Date of Conferral

2-7-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Grace Lappin

Abstract

Blended learning combines traditional classroom instruction with online learning experiences, creating a flexible and personalized approach to education. This approach allows teachers to address individual student needs and pacing while fostering greater student engagement. In a large public school district in Colorado, blended learning is being inconsistently implemented. Guided by the complex adaptive blended learning system framework, the purpose of this qualitative project study was to learn how the district policy involving one-to-one devices for all students influenced curriculum, instruction, and assessment experiences of K-3 teachers for meeting needs of individuals in their classes. Eleven classroom teachers participated in semistructured interviews about their experiences implementing a blended approach for personalized student learning. Thematic analysis using a priori coding derived from the complex adaptive blended learning system framework was conducted. Findings revealed three themes relevant to the current state of technology integration in K-3 classrooms within the district: advantages of technology for personalized student learning, challenges of one-to-one technology in K-3 classrooms, and key considerations for educators implementing blended learning. These findings indicate that adjustments to blended learning implementation could improve the quality of personalized learning for students in the district. A position paper was developed recommending policy changes for district leaders to address challenges and maximize benefits of one-to-one technology use in the classroom. By optimizing personalized student learning and student use of technology in K-3 classrooms, positive social change including more equitable and innovative educational experiences for students is possible.

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