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Teacher + Technology = Blended Learning: How Important is the Teacher in this Equation?

Catherine A Doom, University of Nebraska - Lincoln

Abstract

This mixed method study investigates teacher belief, knowledge action and technology adoption rate in a blended learning setting and the impact those variables have on student comprehension measures. Surveys and data collected from the blended learning program were used to gather data in pursuit of answers to the following research questions: (a) Does the teacher’s adoption of technology rate impact reading comprehension growth in a blended learning environment? (b) Does the teacher’s knowledge, belief and action in a blended learning environment impact student reading comprehension growth? (c) Does the teacher’s adoption of technology rate combined with the teacher’s knowledge, attitude, and actions impact reading comprehension growth in a blended learning environment?^ Literature on teacher perception of blended learning and the impact that perception has on students in a K-5 setting is limited. This study provides additional information to add to that body of literature. Results for this data set indicated that there is no significant impact on student reading comprehension outcomes in relation to a teacher’s knowledge, belief, actions or any combination of these variables.^

Subject Area

Educational leadership|Educational administration

Recommended Citation

Doom, Catherine A, "Teacher + Technology = Blended Learning: How Important is the Teacher in this Equation?" (2016). ETD collection for University of Nebraska - Lincoln. AAI10139062.
http://digitalcommons.unl.edu/dissertations/AAI10139062

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