Sample Solution

    The best source of data to conduct a qualitative case study of high school teachers’ thoughts and perceptions about the use of tablets in the classroom would be one-on-one semi-structured interviews. This method offers several advantages over other methods, such as questionnaires with open-ended questions or focus groups.

Semi-structured interviews allow researchers to dive deeper into participants’ perspectives by providing them opportunities for further explanation and clarification on their points. Additionally, this method allows for more control over questioning; the interviewer can easily redirect conversation topics if necessary or probe further into areas that could provide additional insight into how teachers perceive tablet usage within their classrooms. Questionnaires with open ended questions are also useful when conducting a qualitative case study, but they cannot replace face to face conversations with participants. Such questionnaires lack the personal touch that is needed in order to truly understand what teachers think about using tablets in class - something which would be difficult if not impossible to capture through written responses. Focus groups could potentially offer valuable insights due to their ability to generate discussion between members who share similar experiences and feelings towards a certain topic; however, it is important to consider that such an environment may hinder individual contributions from group members who are less vocal than others during discussion time. It is also worth noting that many times people might feel uncomfortable speaking openly when surrounded by peers due to fear of judgement or ridicule from others – this is especially true among adolescents like high schoolers where social status matters greatly . Therefore, semi structured interviews remain as the preferred method when attempting a qualitative case study with this specific population as they allow researchers greater control while also giving participants enough space and privacy needed for honest answers without feeling intimidated by those around them. Finally, archival data – such as exam results or attendance records – may provide limited information about students’ attitudes towards learning technologies but does not necessarily give complete context for why those attitudes exist nor does it explain fully how technology has been incorporated within classrooms (especially since different approaches may have been taken). As such, archival data should be used only sparingly alongside other sources during a qualitative case study whenever possible as its role tends more towards corroboration rather than primary evidence gathering.