Lessons learned

Abstract

The purpose of this qualitative study was to explore the experiences of teachers, administrators, and instructional coaches who have successfully implemented and sustained a 1:1 digital program at an urban high school in the southeastern United States. Rogers' (1962; 2010) Diffusion of Innovation (DOI) theory was used as the theoretical framework for this study. DOI as a framework provides a foundation for understanding how, why, and, at what rate, innovations spread among individuals and organizations, as well as what factors can aid or impede the adoption of innovation. The researcher utilized interpretative phenomenological analysis (IPA) as a way to interpret meaning from participants' experiences. Data was collected via face-to-face, semi-structured interviews. The data-analysis process led to the development of two superordinate themes. Both superordinate themes were supported by three subordinate themes. The first superordinate theme covers how 1:1 implementation presented unique possibilities. Within this central theme, three subordinate themes emerged: (a) unique possibilities of 1:1 implementation sparked principal's vision; (b) unique possibilities for teachers, administrators, and instructional coaches; and (c) unique possibilities for students. The second superordinate theme involved the need for extensive teacher support structures. This theme included the following subordinate themes: (a) professional development structure was important to teacher learning; (b) the principal set the tone for a safe and supportive environment for teachers; and (c) changes to teachers' attitudes and feelings. The study revealed several implications for theory, research, policy, and practice.