Date of Conferral
5-9-2024
Date of Award
May 2024
Degree
Ph.D.
School
Education
Advisor
Darci Harland
Abstract
The introduction of standardized learning management systems (LMSs) for blended learning (BL) in K–12 education in Puerto Rico signifies a pivotal shift towards enhancing educational environments with technology. This qualitative study was conducted to understand the perspectives of teachers and school directors on the LMS adoption process. Grounded in the concerns-based adoption model as its conceptual framework, the study aimed to elucidate the stages of concern and levels of use among educational stakeholders, shedding light on the multifaceted challenges and opportunities that technology integration brings to schools. Employing semistructured interviews with a selection of seven teachers and school directors, this research embarked on a detailed analysis of the conversations to discern patterns and themes. The data collected from these interviews underwent rigorous deductive and inductive coding processes to systematically identify and categorize the concerns, facilitating a nuanced understanding of the stakeholders' perspectives. Key findings revealed a need for professional development, engagement of caregivers, and adequate financial support to address the identified concerns effectively. By focusing on the human aspects of integrating LMSs into teaching and learning practices, this study contributes to the broader discourse on educational technology for BL. This study also not only contributes to the academic discourse, but also serves as positive social change as a call to action for policymakers, educators, and leaders to forge a collaborative path toward a future where technology genuinely serves to enhance learning.
Recommended Citation
Rivera-Mejías, Alfredo Felipe, "Teachers’ and School Directors’ Perspectives on Standardizing a Learning Management System for Blended Learning" (2024). Walden Dissertations and Doctoral Studies. 15689.
https://scholarworks.waldenu.edu/dissertations/15689
