This study explores K-12 teachers' perceptions of the benefits and barriers to technology integration by either teachers or students in K-12 instruction. The sample was composed of 68 students enrolled in online classes in the graduate studies in education department of a small private liberal arts institution in the southeast. Data was collected using an anonymous, online survey. Open and axial coding was used to identify themes in barriers and benefits in both student and teacher technology use. Even with the emphasis on providing 1:1 technology, availability of technology was most frequently identified barrier, while increased engagement was the most frequently identified benefit. Content instructional issues or teacher knowledge were not as stronger identified barriers or benefits.
Online instruction is a growing field, but there are concerns about lack of student engagement with mastery of content. Researchers at a small, private, southern university were concerned about increasing student engagement with online course content. A synchronous interactive online tool (SIOT) was added to six sections of online graduate education courses. Data was collected and analyzed from the university administered end of the course survey questions asking students to rate their course learning. Student survey responses were compared from courses without a SIOT, courses where a SIOT was used for office hours, and courses where a SIOT was used for assignments. The differences in the question means from end of the course survey without the SIOT and those where the SIOT was used for office hours were not significant. However, when the SIOT was used to provide instruction related to student assignments, the data from the question responses were significantly more positive. Students 1) became more confident; 2) gained an excellent understanding of the concepts; 3) gained significant knowledge; 4) learned to analyze and critically evaluate; and 5) learned to apply course concepts to solve problems. Consequently it became evident that the implementation of the SIOT did not have a significant effect. The important component that impacted students' perception of their content understanding was the way in which the SIOT was used within the online course.
<span style="font-family: Times New Roman; font-size: small;"> </span><p style="margin: 0in 0in 0pt; line-height: 200%;" class="MsoNormal"><span style="line-height: 200%; font-family: "Times New Roman","serif"; font-size: 12pt;">Based upon student feedback, content area experts at a small, private university decided to redesign their online courses through the addition of an e-authoring tool that allowed for easier course navigation, expanded content, interactives/quizzes with immediate feedback, and purposeful use of graphics, videos, and audio components. Student perception of impact of the e-authoring tool and its components were analyzed through the use of a mixed method approach using a Likert survey and qualitative comments. Student and instructor qualitative comments were also analyzed and coded to determine themes. Students reported a perceived positive impact of the e-authoring tool on content mastery and engagement. Students also reported that all five components of the e-authoring tool (web-based visual appearance, pictures and graphics, interactive practices, table of contents, and additional navigational links) were important components and should be included in online the module. </span></p><span style="font-family: Times New Roman; font-size: small;"> </span>
Classroom teachers sometimes struggle trying to find time during the typical school day to provide the writing instruction students need to be successful. This study examined 29 fifth through twelfth grade classroom teachers' survey responses about their perception of the effectiveness of using an online blogging tool, Kidblog, to plan and provide writing instruction for a struggling writer through survey responses and reflective journal entries. In addition, qualitative data from 16 of the 29 teachers were collected through their journals. After eight weeks of using the blogging tool, teachers perceived the tool to be more effective than they had originally thought it would be. The teachers reported that they were able to evaluate their individual student's writing progress to determine next steps in writing instruction. They perceived that student engagement with the writing process increased during the study. Additionally, using an online format encouraged teachers to incorporate other online tools into their instruction. However, barriers to using the blogging tool were also identified. Teachers reported that they would have liked the opportunity for more face-to-face interaction with their students and they also indicated that students may need strong keyboarding skills to effectively use the Kidblog tool. Additionally, prior to implementing the tool, teachers identified practice should have been provided for the teachers, as some found the blogging software difficult to use.
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