Methodology

The theoretical basis for this research is a constructivist grounded theory framework, which uses an interpretive approach to generate theory based on emergent concepts, themes, patterns, and categories. A constructivist paradigm is used in order to incorporate the shared constructed meanings of elements and processes between the researcher and subject, as well as to recognize that the processes and meanings are also constructed in the context of the classroom through historical and real-time student-teacher interaction. The research is in the form of interpretive case studies, in order to bind the study within the context of the 1+ year one-to-one classroom, and to deeply describe the process of this type of instructional planning.

            A mixture of methods will be used to collect data. Semi-structured one-on-one  interviews will focus on the types and content of knowledge accessed by the teachers while planning, their pedagogical viewpoint, and their professional values. Observations will seek to inform in what ways plans are experienced, modified, and constructed in the active classroom. Planning documents will be analyzed for structure, content, and relation to interview content and observation.

            Subjects will consist of 2-4 middle grades teachers working in classrooms where both the classroom (grade level) and students have been in a one-to-one laptop to student ratio for over one year. The research location will be (one or two) public Vermont middle schools, chosen for reasons of alignment with the research topic and ease of access. Teachers have participated in action research based professional development since the implementation of the technology, and have completed at least one action research cycle. Teachers have also been exposed to participatory action research models in the same professional development, with varying levels of involvement. Their classes consist of students who have had personal educational laptops for at least one year, and some of whom have participated in participatory action research cycles.

Data for a single case will be collected over the course of one or two days. Interviews and document collection will happen prior to the first implementation of the planned instruction. Interviews will be audio-recorded for purposes of transcription. Associated documents will be collected in digital or tangible format. Observations of the instruction described by planning documents and interview will be recorded through un-coded researcher notes. Observations will focus on relation to planned instruction, as well as teacher and teaching process reaction and/or plan modification to unexpected or undesignated events, behaviors, or happenings.