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


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


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

Full Text:



Clarke, J. H. (2012). Invested Inquiry. Educational Leadership, 69(5), 60-64.

Dewey, J. (1909). Moral Principles in Education. Retrieved 12 12, 2012, from The Project Gutenberg:

Dobbertin, C. B. (2012). "Just How I need to Learn It". Educational Leadership, 69(5), 66-70.

Fullan, M. (2013). Stratosphere integrating technology, pedagogy, and change knowledge. Toronto, Ontario: Pearson Canada Inc.

Goodwin, B. (2011, February). Research Says.../One-to-One Laptop Programs Are No Silver Bullet. Educational Leadership, 68(5), 78-79.

Heacox, D. (2009). Making differentiation a habit: How to ensure success in academically diverse classrooms.

Levin, B. B., & Schrum, L. (2012, March). Technology-Rich Schools UP CLOSE. Educational Leadership, 70(6), 51-55.

Livingston, P. (2008). 1-to-1 Learning . Education Week, 18-21.

Nolan, J., Preston, M., & Finkelstein, J. (2012, October). Can you DIG/IT. Phi Delata Kappan, 42-46.

Norris, C., & Soloway, E. (2004). Envisioning the Handheld-Centric Classroom. Journal of Educational Computing Research, 30(4), 281-294.

Richardson, W. (2012). Prparing Students to Learn without Us. Educational Leadership, 69(5), 22-26.

Rosen, Y., & Beck-Hill, D. (2012). Intertwining digital content and a one-to-one laptop environment in teaching and learning: lessons from the tme to know program. Journal of Research on Technology Education, 44(3), 225-241.

Saavedra, A. R., & Opfer, D. (2012, October). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 5-13.

Sams, A., & Bergmann, J. (2013, March). Flip Your Students' Learning. Educational Leadership, 70(6), 16-20.

Short, T. K. (2011). High school teacher knowledge and implementation of individualized and differentiated instruction in a one-to-one computing environment. Dowling College ProQuest Dissertations and Theses.

Sommervold, C., & Goodwin, M. (2012). Never Too Late to Learn. Learning and Leading with Technology, 39(7), 20-22.

Tomlinson, C., Brighton, C., & Hertberg, H. (2003). Differentiated instruction in response to student readiness, interest and learning profile in academically diverse classrooms: A review of literature. Journal for Education for the Gifted, 27(2/3), 119-145.

U.S. Department of Education. (2010). Evaluation of Evidence-Based Practices in On-Line Learning A Meta-Analysis and Review of Online Learning Studies.