Abstract
Purpose. The purposes of this study were to ask selected experts of one-to-one laptop programs to: (a) identify five strategies that will help superintendents overcome the barriers to the implementation of one-to-one laptop programs in K-12 schools by 2011, (b) determine the likelihood of implementation of these strategies in K-12 schools by 2011, and (c) determine the importance these strategies will have on the implementation of one-to-one laptop programs in K-12 schools by 2011. Methodology. A Delphi study was conducted with a national expert panel of twenty-six superintendents and technology leaders who had knowledge of and/or experience with the implementation of one-to-one laptop programs. Data were collected using email and SurveyMonkey.com. All experts returned all three rounds of data. The mean, median and interquartile ranges were reported. Findings. Experts identified eleven strategies superintendents need to overcome the barriers to one-to-one laptop program implementation in schools by 2011. All eleven strategies were rated of major importance to successful one-to-one program implementation. However, only four strategies are likely to occur by that time. They are: (1) Proceed with full implementation once you have a critical mass of stakeholder support. (2) Take key stakeholders on model site visits. (3) Insure that an adequate technical infrastructure has been created. (4) Select computer vendors that will provide the district with complete support. Conclusions. (1) Implementation of one-to-one laptop programs in K-12 schools will increase by 2011, but will not reach full implementation. (2) Implementation of a successful laptop program requires the vision and tenacity of a leader who understands the change process and can communicate and inspire others to support this vision. (3) Successful implementation of a one-to-one laptop program requires the technical capacity to support laptop program instruction. (4) Financing a one-to-one laptop program is a challenge, but not an insurmountable barrier. (5) Professional development should focus on student learning. (6) Without changes in instructional methodology in the classroom, the laptop program will have minimal effect on improving student achievement. Future Research. Conduct a study to identify specific strategies superintendents can use to accelerate readiness for one-to-one laptop implementation.