| The move to mobile learning in the education world is filled with anticipation of enhancements to learning along with uncertainty of how to proceed. This qualitative holistic single case study examined constructivism in a one-to-one initiative using Chromebooks using the Google Application for Education online collaborative platform in the third, fourth, and ninth grades in an Upper Midwest rural school district. The problem of the study was to examine the theory of constructivism digitally enhanced by understanding the perceptions of teachers, administrators, and parents as well as the classroom observations and artifact document interpretations to provide an innovative environment to individualize, challenge, and inspire students as 21st century learners. The purpose of the study was to examine the theory of constructivism by gaining a better understanding of the perceptions of the participants, classroom observations, and interpretation of archived documents. A qualitative case study method was used. The purposeful sample of 15 participants was teachers from the third, fourth, and ninth grade involved in the program, the administrators, and parents of the students who used the Chromebooks. The inductive method of analysis was used to analyze these data collected. The perceptions of teachers were to include online collaboration to help students construct their own learning. This required instructional changes on the part of the teachers to adapt to digitally enhanced constructivism. The learning experience did not depend on a specific device but a learning environment based on digital constructivism. Administrator perceptions of the program included the necessary preparation, planning, and professional development of the teachers as critical elements to the success of the program. Their goal in implementing the 1:1 program was to move to redefining learning to inspire learners through individualized and innovative learning. The collaborative nature of the Google Applications platform provided a place for students to construct their own learning through guided learning activities on multiple mobile devices. The parent perceptions were that learning was enhanced; however, motivation to learn was not driven by the device but by other influences such as the student's intrinsic desire to learn. |
