Department of Professional Education Studies
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Browsing Department of Professional Education Studies by Subject "Educational technology"
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Item A Qualitative Case Study Exploring Teachers' Perceptions of Blended Learning and the Impact on Student Achievement(2024-02-09) Lloyd, BrennaTechnology's rapid development is changing how educators plan lessons and incorporate these digital resources into classrooms with the expectation of impacting student academic performance. The problem is that teachers need professional development related to blended learning implementation to improve student achievement in elementary (An, 2021; Hung et al., 2020; Lockee, 2021). The purpose of this qualitative study was to identify the professional development needed to implement best practice strategies in blended learning environments in third through fifth classrooms in a suburban school district in Northwest Atlanta, Georgia. Although previous research studies using diffusion of innovation and self-determination theory exist, the studies focus on teachers' perceptions of blended learning in secondary and postsecondary environments. Data were collected utilizing purposeful sampling to select 15 third to fifth-grade teachers. An open-ended question interview was used to collect the data. Thematic analysis suggested that teachers perceive blended learning professional development as beneficial to their instructional choices. Additionally, teachers expressed that the support received from onsite personnel was more meaningful than generalized professional development. The findings suggest teachers have positively impacted student achievement using blended learning best practices. The results addressed the gap in the literature and suggested that professional development in blended learning best practices impacts teachers' perceptions and instructional choices for students. Furthermore, targeted professional development benefited teacher pedagogy and improved student achievement.Item Educators' Perceptions on Digital Citizenship and Secondary Education: A Basic Qualitative Study(2024-02-21) Barton, KelseyNegative correspondence with online activity has become an increasing challenge within secondary school settings with the rapid increase in technology. The problem is that secondary educators face multiple challenges in digital citizenship, including a lack of professional training and curriculum support. A gap exists in the literature based on the lack of data collection on secondary educators' perceptions of digital citizenship training and curriculum. The purpose of this basic qualitative study was to explore the perspectives of secondary teachers in South Carolina regarding their experiences with the digital citizenship curriculum and how professional training affects their instruction and student learning. The research questions sought to understand the effect digital citizenship training has on instruction and student learning while also understanding the effects of integrating a digital citizenship curriculum on educators based in South Carolina. A basic qualitative study used purposive and snowball sampling to recruit 15 public secondary educators from social media platforms. Data collection occurred through semi-structured virtual interviews and was analyzed using Braun and Clarke’s thematic analysis. Results indicated the need for educators to receive supportive professional training to support student learning and instruction with digital citizenship and that most educators incorporate digital citizenship and see the negative impact that improper use of social media can have on students. Secondary educators will benefit from the research, and positive social change can occur by implementing digital citizenship instruction and professional training.Item Teacher Perceptions of Technology in Algebra Classes: A Qualitative Exploratory Case Study(2023-02-15) Demirors, IsmailTeacher perceptions are crucial in integrating technology in high school algebra classes. The problem was the limited inclusion of technology in algebra classes because of the traditional approach to teaching algebra. There is a gap in the literature regarding the influences of teachers' fixed or growth mindsets on their perceptions. The purpose of this qualitative exploratory case study was to explore how teachers' mindsets influence their attitudes toward the inclusion of technology in high school algebra classes at one school district in New Jersey. Self-perception theory (SPT) and the technology acceptance model (TAM) were combined in the current study to analyze teacher mindset influences on their perceptions of integrating technology in high school algebra classes. Research questions sought to answer possible influences of teachers' mindsets on teacher perceptions of the inclusion of technology in high school algebra classes. The research design was a qualitative exploratory case study with a target population comprising 65 math teachers working for a New Jersey school district. Eighteen teachers who taught algebra were selected. NVivo, a qualitative data analysis software, was used to conduct a thematic analysis of data from focus groups and semi-structured interviews. The thematic analysis closely examined common themes, topics, and ideas. The findings revealed the influence of fixed and growth mindsets on teacher perceptions. While teachers with a fixed mindset perceived technology inclusion negatively, teachers with a growth mindset perceived technology inclusion positively. Educational leaders should improve professional developments that address mindsets.Item Universal Design for Learning in Online Higher Education: A Qualitative Case Study in Jamaica(2024) Tatham-Brown, KereenHigher education institutions (HEIs) are challenged to create more inclusive and accessible content to ensure learner satisfaction in online learning environments due to increasing variability. The problem was the low course completion in online learning at a HEI in Jamaica. The purpose of this qualitative case study was to explore the perceptions of students and faculty members about the effects of Universal Design for Learning (UDL) strategies on students’ course completion in online learning at a HEI in rural Jamaica. Previous research showed a gap in UDL-related research in higher education online learning programs. Social constructivism theory and engagement theory guided the theoretical framework. Both approaches emphasize the importance of interaction and meaningful engagement for active learning. A qualitative instrumental case study design was used. The target population consisted of 60 faculty members and 700 students. The sample size included five faculty members and 20 students. The unit of analysis was a group of students and faculty members who had experienced online learning during the pandemic. Web-based questionnaires and online focus group interviews were used for data collection. Inductive data analysis procedures were employed to gather, sort, and compare data. Two research questions guided the study to explore the perceptions of students and faculty members. The findings revealed that students and faculty members positively perceived UDL strategies in the online learning environment, citing benefits like active learning and personalized instruction, urging policy alignment with UDL best practices.