Defense Date

8-19-2019

Graduation Date

Fall 12-20-2019

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Instructional Technology (EdDIT)

School

School of Education

Committee Chair

David D. Carbonara

Committee Member

Susan Poyo

Committee Member

Carol Parke

Keywords

Blended Learning, K12, Online, instructional strategy, instructional technology, educational technology

Abstract

As innovative technologies and accessibility increase in the K12 environment, teachers are offered opportunities to rethink the paradigm of the instructional and learning process. They are at the forefront of instructional change. One type of change is the use of technology as an instructional strategy. Blended learning is a type of instructional strategy which incorporates both online and face-to-face instruction.

The instructional choices a K12 teacher makes under their own volition to present new content in a technology-rich school is the focus of this study. A quantitative research study was performed in a high school with high technology accessibility. Teachers’ intention to use blended learning was measured using the Technology Acceptance Model and its two constraints—perceived ease of use and perceived usefulness. Computer self-efficacy, previous online learning experiences, and teaching beliefs were used as independent variables to determine if a relationship exists towards teachers’ intention to use blended learning in their high school (grades 9-12) classes. Findings indicated a relationship exists between teaching beliefs and teachers’ intention to use blended learning instructional strategies in their high school classes.

Language

English

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