The purpose of this paper is to examine the significant challenges school administrators encountered leading a one-to-one laptop school and what vision school administrators have for one-to-one laptop use in the classroom.
The methodology for this study was a case study approach. In total, 15 school administrators were interviewed from the Western region of the USA.
Results from the study indicated that significant challenges for school administrators were budgeting and sustaining the initiative, and negotiating and setting expectations for instructional use with teachers. School administrators also envisioned one-to-one laptop use as a mean to enhance student-centered learning and inquiry.
Further research is needed which examines how school administrators make financial decisions in regards to sustaining one-on-one laptop initiatives and how they manage conflict with teachers in respect to one-to-one laptop instruction.
Minimal literature exists which examines the challenges and vision of school technology leaders. Policy-makers and school administrators can use the findings to recreate teacher evaluation forms, develop conflict management strategies and teaching standards that are aligned and conducive to one-to-one laptop schools.
