Ed.D. Dissertations

Date of Award

Fall 10-16-2019

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Jillian Skelton Ph.D.

Content Specialist

Dion Jones, Ph.D.

Content Reader

Quincey Daniels, Ph.D.

Keywords

blended learning, technology, digital age, professional development, secondary level, urban district, teachers, computers, Schoology

Abstract

Teachers who were born before the proliferation of computers are a large part of the education workforce. Therefore, it is important to understand how that group of teachers describes the use of technology in their classroom, as well as professional development that they have taken which focused on the implantation of blended learning in their classrooms. The purpose of the qualitative descriptive single case study was to understand how teachers describe technology and blended learning in their classrooms, as well as their descriptions of professional development that focuses on technology regarding blended learning. The overlying research question for the study was how teachers who were born outside the digital age describe technology as it related to blended learning. The underlying research questions were how do teachers describe professional development that focusses on technology and blended learning, and how do teachers describe the use of blended learning in their classroom? The sample included secondary teachers who were born outside of the digital age who taught in an urban school district. Data collection was done in three parts: an online questionnaire, semistructured interviews, and filed notes. The results of this study described how teachers who were born outside of the digital age use technology with their classes, and how professional development has influenced the implementation of blended learning in their classes. Recommendations for future practice with professional development are presented.

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