K-12 Teacher Perceptions and Technology Pedagogical Knowledge (TPK) in a Blended Learning Environment

• In Event: RTD - Technology-Rich Learning

Short Description

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.

Authors

• Deana Kathryn Patson, K-12 Educator

• Jin Mao, Wilkes University