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The purpose of this study was to investigate the relationship of one-to-onetraining, support, and professional development provided to teachers as it relates to oneto-one implementation and 21st century learning skills development in the fifth gradeclassroom. Thirty-three fifth grade teachers in District X were given the opportunity toparticipate in a survey that collected teacher perceptions on the professional developmentthey received on one-to-one technology implementation and their one-to-one technologyimplementation practices. Fifteen fifth grade teachers responded. A 21st CenturyLearning Skills Index instrument was administered to fifth grade students by District X tomeasure their development of skills in problem solving, communication, collaboration,creativity, needs, relevancy, and engagement. Three research questions were developedto meet the purpose of the study. Chi-square analysis methods were used to test theresearch hypothesis. Findings of the current study align with those in the literature,suggesting that technology implementation helps to develop students’ 21st centurylearning skills. Additional findings of the study also supported the literature, which statesthat technology coaches and technology collaboration opportunities are seen as beneficialpractices in professional development and training programs working to increase thelevel of technology implementation in the classroom. The chi-square analysis andcorrelations revealed there is a significant proportional difference between perceivedbenefit and years of training for two one-to-one professional development practices.District X will continue implementing its one-to-one technology initiative in hopes ofdeveloping 21st century learning skills in students. |
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