Abstract
It is important to study technology acceptance of teachers to improve technology integration practices in the classroom. Framed by the Concerns-Based Adoption Model (CBAM), this chapter reports the stages of concern and levels of use to accept one-to-one iPads by a first-grade teacher. Described as an alternative choice school for the community, this charter school is located in the southeast area of the USA and operates within the public school district. The classroom teacher sought out a university researcher for assistance with technology integration strategies, which led to a 2-year partnership. Monthly video chats, text from a dialogue journal, and student work artifacts generated data. Analysis of data revealed findings that propose a classroom teacher needs 2 years to advance through the seven stages of concern. The greatest concern is shown during the management stage. Additional data demonstrate barriers toward integrating the iPad, such as extensive time required to locate iPad applications. Strategies for moving across the CBAM are provided, along with apps the teacher found most useful.
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Eutsler, L. (2019). 1:1 iPads in 1st Grade: Case Study of a Teacher’s Concerns and Implementation. In: Zhang, Y., Cristol, D. (eds) Handbook of Mobile Teaching and Learning. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-41981-2_132-1
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DOI: https://doi.org/10.1007/978-3-642-41981-2_132-1
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