Exploring the Benefits of Digital Learning Opportunities in the Elementary Classroom to Support Intervention, Challenge, and Personalized Instructions

摘要

The purpose of this phenomenological qualitative study was to investigate how elementary teachers implement digital learning opportunities to support intervention and challenge through personalized learning. Six research questions explored the perceptions of elementary teachers regarding the definition of digital learning in the 21st century characteristics of digital learner and educators, knowledge needed for educators, how digital learning opportunities support intervention, challenge, and individualized learning in the classroom, challenges in implementing digital learning, and revealed correlations between digital learning and Seimen's (2005) theory of connectivism. Interviews with 29 participants from five different elementary schools were analyzed in order to understand the essence of their experiences. The study findings suggest that many teachers struggle in defining digital learning and characteristics of digital learners and educators. Participants exhibited a clear understanding of what educators should know in order to provide digital learning opportunities in the classroom; however, lack of appropriate professional development was evident. Although teachers faced many barriers, they continue to work towards implementing digital learning in their lessons. Based on the conclusions drawn from the findings of this study, the researcher offered the following suggestions and implications for practitioners: differentiated professional development regarding digital learning in the classroom, creation of a curriculum which supports blended learning, review of educator preparatory school curriculum to include digital learning instruction, and for districts to investigate and provide effective and efficient digital learning programs, as well as provide a 1:1 computer to student ratio. Additional research is recommended to gain greater understanding of the phenomenon across a large population of diverse learners and educators.