Blended Learning Transformation: Lived Experiences of Elementary School Teachers

Autor/in	Anders, Ann K.
Titel	Blended Learning Transformation: Lived Experiences of Elementary School Teachers
Quelle	(2018), (197 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Frostburg State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4385-7798-5
Schlagwörter	Hochschulschrift; Dissertation; Blended Learning; Elementary School Teachers; Teacher Attitudes; Teaching Experience; Experienced Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	This qualitative phenomenological case study was a comprehensive exploration of the contemporary phenomenon of elementary school teachers transitioning to using blended learning in their classrooms and their perceptions of the transition. This study examined the lived experiences of eight teachers in one elementary school to provide guidance to district- and school-based leaders and decision makers, instructors in higher education, teacher leaders, and classroom teachers, as they provide one-to-one devices and blended-learning professional development in elementary schools to address the demands of the 21st century. A transition to blended learning is occurring in elementary schools as teachers prepare students for 21st-century skills to meet the demands of the National Education Technology Plan, as well as Partnership for 21st-Century Learning expectations. Blended-learning leverages technology to empower learners to have more control over the path, pace, place, or time of their learning, transforming the traditional classroom context. Although blended-learning models have been more common in middle and high schools, limited research is available regarding the process of transitioning and teachers' attitudes toward the shift. This study provides insight into the way digital natives and veteran teachers perceive the transition and how they construct their knowledge of blended-learning. This study informs all instructional leaders as they personalize support for other elementary school teachers, beginning with pre-service preparation and continuing through district- and school-based professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01