Changing classroom practice

Abstract

Since the advent of No Child Left Behind (NCLB) in 2001, educator quality has become a central topic in educational reform and accountability movements. School districts are mandated to improve educator quality to meet the changing demands of teaching in 21st-century schools (NCLB, 2001, Title IIA), including the integration of digital resources into classroom instruction (Pennsylvania Common Core Standards, 2013). This qualitative study explored the experiences of elementary educators as they implemented their newly acquired blended learning skills in the classroom. Data collection included interviews, field notes, and extensive classroom notes. Analysis of the results revealed how teachers understand and make meaning of a professional development training program experience. Included are recommendations for supporting educators after formal professional development programs end aimed at K-12 professionals who desire change at the classroom level and for administrators who lead the change process.