Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
The research question in this capstone was: How might teachers’ use of personalized learning in elementary reading through adaptive and assignable instructional technology programs lead to accelerated student achievement and agency? This curriculum development capstone started with researching the current literature on blended learning, instructional technology and student agency/achievement. From there, a survey for teachers was created to probe their mindset on technology’s place in the classroom. Using the Design Thinking Process, a curriculum was then developed that leveraged both the literature review done along with the teacher survey. This curriculum, a prototype, will be tested after the capstone and continuously improved upon.
Curriculum Development, Survey
Reading, Technology, blended learning, personalized learning
Mishleau, Blair Allen, "The Potential for Using Adaptive and Assignable Instructional Technology to Increase Student Agency and Achievement" (2016). School of Education Student Capstone Theses and Dissertations. 4162.