The Effect of Chromebooks on Disciplinary Literacy in the High School Social Studies Classroom

Abstract

As the world grows ever more dependent on digital technology, so too does education. This qualitative case study examined a suburban school district in the northeastern United States implementation of Chromebooks as a piece of 1:1 technology. Specifically, this study narrowed its focus to concentrate on high school social studies classrooms. This study specifically looked at disciplinary literacy practices, and how the Chromebook affects those practices. The researcher observed, interviewed, and distributed questionnaires to the teacher participants. The data yielded five findings: preparation is key to the successful implementation of a 1:1 Chromebook initiative; the Chromebook can create a seamless educational experience; the Chromebook can function as a tool for fostering independence and better prepare students for college; teachers who have committed to it have a generally positive opinion of the Chromebook as a piece of technology and a tool for enhancing disciplinary literacy; and the Chromebook can function as a tool for enhancing disciplinary literacy in social studies. This study concludes by discussing the conclusions and implications drawn from those findings.