The University of Arizona

One-to-One Computing, One-to-One Learning Predictors for Implementation of Differentiated Instruction

Patricia Murthy, Eileen Shannon, Thomas K. Short, Elsa-Sofia Morote, Albert Inserra

Abstract


The purpose of this study was to examine variables that predict teachers’ implementation of differentiated instruction in a one-to-one high school computing environment. Predictors were: collaborative learning, project-based learning implementation, knowledge regarding the use of technology and years of experience and the interrelationship among those variables The participants were 170 teachers in a one-to-one computing environment who responded to an on-line survey sent via an email link from the International Society for Technology in Education (ISTE) and the One-to-One Institute.  A path analysis was performed to evaluate the strength of each variable in predicting differentiated instruction implementation. There were strong relationships found to exist between variables collaborative learning, project-based learning implementation, knowledge regarding the use of technology and years of experience in the one-to-one computing environment.  Project-based learning was the highest predictor of differentiated instruction implementation.  The four variables included in the model predict 84% of teachers’ implementation of differentiated instruction. The findings suggest that pedagogical best practices such as collaborative learning and project based learning coupled with a technology rich environment will result in a teacher’s implementation of differentiated instruction.

DOI: 10.2458/azu_itet_v1i2_murthy


Keywords


differentiated instruction, one-to-one computing, technology, collaborative learning, project-based learning.

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