The influence of ubiquitous computing on teacher-student relationships
department or school: Education, Faculty of
department or school: Educational Studies (EDST), Department of
data provider: DSpace
degree campus: UBCV
creator: Jones, William
issued: 2013-10-17T13:27:43Z
issued: 2013
related degree: Doctor of Education - EdD
degree grantor: University of British Columbia
description: The purpose of this study was to develop an understanding of independent school teachers’ perceptions of how a one-to-one computing program influenced various dimensions of the teacher-student relationship and the roles of teachers and students within that relationship. In particular, it examined the impact of ubiquitous computing on the pedagogical role of the teacher and the balance of power and control within the teacher-student relationship. It also investigated how the use of laptops influenced communication patterns between teachers and students and affected the closeness of their relationships. This qualitative study employed a single-site, descriptive case study design. Interviews were conducted with 15 teachers with varying ICT experience across a range of subjects in a suburban, K-12 independent school. The school provided all students in grades 5 – 12 with a personal laptop computer and networked wireless access to the Internet. A variety of theoretical perspectives drawn from the literature on relationship variables and learning theories shaped the context for analysis. Three major findings emerged from the data analysis. Teachers perceived that: 1) the integration of technology altered their pedagogical roles and relationships with respect to the focus and approach of instruction, the subsequent motivation and engagement of students, and the overall classroom dynamics, 2) open access to knowledge enabled by ubiquitous computing served as a catalyst in shifting the balance of power within the teacher-student relationship, 3) online communication helped them to build and maintain closer bonds and stronger relationships with students. Overall, teachers perceived that the use of technology in this setting enhanced teacher-student relationships. This is significant because high quality teacher-student relationships correlate positively with a variety of academic outcomes (Davis, 2006). The findings from this study have implications for teacher education, ins…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/45269
note: The Influence of Ubiquitous Computing on Teacher-Student Relationships by William Jones B.M.A., University of Windsor, 1978 B. Ed., University of Windsor, 1979 M. Ed., University of Victoria, 1988 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Educational Leadership and Policy) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October 2013 ? William Jones, 2013Abstract The purpose of this study was to develop an understanding of independent school teachers? perceptions of how a one-to-one computing program influenced various dimensions of the teacher-student relationship and the roles of teachers and students within that relationship. In particular, it examined the impact of ubiquitous computing on the pedagogical role of the teacher and the balance of power and control within the teacher-student relationship. It also investigated how the use of laptops influenced communication patterns between teachers and students and affected the closeness of their relationships. This qualitative study employed a single-site, descriptive case study design. Interviews were conducted with 15 teachers with varying ICT experience across a range of subjects in a suburban, K-12 independent school. The school provided all students in grades 5 ? 12 with a personal laptop computer and networked wireless access to the Internet. A variety of theoretical perspectives drawn from the literature on relationship variables and learning theories shaped the context for analysis. Three major findings emerged from the data analysis. Teachers perceived that: 1) the integration of technology altered their pedagogical roles and relationships with respect to the focus and approach of instruction, the subsequent motivation and engagement of students, and the overall classroom dynamics, 2) open access to knowledge enabled by ubiquitous computing served as a catalyst in shifting the balance of power within…
has type: Thesis/Dissertation
date issued: 2013-11
is shown at: 10.14288/1.0165588
language: eng
degree discipline: Educational Leadership and Policy
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/45269