This qualitative multi-case study explored the perceptions and beliefs of teachers of students in Grade 9 and 10, at a high school in south-central New Jersey, who taught traditional classroom courses that incorporated technology, regarding their lived experiences delivering homebound instruction for the same curriculum. Technology used in the classroom was compared to the use or lack of use of technology in the homebound setting. Similarities and differences were identified in instructional design, as well as teacher perceptions of efficiency and effectiveness for the student. The study revealed a disparity between the classroom instruction using technology and the homebound instructional setting. Five specific insights for leadership emerged from this study. The insights include (a) providing technology for the homebound instructor; (b) increase parental involvement in homebound instruction; (c) increase the amount of time for homebound instruction; (d) educate instructors in instructional technologies; and (e) to provide the homebound student with time management and organizational skills. These insights are helpful for recommending steps organizational leaders can take to increase the effectiveness of homebound instruction.
|Commitee:||Gilbert, Deborah, Wallace, Laura|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 75/02(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Educational leadership, Educational technology|
|Keywords:||Flipped scenario, Homebound instruction, Instructional design, Instructional technology|
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