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Blended learning technology integration by teachers can be influenced by a number of factors and is not simply a matter of following the dictate of an administrator or supervisor. A lack of knowledge exists as to what extent a high school teacher’s perception of blended learning influences his or her implementation decision. The purpose of this qualitative study was to explore the perceptions of high school teachers regarding their decision to implement blended learning pedagogy in their classroom. Social cognitive theory and the technology acceptance model were used as the conceptual framework for this study. The key research questions were used to examine the perceived ease of use and the perceived usefulness of technology and their effect on the decision to implement blended learning pedagogy. Participants were 11 teachers with access to blended learning pedagogy from 4 different school sites. Data sources were semistructured interviews. Data were analyzed using a multistage, open coding approach, identifying themes of positive and negative influencers of perceptions of blended learning pedagogy. Results indicated that teachers have a high regard for classroom technology use and recognize the potential value of blended learning with the ability to individualize instruction as the strongest positive aspect. The results also indicated that the key negative influences on perception were lack of professional development and technology resource support, i.e., Internet availability and computer access. This study creates positive social change by providing all high school education stakeholders knowledge of the influencers of teacher perceptions of blended learning to address potentially negative influences, increase the likelihood of classroom adoption, and reduce wasted resources.
Raymond, Stephen, "High School Teacher Perceptions of Blended Learning" (2019). Walden Dissertations and Doctoral Studies. 7725.