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The Beliefs of Secondary Teachers on Personalized Learning for Students through the Use of Instructional Technology.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Beliefs of Secondary Teachers on Personalized Learning for Students through the Use of Instructional Technology./
Author:	Ford, Christopher Jay.
Description:	1 online resource (174 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
Subject:	Educational evaluation. -
Online resource:	click for full text (PQDT)
ISBN:	9780438180543

The Beliefs of Secondary Teachers on Personalized Learning for Students through the Use of Instructional Technology.
Ford, Christopher Jay.

The Beliefs of Secondary Teachers on Personalized Learning for Students through the Use of Instructional Technology. - 1 online resource (174 pages)

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ed.D.)--Lindenwood University, 2018.

Includes bibliographical references

Personalized learning for students has been an emerging trend which seeks to support teaching and learning in the 21st century (Netoch, 2017). This study identified beliefs of secondary educators on the different aspects of personalized learning for students. Areas covered in this study included teacher professional development on the personalized learning process, amount or quality of teacher support for the implementation of personalized learning, the impact of technology on personalized learning with classroom instruction, and any obstacles to the personalized learning process. Findings from this study were compared to identify connections between responses as they related to the research questions. Many teachers surveyed indicated they felt instructional technology was needed but not necessary for all aspects of personalized learning. Most secondary teachers indicated some form of personalized learning was prevalent in their school. The majority of teachers indicated their students seldom or never utilized assistance on problem-solving help from automated tutoring services. In another related area, less than 50% of teachers reported students seldom or never used personalized learning systems feedback from automated systems regarding their own learning strengths and weaknesses. A majority of teacher respondents valued professional development offered to them through the school, as well as the support they received. A majority also somewhat or strongly agreed the professional development aided them in implementing technology for personalized learning in the classroom. Finally, one of the major obstacles reported by teachers was the excessive time needed to develop content for technology-based instruction.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438180543Subjects--Topical Terms:

555501
Educational evaluation.
Index Terms--Genre/Form:

554714
Electronic books.

The Beliefs of Secondary Teachers on Personalized Learning for Students through the Use of Instructional Technology.
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502 $a Thesis (Ed.D.)--Lindenwood University, 2018.
504 $a Includes bibliographical references
520 $a Personalized learning for students has been an emerging trend which seeks to support teaching and learning in the 21st century (Netoch, 2017). This study identified beliefs of secondary educators on the different aspects of personalized learning for students. Areas covered in this study included teacher professional development on the personalized learning process, amount or quality of teacher support for the implementation of personalized learning, the impact of technology on personalized learning with classroom instruction, and any obstacles to the personalized learning process. Findings from this study were compared to identify connections between responses as they related to the research questions. Many teachers surveyed indicated they felt instructional technology was needed but not necessary for all aspects of personalized learning. Most secondary teachers indicated some form of personalized learning was prevalent in their school. The majority of teachers indicated their students seldom or never utilized assistance on problem-solving help from automated tutoring services. In another related area, less than 50% of teachers reported students seldom or never used personalized learning systems feedback from automated systems regarding their own learning strengths and weaknesses. A majority of teacher respondents valued professional development offered to them through the school, as well as the support they received. A majority also somewhat or strongly agreed the professional development aided them in implementing technology for personalized learning in the classroom. Finally, one of the major obstacles reported by teachers was the excessive time needed to develop content for technology-based instruction.
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