Abstract
As society becomes more technologically advanced, digital instructional strategies continue to emerge. Students are becoming more involved with technology, and schools must supply students with more tools to succeed in an increasingly technology-based world. This study examined the impact of technology-based strategies in a high school social studies classroom. It focused on blended learning pedagogy in addition to the flexibility of digital strategies and their impact on student achievement and perceptions. The sample comprised 88 students from three 9th grade geography courses. No differences in achievement were found, and there was no correlation between time spent on the digital modules and student learning. However, students reported positive perceptions regarding blended learning, including high confidence in their ability to access information and confidence in interactions regarding collaborations with peers and the teacher. They also most often believed that they were learning more in the blended learning environment and reported high enjoyment.
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