Online Learning at the K-12 Level: An Examination of Teacher Technology Use by Subject Area and Grade Level

Technology integration has had a profound effect on K-12 education with research yielding positive results in student learning. Most research to date has been conducted in face-to-face settings. With the growth of online K-12 learning, an opportunity exists to examine technology use in the “new” K-1...

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Bibliographic Details
Published inInternational journal of online pedagogy and course design Vol. 6; no. 2; pp. 15 - 28
Main Author Sorensen, Chris
Format Journal Article
LanguageEnglish
Published Hershey IGI Global 01.04.2016
Subjects
Classrooms
Computer assisted instruction
Distance education
Distance learning
Educational technology
Learning
Online
Online instruction
Teachers
Teaching methods
Technology adoption
Technology utilization
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Summary:Technology integration has had a profound effect on K-12 education with research yielding positive results in student learning. Most research to date has been conducted in face-to-face settings. With the growth of online K-12 learning, an opportunity exists to examine technology use in the “new” K-12 classroom. The aim of this research was to investigate the potential relationships between specific technology and subject area and grade level and why online K-12 teachers use technology in their online classrooms. Results suggest that in an online K-12 learning environment, relationships may exist between what technology is used and the subject area and/or grade level it is used in.
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ISSN:2155-6873
2155-6881
DOI:10.4018/IJOPCD.2016040102