Exploring the impact of 1:1 technology on teachers' pedagogy.

The integration of technology, particularly through 1:1 device programs, has increased in schools over the last decade. Therefore, it is important teachers effectively implement computers into the classroom program through utilising functions such as programs, applications and the internet. The aim of this project was to explore the impact of 1:1 technology on teachers' pedagogy. This was completed through identifying pedagogical adaptations teachers made when every student in their class had their own device. To fulfill this aim, three guiding research questions were posed and explored through a grounded theory approach: 1. What is the nature of pedagogical adaptations teachers make when transitioning from technologically less well equipped classes to classes where every student has a personal computer?; 2. Which of these adaptations is most effective?; 3. How are the answers to RQ1 and RQ2 dependent upon the prescribed curriculum and accountability processes? Source materials including ICT user policy agreements and Behaviour management policies were collected from schools of participant teachers where five interviews were conducted with volunteer teachers who have 1:1 computers in their classroom of interviews conducted in addition to the inclusion of interviews from the Australian section of the EdFutures Study conducted by Professor Peter Twining. School policies. Source materials were analysed through a comparative document analysis against selection criteria and interview transcripts were collated through a grounded theory method. As a result of analysis the following were identified as the most significant pedagogical adaptations made in 1:1 classrooms: Digital preparation, the role of the digital teacher and 21st century learning. Of these three adaptations, digital preparation was found to be the most effective adaptation teachers could make. In addition, it was determined that these adaptations relied upon the curriculum and accountability process. The study recommends teachers plan for these environments utilising electronic storage such as Onenote or online learning environments. In this way, digital preparation can be easily shared with colleagues and reused for future lessons. This research also recommended schools explicitly state their vision for technology usage in classrooms, so teachers have a guide for planning and goals to work towards.