Murray State Theses and Dissertations

Abstract

This qualitative case study explored the experiences and perceptions of teachers who utilize technology for instructional purposes, blended learning in elementary school instruction, and the impact of professional development (PD) on blended learning instruction. Guided by the Technological, Pedagogical, and Content Knowledge theory (TPACK), research aims to understand teachers' motivation and use of blended learning during instruction and the impact PD has had on teachers’ implementation of blended learning. Data was collected through semi-structured interviews of seven elementary school teachers in grades two through five in the state of Kentucky. Findings revealed that teachers experienced technology integration instruction during their teacher training and have subsequently implemented blended learning in the classroom through small-group and flipped-classroom structures. Technology was utilized to engage students in learning activities, remediate or extend their learning, and provide data to inform instructional decisions. Teachers emphasized the benefits of learning from PD, as well as the importance of peer collaboration when implementing blended learning instruction.

Year manuscript completed

2025

Year degree awarded

2025

Author's Keywords

Blended Learning, Professional Development

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Teresa Clark

Committee Member

Brian Bourke

Committee Member

Stephanie Sullivan

Document Type

Dissertation

Download

Share

COinS