Date of Award

Spring 2022

Document Type

Open Access Dissertation


Educational Studies

First Advisor

William Morris


One-to-one devices provide the opportunity to develop 21st century skills, improve academic learning, access information, and increase student independence. Prior to the one-to-one initiative, device use among the teachers of students with dyslexia had included low-level integration. The administration at this site made the decision to implement a one-to-one device program with the intent of increasing how devices were utilized during instruction. This descriptive study explored the value beliefs and perceived barriers held by middle school teachers at a school for students with dyslexia following the implementation of one-to-one devices. This study sought to describe the value beliefs and perceived barriers of middle school teachers as to the importance of technology for students with dyslexia, the change in value beliefs after the one-to-one initiative was implemented, how the value a teacher held toward the use of devices for students with dyslexia affected their integration of one-to-one devices in the classroom, and how teachers integrated devices during the instruction of students with dyslexia.

Using a convergent parallel mixed method design, quantitative and qualitative data was collected from 10 participants using a survey, interviews, and classroom observations. Using descriptive statistics from the survey and observations along with inductive analysis of interviews and observations, each data source was analyzed separately with the findings merged in order to draw conclusions. Survey results showed participants valued the use of technology in the teaching and learning process and felt they had the skills necessary to integrate one-to-one devices during instruction. The findings of this study revealed (a) technology was used as a supplemental resource, (b) had a positive impact as an assistive technology, (c) had a positive impact on learning, and (d) found teachers increased in their self-efficacy. Based on these findings, extended professional development incorporating 21st century skills with a focus on integration of devices into content areas is needed to develop the skills and knowledge to incorporate student-centered activities.