Relationships Between Technology Fluency and Student Perceptions of the Blended Learning Classroom Environment

The purpose of this study was to assess the technology fluency of Advanced Placement Biology students, and to determine the effect of technology fluency on student perceptions of the blended learning educational model. This study followed a quantitative methodology employing survey research through categorical and Likert scale questions. The data for this study was collected using two previously constructed survey instruments, the Information Communication and Technology (ICT) survey and the Classroom Environment Scale (CES). These surveys where used to determine the impact of a student's technology fluency on their perceptions of the blended learning classroom environment. The results indicate that while differences exist in technology fluency and student perceptions, there were no statistically significant correlations between the two variables.