Department of Educational Administration
Date of this Version
8-2016
Document Type
Article
Citation
Doom, C. (2016). Teacher + technology = blended learning: How important is the teacher in this equation? (Doctoral dissertation). Retrieved from ProQuest.
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.
Advisor: Jody C. Isernhagen
Comments
A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Education, Major: Educational Administration (UNL-UNO), Under the Supervision of Professor Jody Isernhagen. Lincoln, Nebraska: August, 2016.
Copyright (c) Catherine A. Doom