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Middle School Teachers Perceptions Of Professional Development For Blended Learning Implementation
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Book Synopsis Middle School Teachers' Perceptions of Professional Development for Blended Learning Implementation by : Jessica Wear
Download or read book Middle School Teachers' Perceptions of Professional Development for Blended Learning Implementation written by Jessica Wear and published by . This book was released on 2021 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: As technology use in the classroom became more prevalent, so did the questions of how to effectively integrate technology into instructional practice. From this rise in questions about how to effectively integrate technology, the term blended learning emerged. Blended learning serves as a description of practices for educators to effectively implement and integrate technology in classrooms. Through an adult learning framework, I used a qualitative interpretive research design to examine middle school teachers’ perceptions of professional development for implementing blended learning. I sampled 32 middle school teachers who completed questionnaires, and I interviewed three teachers based on their responses to the questionnaire. The data revealed teachers’ perceptions of professional development offered for implementing blended learning varied depending on their own conceptual understanding of blended learning. There was a misidentification of what constitutes blended learning among the participants, which was found to alter their perceptions of the professional development opportunities offered at the district and/or school level. Additionally, the data revealed teachers’ perceptions of school and/or district professional development on blended learning did influence the classroom implementation of blended learning strategies and the need for more accessible and more personalized opportunities for professional development.
Book Synopsis Teacher Perceptions on Blended Learning Implementation Initiatives in Schools by : Matthew N. Conrad
Download or read book Teacher Perceptions on Blended Learning Implementation Initiatives in Schools written by Matthew N. Conrad and published by . This book was released on 2021 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effect blended learning initiatives in schools. The study sought to determine teachers' perceptions of how student engagernent is affected by blended learning. This study also explored teachers' perceptions of the strategies used in the implementation of blended learning. Finally. the study sought to determine teachers' perceptions of the effectiveness of professional development on the implementation of blended learning strategies. Participants in this study included elementary, middle and high school teachers employed by one school district in central Pennsylvania. A total of 68 teachers participated in the online survey. Five teachers volunteered to answer six researcher designed interview questions. A panel of experienced educators reviewed and approved all the survey and interview questions. Findings indicated that teachers acknowledged the importance of a school district's need to have a well-defined plan prior to initiating a blended model for learning. Response data revealed that without a well-established teacher to student connection. student motivation and engagement in the blended model is not likely to occur well. This study also supported that a comprehensive approach to professional development rooted in well communicated procedures and expectations is a key to giving the blended model the greatest opportunity to be successful in schools, These findings can guide future research for educators who want to implement blended learning practices in their schools to increase students' options to further customize their educational path.
Book Synopsis Middle School Teachers' Perceptions of Factors Impacting the Effective Implementation of a Rotational Model of Blended Learning by : Chad L. Cohrs
Download or read book Middle School Teachers' Perceptions of Factors Impacting the Effective Implementation of a Rotational Model of Blended Learning written by Chad L. Cohrs and published by . This book was released on 2018 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions of middle school teachers relating to factors impacting the implementation of a rotational model of blended learning. Forty-one middle school teachers who were utilizing a rotational model of blended learning in four school districts in eastern and southeastern Pennsylvania public schools participated in this study. Data were collected through an online survey that included open-ended questions and through follow up interviews with a limited number of participants. The results suggest that participating teachers agreed with the need for ongoing professional development and administrative support as critical factors impacting implementation. The results of the study also revealed specific instructional skills including designing instruction, differentiation, and adapting or personalizing instruction as important to successful implementation. The resource of time, both for planning and instructing, was identified as a key component impacting the effectiveness of blended learning. The findings also suggest that teachers must be given the flexibility to alter implementation of the rotational model as they see fit, rather than strict adherence to a single format.
Book Synopsis The Impact of Blended Learning at the Secondary Level by : Jeff Smith
Download or read book The Impact of Blended Learning at the Secondary Level written by Jeff Smith and published by . This book was released on 2019 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study examined and explored perspectives of teachers regarding the effectiveness of a locally designed and developed high school blended learning initiative. This case study also provided insight into teachers' perceptions regarding factors that affect the implementation of a blended learning initiative as well as delving into teacher perceptions related to the effectiveness of professional development provided for teachers of blended courses. Teachers from one public high school in central Pennsylvania, all teaching at least one blended course, completed a researcher-designed Likert-scale statement survey, provided answers to open-ended questions, with a limited number participating in interviews which were conducted by an independent interviewer. The results of this study revealed that teachers in the school where this research was conducted had favorable perceptions regarding the effectiveness of a locally designed and developed blended learning initiative. The findings also identified variables that affect the implementation of a blended learning initiative and acknowledged the importance of flexible scheduling and ability for teachers to collaborate on a regular basis as variables that would provide structure to support a blended learning initiative. Although the results of this study regarding district professional development support for teachers delivering instruction in a blended fashion were promising, there was an indication that professional development needs to be continuous and ongoing after implementation.
Book Synopsis Middle School Teachers' Perceptions of Blended Learning by : Jeffrey S. Matzner
Download or read book Middle School Teachers' Perceptions of Blended Learning written by Jeffrey S. Matzner and published by . This book was released on 2018 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers’ Perceptions of the Relationships Among Blended Learning Classrooms, Teaching Presence, and Student Engagement in Secondary Grades in Tennessee by : Danielle Smallwood
Download or read book Teachers’ Perceptions of the Relationships Among Blended Learning Classrooms, Teaching Presence, and Student Engagement in Secondary Grades in Tennessee written by Danielle Smallwood and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this basic qualitative, interpretative study was to explore the relationships among blended learning classrooms, communities of inquiry, and student engagement in secondary grades in Tennessee. I conducted this study using the Communities of Inquiry framework to find a deeper understanding and gain insight into Tennessee public secondary teachers’ perceptions of blended learning classrooms, communities of inquiry, and student engagement in a blended learning environment during the COVID-19 pandemic. Due to the lack of existing research on the on secondary teachers' perceptions of blended learning instruction and student engagement, I conducted this study to increase the literature base and fill in gaps regarding this topic. To address the gaps in literature, I utilized SurveyMonkey, a web-based platform, to collect data through a web-based questionnaire with one multiple choice question, and 10 open-ended questions. I utilized purposeful sampling to determine the participants of this study, who were Tennessee’s public secondary teachers, certified to teach in the State of Tennessee, who taught as a public secondary teacher, 7th-12th grades, and who utilized a blended learning model of instruction during the instructional years of 2020-2023. After collecting data from 14 participants, via an online questionnaire, I analyzed the data using open, axial, and selective coding to generate themes. Secondary public school teachers indicated secondary teachers utilized online learning platforms as instructional tools to create meaningful lessons and students utilized specific technology tools to engage in classroom activities through online programs in blended classrooms.
Book Synopsis K-12 Blended Teaching by : Jered Borup
Download or read book K-12 Blended Teaching written by Jered Borup and published by . This book was released on 2019-03-08 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the color print version (go here for the black and white version: http://bit.ly/k12blended-print). This book is your guide to blended teaching in K-12 settings. It was designed to help both pre-service and in-service teachers prepare their classes for blended teaching. The book can be accessed in several different formats at http://edtechbooks.org/k12blended.This book begins by orienting you to the foundational dispositions and skills needed to support your blended teaching practice. Then you will be introduced to four key competencies for blended teaching which are: (1) Online Integration - ability to effectively combine online instruction with in-person instruction. (2) Data Practices - ability to use digital tools to monitor student activity and performance in order to guide student growth. (3) Personalization - ability to implement a learning environment that allows for student customization of goals, pace, and/or learning path. (4) Online Interaction - ability to facilitate online interactions with and between students. The final chapter of the book helps you bring all four competencies together as you implement blended teaching in your classroom.
Book Synopsis Perceptions of Professional Development by Middle School Teachers by : Patricia D. Reidell
Download or read book Perceptions of Professional Development by Middle School Teachers written by Patricia D. Reidell and published by . This book was released on 2011 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study examined middle school teachers' perceptions about district selected professional development topics and methods of delivery to gain understanding of the impact of professional development upon classroom instructional practices. Data gathered through a researcher designed online survey indicated teachers perceived district in-service was based on best practices from research regarding recent topics and most methods of presentation. As teachers in the suburban school discussed the impact of professional development upon their instructional practices during in-depth interviews, they described elements of job-embedded professional development and indicated they preferred more follow-through and feedback by a mentor or coach. Research findings showed that even with the utilization of team approaches in the middle school setting, teachers in the study seek still more collaboration with mentors and peers. This study followed the National Staff Development Council (2010) definition of professional development as a cycle of establishing learning goals and providing activities in school based programs. Professional learning was defined as teachers' accumulated knowledge which begins with teacher reflection on professional experiences and is shared with others through inquiry and discussion. Teacher responses indicated that district professional development contained elements of adult learning. Teachers in the study revealed the practice of critical reflection about their instructional practices and exhibited motivation to engage in continuing professional learning.
Download or read book Go Blended! written by Liz Arney and published by John Wiley & Sons. This book was released on 2015-02-02 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Craft a blended learning program tailor-made for your students Go Blended! is a practical implementation guide for educators interested in getting blended learning off the ground. Author Liz Arney is a seasoned developer of blended learning programs at Aspire Public Schools, and she also closely collaborates with district and charter leaders from across the country on this work. Go Blended! offers boots-on-the-ground support for laying the foundation for a blended learning program in our schools and classrooms. Throughout the book teachers with blended learning experience share helpful tips and lesson plans to help educators make purposeful choices in using technology to fulfill students' needs without becoming an end in itself. This useful guide also offers key documents and timelines to support a blended learning implementation and provides step-by-step practical advice for avoiding mistakes. Readers will gain expert insight into both the broad and narrow of blended transition, from sweeping concepts like program goals to nitty-gritty details like teaching routines around technology use. Technology is rapidly changing the landscape of education; teacher effectiveness and student achievement are both tied to the ability to adapt to new technology, and blended learning has become a hot topic in schools across the nation. Go Blended! helps school leaders and teachers take their first steps toward blended learning, putting them in a better position to continuously adapt as the world changes. You'll learn how to: Investigate leadership and staff readiness to "go blended." Learn how to evaluate and purchase the right educational software. Keep the program's goals in mind throughout the development process. Teach lessons that set students up for success when using classroom technology. Tailor the program to the students, not the other way around. Aspire's impressive track record of high performance, along with a growing body of evidence from blended schools across the nation, testifies to the reality that incorporating technology into the classroom can improve student outcomes. But improved student outcomes will only occur when teachers and administrators intentionally tailor technology and curricula to meet their goals. With Go Blended!, you can be confident that you're focused on the ultimate goal of blended learning: increasing student achievement.
Book Synopsis The Essential Blended Learning PD Planner by : Stepan Mekhitarian
Download or read book The Essential Blended Learning PD Planner written by Stepan Mekhitarian and published by Corwin Press. This book was released on 2021-02-23 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book will help educators capitalize on the skills and capacity built during remote learning to implement effective blended learning models in the classroom setting. The book will cover the integration of instructional technology, effective approaches to collaboration, professional development, assessment, feedback, digital citizenship and differentiated instruction. Most importantly, Mekhitarian will address how the effective implementation of blended learning across schools and systems can impact equity and access for all students"--
Book Synopsis Blending Instruction with Technology by : Michael Martin
Download or read book Blending Instruction with Technology written by Michael Martin and published by Rowman & Littlefield. This book was released on 2016-07-21 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: Blending Instruction with Technology is a book that offers educators guidelines and solutions for implementing blended learning in today’s classrooms. There has been a strong push by many communities, schools and educators to move to a 1:1 environment. However, once there… • How does one teach or facilitate learning in such an environment? • What are the researched best practices for implementing blended learning in classrooms? • How do schools provide professional development to teachers to implement best practices in their classroom? • Regarding the twenty year veteran who just recently mastered email, how do schools provide the proper guidance, training and support for him/her? This books aims to answer these questions and many more. This book is designed to be a blueprint for preparing staff members to be successful in a 1:1 environment. This book also focuses on providing students with a blended learning lesson that incorporates both cognitive and 21st Century Skills.
Book Synopsis Blended Learning by : Anthony G. Picciano
Download or read book Blended Learning written by Anthony G. Picciano and published by Routledge. This book was released on 2021-09-28 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: Blended Learning: Research Perspectives, Volume 3 offers new insights into the state of blended learning, an instructional modality that combines face-to-face and digitally mediated experiences. Education has recently seen remarkable advances in instructional technologies such as adaptive and personalized instruction, virtual learning environments, gaming, analytics, and big data software. This book examines how these and other evolving tools are fueling advances in our schools, colleges, and universities. Original scholarship from education’s top thinkers will prepare researchers and learning designers to tackle major issues relating to learning effectiveness, diversity, economies of scale, and beyond.
Book Synopsis Middle Schoolteachers' Perceptions of the Effectiveness and Relevance of Mandated Professional Development by : Jacqueline M. Wick
Download or read book Middle Schoolteachers' Perceptions of the Effectiveness and Relevance of Mandated Professional Development written by Jacqueline M. Wick and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators across the U.S. participate in professional development (PD) to improve their teaching competencies. Numerous legislatures have mandated PD to develop highly qualified teachers; however, literature on PD has shown that teachers feel PD does not meet their needs. With consideration for the diverse needs of teachers, in this study I sought to understand middle school teachers' perceptions in one public school district in Florida regarding the effectiveness and relevance of mandated PD during school improvement time. Using an explanatory sequential mixed methods design, I collected data through an electronic questionnaire (n =21) and interviews (n = 7) to answer the question: What are middle school teachers' perceptions of the effectiveness and relevance of district-mandated PD? The questionnaire results indicated teachers' felt PD is effective when it focuses on content, is collaborative, and is coherent. Furthermore, teachers described PD that was applicable to the classroom and aligned to the needs of their school and students was relevant. I used interviews to explain these results further and found that content focus was lacking due to an emphasis on PD related to testing. Additionally, teachers explained that collaboration with teachers both in and outside of the content area they teach is effective. In contrast, the confusion teachers had regarding the planning of topics and PD led to them longing for coherence. After triangulating the data, I found teachers explained application as the ability to immediately use the training or resource without having to adapt it themselves. Furthermore, teachers elaborated that when PD is led by someone who has been in the classroom, understands their school, or teaches the same subject as them, they find it relevant. Teachers also shared that PD was focused on testing when it should be focused on topics related to content or student behaviors that have resulted from COVID-19. Findings from this study will benefit future educators and district personnel as they prepare for upcoming PD opportunities to address the needs of teachers within their district.
Book Synopsis Educator Perceptions During Implementation of Blended Learning by : Beth Ann Cooper
Download or read book Educator Perceptions During Implementation of Blended Learning written by Beth Ann Cooper and published by . This book was released on 2018 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Implementation of blended learning in K-12 education advanced rapidly without significant research to guide leaders in decision making and planning. Studying blended learning through the Implementation Stages framework developed by the SISEP Center allows educators to evaluate best practices for implementing this innovative instructional strategy and to determine necessary components for scaling the model. This qualitative case study at a Texas public high school offers a view of educators’ perceptions during the implementation of The University of Texas at Austin High School’s digital curriculum in a blended learning pilot. Three research questions drive this study: (1) What are educators’ perceptions of blended learning during installation and initial implementation stages? (2) How do educators define student success during blended learning implementation stages? (3) In which areas can educators’ perceptions during installation and initial implementation of blended learning inform district decisions regarding full implementation? The study incorporates a qualitative methodology built from a constructivist approach, recognizing the value of individuals’ meaning making processes to form a collective picture. Three data sources consisted of surveys, interviews, and document reviews. An organized process to code information into themes generated areas for focus while answering each research question with rich, thick description. The findings showed that educators discussed four key themes when reflecting on the blended learning implementation including (a) training and support, (b) aligned goals; (c) educator access; and (d) personnel and mindset. They revealed four themes for ways of defining student success consisting of (a) mastery of core standards; (b) student access; (c) learner personalization; and (d) 21st century skills. Four integrated themes emerged to guide district leaders in decision-making processes to determine whether to move forward with full implementation of the pilot project. These areas for focus include (a) power of the people; (b) aligned integration; (c) personalization pursuits; and (d) blended bandwagon. Although the case study district chose not to scale the pilot project to full implementation, the case offers insight into the processes and areas for focus in decisionmaking and guiding future research in the area of implementation of innovative programs and blended learning
Book Synopsis Transforming K-12 Rural Education Through Blended Learning by : Paula Kellerer
Download or read book Transforming K-12 Rural Education Through Blended Learning written by Paula Kellerer and published by . This book was released on 2014 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: A qualitative study exploring rural teacher perspectives on the impact of blended learning on students and teachers was conducted in Idaho during the Fall of 2013. Researchers from Northwest Nazarene University's DOCEO Center in partnership with Idaho Digital Learning Academy (IDLA) and the International Association for K-12 Online Learning (iNACOL) collaborated in interviewing, transcribing and analyzing responses from rural Idaho teachers on their perspectives of blended learning. Nineteen teachers were randomly selected to participate in the study based on the knowledge that they had participated in blended learning training provided by IDLA and were actively using blended learning in their classrooms. Eight teachers consented and participated in the semi-structured interview process conducted by members of the iNACOL Research Committee. The study sought to solicit teacher perceptions related to the following three questions: (1) What is your understanding of blended learning; (2) How has blended learning changed the way you teach; and (3) How has blended learning changed your students? Researchers at NNU's Doceo Center evaluated and analyzed the results of participants' responses. Eight significant themes emerged from the analysis, with the most frequently reported theme related to an increased level of student engagement in blended learning classrooms. Other significant themes related to teacher perceptions of students' experiences in the blended learning classroom included a more personalized learning environment, the ability for students to be self-directed, the opportunity for students to create their own pace, and increased levels of student motivation. Significant themes emerged related to the teaching experience in the blended learning classroom. Teachers confirmed the role that blended learning plays in cultivating a student-centered environment, describing their role as facilitators of learning. In addition, teachers spoke to the importance of professional development in improving their quality of experience in implementing blended learning. Finally, teachers shared personal stories about the significance of just starting, of diving into the experience of creating blended learning classrooms. Results from this study were compared to a previous study conducted in Idaho (Werth, Werth, & Kellerer, 2013). Conclusions from this study supported many of the conclusions from the previous study including the positive impacts on students in the areas of motivation, student engagement, personalized learning and self-directedness. In addition, several of the themes reflect the positive benefits of blended learning on teachers as well, including an increased level of self-efficacy after "jumping in" and being able to meet the needs of individual students. "IDLA Blended Teaching Study- Interview Protocol" is appended.
Book Synopsis Job-embedded Professional Development by : Daniel W. Hartman
Download or read book Job-embedded Professional Development written by Daniel W. Hartman and published by . This book was released on 2013 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study attempted to identify teacher perceptions of the characteristics and conditions that lead to successful PLC implementation, identify teacher perceptions of the barriers to successful PLC implementation, and to determine how teachers perceive their PLC participation in comparison to traditional professional development endeavors in regards to application of new learning. The study was conducted in a suburban middle school in south central Pennsylvania where teachers had received professional development in the PLC process and had been implementing PLCs for two years. Twenty full time teachers completed a Likert-scale and open-response survey to collect baseline data, and five teachers participated in individual interviews to glean information to answer the research questions. The data collected was carefully analyzed and categorized into emergent themes. Access to resources, leadership support, and positive collegial relationships emerged from the data collected as common themes that related to successful PLC implementation. Conversely, the following themes emerged in relation to barriers that prevent successful PLC implementation: (a) A lack of Leadership Guidance and Focus, (b) a lack of Time, (c) A lack of Trust and Respect, and (d) A lack of Professional Commitment. Finally, the study revealed teachers have a preference for participation in PLC activities as a means of gaining new professional learning, in comparison to traditional professional development activities, when the characteristics and conditions identified as being successful to PLC implementation exist.
Book Synopsis The Blended Learning Blueprint for Elementary Teachers by : Jayme Linton
Download or read book The Blended Learning Blueprint for Elementary Teachers written by Jayme Linton and published by Corwin Press. This book was released on 2018-02-09 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed to help K-5 teachers develop and carry out a plan for effective instruction in blended environments, this resource identifies key competencies and strategies for development, culminating in a personalized implementation plan. Readers will Take an in-depth look at the iNACOL Blended Learning Teacher Competency Framework. Develop a personalized blueprint for designing and facilitating blended learning in your classrooms. Tailor your plan when it comes to maximizing instructional time, personalizing learning, empowering students, pursuing professional learning, and more. Explore specific strategies and examples of blended learning in elementary classrooms, and reflect on your own plans.
