Teachers Leveraging Professional Development in Technology Integration to Innovate

• In Event: Remote Research Methods to Understand How Families and Educators Are Navigating Youth Learning During the Pandemic

Abstract

Objectives
Teacher preparation for the rapid shift to remote learning varied dramatically within and across districts in the United States. Remote instruction is now an ongoing requirement in many schools across the nation and there is an urgent need to understand the conditions that support success. This study investigates how a pre-closure pilot program in a large urban school district prepared a cohort of K-5 teachers for distance learning. The pilot was designed to position teachers to create “personalized learning environments,” leveraging technology with a focus on promoting student agency, choice and collaborative work—values that leaders in the school district sought as a means to increase student engagement and learning. Participating teachers received 1:1 digital devices. Our research questions include: 1) How did teachers feel this pilot program prepared them for distance learning?; 2) What challenges did they face in transitioning to remote learning?; and 3) What did teachers perceive as the most successful distance instruction practices they used?

Methods & Data
Classroom observations, teacher interviews, surveys and focus groups were used to understand the emergence of new teaching practices. In three focal schools, classroom observations were conducted throughout the school year focusing on six case study students. After the schools closed physically, the lead researcher joined zoom sessions, collected student-created artifacts, and interviewed teachers and students remotely. Qualitative data was analyzed using a grounded theory approach (Charmaz, 2006) to surface emergent themes.

Results
Teachers reported that they and their students relied heavily on the knowledge and practices they learned in the program for distance instruction and learning. Teachers felt they were more prepared than colleagues not participating in the pilot and their students. However, teachers still experienced significant challenges in meeting the needs of all students and families. The most vulnerable families were facing challenges of survival—covering costs, many continuing to work in essential jobs while finding care for children and they were less able to engage in remote learning. A second challenge was inconsistent internet access, despite most schools distributing computers to all students and mobile hotspots to many. Finally, some families needed significant support in using the technology. Among the practices teachers perceived as most successful in engaging students were meaningful projects that incorporate student interests and choice, creating interactive and participatory structures during synchronous online classes, and building strong family partnerships with open lines of communication.

Significance
As thousands of school districts across the U.S. grapple with a prolonged shift to remote teaching methods, largely relying on technology tools, it is crucial to conduct qualitative research to uncover successes, challenges, and lessons learned. This study provides initial examples of how teachers with professional development in technology integration in the classroom innovated to meet the challenges of distance learning. It also documented sources of inequities in the most underserved communities. When asked what they would do if they could go back in time to prepare, most said that they would establish stronger family and community partnerships. Our future work will contribute to this national priority.

Authors

• Amber Maria Levinson, Stanford University

• Brigid J.S. Barron, Stanford University