narrate their positional change. Additionally, teachers’ view on learning and knowledge acquisition with the insertion of technology was explored. The questions researched were: 1. How is teacher positioning affected due to the One-to-One Initiative, and how then do teachers narrate that positional change in relationship to the One-to-One Initiative? 2. How do teachers view technology as a pedagogical tool in knowledge and learning, and how do they negotiate the use of technology in pedagogical decisions? These questions were examined through the lenses of mercantilism (Lyotard) and the oppressor and the oppressed (Freire). This qualitative case study (Denzin & Lincoln) included three participants who were selected from one school district; however, they came from two different high schools. Additionally, I included myself in the study (Hamilton, M. L.). The data was inductively and deductively interpolated and analyzed through the two lenses. My findings indicated that technology in the classroom does impact teacher positioning and their pedagogical view of knowledge and learning. Therefore, decision makers should use consideration and care throughout the adoption and implementation process because the initiative can both positively and negatively affect teacher position and their views on learning and knowledge acquisition. Keywords: One-to-One Initiative, digital initiative, Positioning Theory, Narrative, Career Stages, Critical Friend, Freire, Lyotard