This is the eleventh session that I am blogging from the Association for Educational Technology and Communications 2016 annual convention.
K-12 Teacher Perceptions and Technology Pedagogical Knowledge (TPK) in a Blended Learning Environment
- In Event: RTD – Technology-Rich Learning
Thu, Oct 20, 1:00 to 2:00pm, Conf Ctr, Ballroom F
This quantitative study investigated K-12 teacher perceptions and technological pedagogical knowledge (TPK) in a blended learning environment implementing a station-rotation model of blended learning. Results indicated an increase in teachers’ perceptions of student-centered learning and a strong positive relationship exists between teachers’ perceptions of student-centered learning and teachers’ technological pedagogical knowledge (TPK). Presenters will discuss the research findings regarding teachers’ perceptions and TPK as well as the implementation of blended learning in K-12 environments.
- Deana Kathryn Patson, K-12 Educator
- Jin Mao, Wilkes University
It was contained in a session that was described as:
RTD – Technology-Rich Learning
Thu, Oct 20, 1:00 to 2:00pm, Conf Ctr, Ballroom FFull Session: Concurrent Session
- K-12 Teacher Perceptions and Technology Pedagogical Knowledge (TPK) in a Blended Learning Environment – Deana Kathryn Patson, K-12 Educator; Jin Mao, Wilkes University
- The effectiveness of the flipped classroom: A meta-analysis of the empirical literature – Li Cheng, University of Florida; Albert Dieter Ritzhaupt, University of Florida; Pavlo Antonenko, University of Florida
This study was based on Deana’s dissertation research. The purpose of her dissertation was to extend the body of knowledge about K-12 teachers perceptions of student-centered learning in a blended learning environment. As an organizing framework, Deana used technological pedagogical knowledge (TPK).
Deana indicated that blended learning is a form of online learning, and it is a disruptive innovation or an innovation that creates a new market and disrupts the old market. Based on Stalker and Horn’s classifications, her study focused on the station-rotation model. According to Deana and her dissertation chair, blended learning is not new in higher education, but it VERY new in the K-12 environment – “brand new.” Deana then told us that in 2001 there were 50,000 students enrolled in blended learning courses, in 2003 there were over 325,000, and by 2009 there were over 700,000 students involved in some kind of blended learning course.
At this stage, for folks involved in the field you’ll recognize that this doctoral graduate – with an approved dissertation – has little understanding of the differences between K-12 online learning and K-12 blended learning.
Deana then went on to describe TPK – see http://tpack.org/ for more information (and this does appear to cover most of what was covered in the session – and then some).
The study used a 31-question pre-test/post-test design, with the station-rotation model being the independent variable and the dependent variables were:
- teacher perceptions of student-centered learning
- teachers TPK in a blended learning environment
The participants came from four Pennsylvania school districts (i.e., three large urban districts, and one rural district). Of a population of 96 potential teachers, 59 completed the pre-test and 29 completed the post-test.
All four districts received between 12-42 hours of professional development from Dellicker Strategies, a private firm that consulted with each of these districts on blended learning implementation.
Research Question #1. To what extent do K-12 teachers perceptions of student-centered learning change after the implementation of a blended learning project?
Most teachers perceived themselves are very student-centered teachers. Surprise, surprise.
Research Question #2. To what extent do K-12 teachers’ TPK change after the implementation of a blended learning project?
It didn’t. Most teachers believed that they had a high level of TPK before the project – largely based on their educational technology courses in their university program or from the professional development.
Research Question #3. Is there a relationship between teachers’ perceptions of student-centered learning and teachers’ TPK in a blended learning environment.
A strong correlation between teachers perceptions of their own student-centered learning and their measured TPK.
Some notes from the open ended questions…
Teachers struggled with planning – according to Deana is was because the teachers needed to plan three separate plans (i.e., direct instruction, online instruction, and collaborative instruction) for each lesson.
Teachers initially often eliminated one of the three options from the station-rotation model, but by the end they were keeping all three models.
During the project, teachers did feel that student ability disadvantaged them in terms of implementing a blended learning environment.