Dissertation/Thesis Abstract

The Beliefs of Secondary Teachers on Personalized Learning for Students through the Use of Instructional Technology
by Ford, Christopher Jay, Ed.D., Lindenwood University, 2018, 174; 10840553
Abstract (Summary)

Personalized learning for students has been an emerging trend which seeks to support teaching and learning in the 21st century (Netoch, 2017). This study identified beliefs of secondary educators on the different aspects of personalized learning for students. Areas covered in this study included teacher professional development on the personalized learning process, amount or quality of teacher support for the implementation of personalized learning, the impact of technology on personalized learning with classroom instruction, and any obstacles to the personalized learning process. Findings from this study were compared to identify connections between responses as they related to the research questions. Many teachers surveyed indicated they felt instructional technology was needed but not necessary for all aspects of personalized learning. Most secondary teachers indicated some form of personalized learning was prevalent in their school. The majority of teachers indicated their students seldom or never utilized assistance on problem-solving help from automated tutoring services. In another related area, less than 50% of teachers reported students seldom or never used personalized learning systems feedback from automated systems regarding their own learning strengths and weaknesses. A majority of teacher respondents valued professional development offered to them through the school, as well as the support they received. A majority also somewhat or strongly agreed the professional development aided them in implementing technology for personalized learning in the classroom. Finally, one of the major obstacles reported by teachers was the excessive time needed to develop content for technology-based instruction.

Indexing (document details)
Advisor: Hanson, Brad
Commitee: Carson, Craig, DeVore, Sherry
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 79/12(E), Dissertation Abstracts International
Subjects: Educational evaluation, Secondary education, Educational technology
Keywords: Instructional technology, Personalized learning
Publication Number: 10840553
ISBN: 978-0-438-18054-3
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