Abstract
This embedded case study explores the student-teacher relationship in a one-to-one technology environment. The actual change in relationship in a one-to-one classroom was examined. The study was guided by the self-system theory of motivation and its three characteristics of autonomy, relatedness, and competency as a theoretical framework. To explore this topic, the researchers considered the perspectives of four classroom teachers and 207 high school students at a suburban public high school in New Jersey. The case study research utilized teacher interviews, classroom observations, student surveys, and a student focus group. The findings revealed a notable change in the relationship between teachers and students within the one-to-one environment. The change existed in the connectivity between the teachers and their students beyond the classroom and school. The researchers concluded that the teachers and their students did have a positive relationship in a one-to-one environment and that relationship depended on the teacher’s ability to engage students using the one-to-one device. The researchers concluded that the one-to-one environment creates an autonomous learning environment for students; teachers and students have a relatedness that extends beyond the traditional boundaries of a school; and a higher level of competency in both teachers and students creates a more engaging classroom. As one-to-one technology environments are becoming more popular across the country, this study contributes to a better understanding of the expected changes in teacher-student relationships before issues of conflict occur.
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Higgins, K., BuShell, S. The effects on the student-teacher relationship in a one-to-one technology classroom. Educ Inf Technol 23, 1069–1089 (2018). https://doi.org/10.1007/s10639-017-9648-4
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DOI: https://doi.org/10.1007/s10639-017-9648-4