21st Century Instruction: A Descriptive Case Study of a One-to-One Chromebook School

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Schools in the United States make significant investments in educational technology (ET) in an attempt to develop essential 21st century skills in students. The problem was a lack of understanding about whether the use of ET by teachers was effective in promoting innovative skills. A better understanding of the effective use of ET may maximize investments and promote the development of future ready skills. A gap exists in the communication of specific strategies that may be used to develop 21st century skills. The purpose of the study was to explore teacher perceptions of ET use in a one-to-one Chromebook program. Social Cognitive Theory provided the theoretical framework for the study. Key research questions explored teacher perceptions regarding ET use as well as perceived critical supports for successful instruction. Using a qualitative case study design, 16 teacher participants were surveyed, interviewed, and invited to submit lesson artifacts. Purposeful sampling was used to select teachers utilizing Chromebooks at least three times weekly in core content areas. Participant responses, surveys, and artifacts were coded using NVivo software, and thematic analysis was used to identify themes. Results indicated teachers developed 21st century skills in students through online collaboration, digital presentations, and research. Teachers also indicated a need for increased time to collaborate and access to on-site support providers. Study recommendations include the provision of increased time to teachers to build practical implementation knowledge and self-efficacy levels and the use of on-site technology support providers.