Pre-service Teachers’ Perspectives on One-to-one Computing: A Mixed Method Study

Abstract

This study aims at exploring pre-service teachers’ perspectives on one-to-one (1:1) computing in teaching and learning. It gathered data regarding various aspects of 1:1 computing from 145 pre-service teachers at a public university in USA. Both quantitative and qualitative methods were applied in data analysis. Findings show that pre-service teachers consider the use of 1:1 computing in the classroom changes interactions between instructors and students. The positive influence includes enhanced communication and providing medium for presenting materials. Significant difference was found in time spent using 1:1 computing in varied types of settings (F(3,576)=37.70, p<.05). In addition, pre-service teachers believe that technology can influence teaching in a positive way; the use of 1:1 computing increases engagement and facilitates knowledge transfer.