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dc.contributor.authorCollins, Lori Ferretti
dc.contributor.otherBerry, Ann Bassett
dc.contributor.otherCarrier, Linda L.
dc.date.accessioned2020-12-08T16:14:27Z
dc.date.available2020-12-08T16:14:27Z
dc.date.issued3/23/2017
dc.identifierpsu-etd-137
dc.identifier.urihttps://summit.plymouth.edu/handle/20.500.12774/317
dc.descriptionThe purpose of this study was to evaluate the 1:1 laptop programs in two New Hampshire K-8 schools and to develop a more manageable evaluation model for school administrators. Using Stufflebeam's (1971) Context, Input, Process and Product (CIPP) model, this evaluation posed and answered key questions that addressed professional development, technology integration, and student engagement as related to the 1:1 programs in both schools. Data were collected from interviews, surveys, observations, focus groups, and field notes. The evaluation revealed that the programs were instituted successfully. However, it became clear that teachers needed significant support and initiative to redesign tasks to infuse technology and transform learning into experiences that encompass creative thinking, collaboration, and problem solving. The process of using the full CIPP evaluation model revealed that this method is too time consuming and labor intensive for a school principal. Using the CIPP model as a base, a new model, the Essential Embedded Evaluation Model (EEEM), was developed.
dc.description.abstractElectronic Thesis or Dissertation
dc.language.isoen_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.titleOne to one laptop program CIPP evaluation
dc.typetext
dc.typeelectronic thesis or dissertation
dc.contributor.chairNorris, Kathleen
dc.identifier.legacyhttps://digitalcommons.plymouth.edu/etd/137
etdms.degree.disciplineDepartment of Educational Leadership, Learning, and Curriculum
etdms.degree.grantorPlymouth State University
etdms.degree.leveldoctoral
etdms.degree.nameDoctor of Education in Learning, Leadership, and Community


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