Theses and Dissertations

Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Abraham S. Fischler College of Education


Karen Kimball

Committee Member

Susanne Flannelly


Distance Education, e-Learning, Educational Technology, Instructional Design, Instructional Technology, Online Learning


This study examined teacher perceptions of pedagogical change while using 1:1 Chromebooks in their classrooms. With effective professional development and implementation of 1:1 Chromebooks to meet the needs of 21st century learners, technology was integrated to allow students to collaborate, explore, inquire, and supply opportunities for students to engage in higher order thinking and activities. In this study, teachers’ perceptions of pedagogical change varied.

With a focus on self-organized group of teachers on Facebook, the researcher examined teacher perceptions and how these impacted pedagogy when delivering instruction using 1:1 Chromebooks. Increase usage of Facebook as a teaching tool and teacher resource had been an essential paradigm shift that allowed teachers to integrate technology into their classroom instruction to effectively support student achievement and content mastery.

The analysis of data provided results of teacher perceptions of pedagogical change and how it impacted instruction while using 1:1 Chromebooks in a self-organized group of teachers on Facebook. The data provided information about teaching practices as it related to constructivist teaching instruction and passive teaching instruction. Teacher constructivists embraced the integration of 1:1 Chromebooks and the self-organized learning group on Facebook into their daily classroom instruction. Passive teaching practices, although trained on how to integrate technology into instruction, were being replaced by new methods of delivery through technology and new teacher learning platforms.

This study benefitted teachers, administrators, and students as student achievement was a focus of 1:1 Chromebooks in classroom instruction and as the district implemented technology foundations to instruction. This research intended to inform and influence public school educators and included teachers, school leaders, district administrators, state departments involved in public education, and state policy makers.

The results showed an increased proficiency and interest in teachers using Facebook as a resource for teaching and implementing technology in the classroom.