An Investigation of Teacher Pedagogical Strategies and Student Engagement in 1:1 Laptop Mathematics Classrooms

• In Event: Teacher and Faculty Pedagogical Strategies in 1:1 Initiatives

Abstract

The increase in 1:1 classrooms coincides with research into which pedagogical strategies lead to increased learning; driven by the understanding that learning is more likely to occur when students are motivated and engaged in the content. Using theories of engagement and the TPACK framework to understand the dynamics that exist in a 1:1 classroom, videos of five teachers were examined for pedagogical strategies and levels of engagement. Video analysis revealed patterns of pedagogy and technology use that both enhanced and decreased student engagement. Patterns of pedagogy and success at student engagement varied across teachers. There were also successful pedagogical strategies that were independent of technology use. Findings were compared to prior work in this area.

Authors

• Lindsay Patterson, North Carolina State University

• Eric N. Wiebe, North Carolina State University

• Samet Okumus, Recep Tayyip Erdoğan University

• Charity Cayton, North Carolina State University

• Karen Hollebrands