Teachers’ Perceptions and Acceptance of the Use of One Device per Student in Lower Grades of Elementary Schools

Abstract

This study aimed to clarify how teachers in charge of lower grades in elementary schools accept the use of one device per student and identify the aspects of school initiatives influence teachers’ acceptance. A case study was conducted and qualitatively analyzed. Teachers are influenced by both external and internal factors, progressing towards device utilization, despite developing perceptions that did not lead to device use. The causes responsible for these perceptions include factors specific to lower grades, factors more likely to occur in lower grades, and factors not exclusive to lower grades. Teachers formed their classroom image and conducted lessons through six elements and their interactions: their own experiences from the previous year when students of third-grade and above used devices, self-gathered information, communication among teachers, materials easily usable by students, conducting open classes, and participating in open classes. As teachers recognized the improvement in students’ utilization skills and the effectiveness of device use, they developed perceptions that led to increased utilization and partially reduced the perceptions that did not lead to device use.