This study examined the impact of online instruction versus traditional instruction on K-12 teachers' attitudes toward technology integration and learning performance. Nineteen teachers participated in either an online graduate course or a traditional course. Questionnaires assessed teachers' concerns before and after the courses. While the online course promoted personal growth, there were no other significant differences in concerns between the groups. Both instruction methods were equally effective in improving teachers' attitudes toward technology integration and learning. Student engagement and responses differed between online discussions and face-to-face conversations.

4. comparative study Non Comparative study Compression items Learners perception and performance, comparative study… Non Comparative study Type of the study the purpose of this study is to explore the potential impact of online instruction in a graduate course affects K-12 teachers’ attitudes towards technology integration in schools and learning performance in the United States. The purpose of the study is to explore the ways in which the students and the teacher responded to the texts they read and discussed together in two environments the purpose This syudy seeks to examine the potintial impacts of online instruction on teacher’s learning and attitude toward Technology Integration this study looks to articulate the various ways that these response environments are utilized by the students and teachers. The problem of the study