Navigating 1:1 Personalized Technology Initiatives in Indiana K-12 Public Schools: Technology Directors’ Perspectives on Technology Usage Policies in Rural School Districts

Abstract

The purpose of this study was to research and analyze the policy trends that exist in K-12, Indiana school districts with a personalized technology initiative in place. Because technology leaders in K-12 schools are generally responsible for all facets of technology initiatives within their district, this study further explored technology directors’ perceptions about these policies and their rationale for choosing one policy over another. More specifically, this study addressed the following research questions: (1) How did technology directors choose their type of technology usage policy and what was their purpose for selecting that type of policy?; (2) What are some of the essential conditions to support technology usage policies in schools and what are some of the constraints of those policies?; and (3) What are the perceptions that technology directors have about the ethical and legal implications of their technology usage policies within the context of implementing a personalized 1:1 technology initiative in their district? To best address the ethical, policy, and legal concerns surrounding the adoption of technology usage policies in rural, K-12 public school districts with a 1:1 technology initiative in Indiana, a qualitative study consisting of interviews of technology directors and content analyses of technology usage policies was selected. Key findings indicated that acceptable use policies (AUPs) were the most common type of technology usage policies among participants in this study. While technology usage polices were present in all school districts in this study, technology directors believed their effectiveness can be limited by a myriad of factors, including school culture, attitudes of the technology directors, expectations that are set (or lack thereof), educational opportunities to teach the policies, and enforcement of the policies. Technology directors also expressed many more legal concerns or challenges than moral or ethical challenges. Findings from this study indicated a pressing need for more professional development for school leaders about legal issues related to technology.