Campus Location

Dallas Campus (Online)

Date of Award



Document Type



Educational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Leah Wickersham-Fish

Second Committee Member or Secondary Advisor

Billie McConnell

Third Committee Member or Committee Reader

Timothy Jones


This study investigated the implementation of a south Texas public school district’s 1:1 technology initiative to determine the impact on 10th grade English Language Arts student achievement. A mixed method approach was used for this exploratory case study. Multicase sampling was implemented to identify participants. Qualitative data were collected through virtual video conference interviews and analyzed to reflect five emerging themes: lack of quality professional development, teacher efficacy, leadership attitudes toward the initiative, misconceptions about student attitudes and technology skillset, and lack of communication between district administration campus stakeholders. Quantitative data were collected through the CBAM SoCQ and archival campus and district assessment data. The data were analyzed to confirm themes that emerged from the participant interviews. Results indicated that 1:1 initiatives could not positively impact student achievement when teachers do not receive quality professional development and adequate instructional support via instructional resources and coaching. Results also indicated that successful implementation of a 1:1 initiative is dependent on positive leadership attitudes towards technology, and open communication between decision-makers and key campus stakeholders. Based on the study’s findings, it is recommended that district and school leaders can better implement 1:1 initiatives by ensuring that teachers can access quality professional development, instructional support, and a curriculum that reflects a pedagogical framework that supports technology integrations.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



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