RESUMEN
One-to-one devices provide the opportunity for students to develop 21st-century skills, improve academic learning, access information, and increase student independence. This descriptive study explored the value beliefs held by middle school teachers at a school for students with dyslexia (SWD) following the implementation of one-to-one devices and the teachers' technology integration during the instruction of SWD. Data were collected from nine middle school teachers through a survey, classroom observation, and structured interviews. Quantitative findings demonstrated that teachers valued the use of technology in the teaching and learning process and had access to resources and personnel to support technology integration. However, the mean score for the sufficient training for technology integration was found to be lower. The study's qualitative findings revealed (a) one-to-one devices were used as a supplemental resource; (b) technology had both positive and negative impacts, and (c) teachers increased in self-efficacy of technology use within a supportive environment. Based on these findings, extended professional development incorporating 21st-century skills with a focus on the integration of devices into content areas is needed in order to develop the skills and knowledge necessary to incorporate student-centered activities.