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Examination Of Teachers' Perceived Technological Pedagogical Content Knowledge And Its Relationship To Lesson Design, Jocelyn Mcdonald
Examination Of Teachers' Perceived Technological Pedagogical Content Knowledge And Its Relationship To Lesson Design, Jocelyn Mcdonald
Walden Dissertations and Doctoral Studies
School districts are increasingly adopting 1-to-1 technology initiatives to support 21st century teaching and learning; yet, there are still many challenges with the effective integration of technology into teacher instructional practices. Teacher's technological, pedagogical, content knowledge (TPACK) is an integral part in planning the instructional process for effective integration. In this quantitative study, teachers' knowledge of technology, content, and pedagogy was examined through the lens of TPACK and its relationship to their lesson design practices. Two validated TPACK instruments were used to collect data on 117 in-service teachers in a large, urban school district with a 1-to-1 technology initiative. A …
Exploring Teacher Perceptions Of Blended Learning, Jill I. Sorbie
Exploring Teacher Perceptions Of Blended Learning, Jill I. Sorbie
Walden Dissertations and Doctoral Studies
Although research supports the blended learning methodology as a way to personalize and engage students, research also documents the widespread hesitation among educators when it comes to embracing technology. District leaders believe that such is the case in an upper Midwest school district where all high school students are provided devices, yet these leaders note that few teachers are fully exploiting the tools. Framed by the connectivism and social constructivism theories, this qualitative case study focused on teachers' views of blended learning, its influence on their teaching practices, and how they see it helping students to learn. The guiding research …