השלכת ההוראה במודל מחשב נייד לכל תלמיד על התפיסה הפדגוגית של המורים ועל השיח הלימודי בכיתות

This study examined the implications of integrating a one-to-one (1x1) laptop
model on teachers’ pedagogical perceptions and the classroom’s educational
discourse. A change in pedagogical perceptions during three years of
teaching within this model was investigated. The research analyzed data
collected over the course of three years through interviews and lesson
observations, from 14 teachers teaching in a Junior High School in the north
of Israel. The findings show that the "1x1" approach allows teachers to
improve their teaching skills; however, it fails to change their fundamental
attitudes in regard to teaching and learning processes. It was further found
that the use of a laptop by each student does not significantly improve the
classroom’s learning discourse. The computer is seen as an individual or
group learning technology rather than as a tool for conducting learning
discourse. An analysis of the data collected shows a great contribution to
collaboration among teachers in preparing technology-enhanced lessons. One
of the main recommendations of this research is to reflect on findings from
the teaching staff and the school community emphasizing 1x1 technology as
a tool for significant pedagogical change. Students' use of personal
technology is not enough for pedagogical changes to take place; the change
must begin with teachers’ conceptions and perceptions.