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A Case Study into High School Scienc...

Moore, Jason R.

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A Case Study into High School Science Teachers' Perceptions of Utilizing a Blended Learning Environment in Their Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Case Study into High School Science Teachers' Perceptions of Utilizing a Blended Learning Environment in Their Classroom./
Author:	Moore, Jason R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	204 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
Subject:	Educational technology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27740501
ISBN:	9781658424370

A Case Study into High School Science Teachers' Perceptions of Utilizing a Blended Learning Environment in Their Classroom.
Moore, Jason R.

A Case Study into High School Science Teachers' Perceptions of Utilizing a Blended Learning Environment in Their Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 204 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ed.D.)--Northcentral University, 2020.

This item must not be sold to any third party vendors.

With society transitioning into a digital culture, many students are entering into classrooms as digital natives only to commonly find a classroom environment that does not utilize the technologies of the 21st century. The problem addressed by this study was that there are high school science teachers not implementing Information and Communication Technologies into their classroom instruction, reducing student exposure to common 21st century technology skills leaving high school students not college and career ready. The purpose of this exploratory case study was to describe high school science teachers' perceptions of the barriers to implementation of ICT, specifically, the use of blended learning environments. The main theoretical concepts include general systems theory, and Technological Pedagogical Content Knowledge. The researcher used a questionnaire and semi-structured face-to-face interviews of 10 Southern California high school science teachers to collect information about their beliefs and utilization of blended learning environments. Results indicated teachers were using technology to some degree. Teachers who integrated technology the most indicated having a combination of being motivated, having strong knowledge of technology, and a belief that technology is beneficial. Teachers who integrated technology the least indicated a lack of motivation, knowledge, and/or disbelieve that technology is beneficial. Most teachers provided negative feedback about district professional developments preferring on-site professional learning communities. There were considerable variations in the amount of technology used as well as conflicted perceptions of blended learning environments. Application of the findings and recommendations for teaching practices includes the development of on-site professional learning communities to strengthen positive perceptions of ICT by allowing the successes of peer-teachers to share ways to utilize ICT in content-specific settings potentially influencing teachers with lower perceptions of ICT.

ISBN: 9781658424370Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Blended learning environments

A Case Study into High School Science Teachers' Perceptions of Utilizing a Blended Learning Environment in Their Classroom.
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245 1 0 $a A Case Study into High School Science Teachers' Perceptions of Utilizing a Blended Learning Environment in Their Classroom.
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300 $a 204 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
500 $a Advisor: McClendon, Cristie.
502 $a Thesis (Ed.D.)--Northcentral University, 2020.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be sold to any third party vendors.
520 $a With society transitioning into a digital culture, many students are entering into classrooms as digital natives only to commonly find a classroom environment that does not utilize the technologies of the 21st century. The problem addressed by this study was that there are high school science teachers not implementing Information and Communication Technologies into their classroom instruction, reducing student exposure to common 21st century technology skills leaving high school students not college and career ready. The purpose of this exploratory case study was to describe high school science teachers' perceptions of the barriers to implementation of ICT, specifically, the use of blended learning environments. The main theoretical concepts include general systems theory, and Technological Pedagogical Content Knowledge. The researcher used a questionnaire and semi-structured face-to-face interviews of 10 Southern California high school science teachers to collect information about their beliefs and utilization of blended learning environments. Results indicated teachers were using technology to some degree. Teachers who integrated technology the most indicated having a combination of being motivated, having strong knowledge of technology, and a belief that technology is beneficial. Teachers who integrated technology the least indicated a lack of motivation, knowledge, and/or disbelieve that technology is beneficial. Most teachers provided negative feedback about district professional developments preferring on-site professional learning communities. There were considerable variations in the amount of technology used as well as conflicted perceptions of blended learning environments. Application of the findings and recommendations for teaching practices includes the development of on-site professional learning communities to strengthen positive perceptions of ICT by allowing the successes of peer-teachers to share ways to utilize ICT in content-specific settings potentially influencing teachers with lower perceptions of ICT.
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