Educational Context Influencing High School English Teachers’ Knowledge, Perceptions, and Uses of Technology (Poster 10)

• In Event: AERA Poster Session Sunday 1:30 p.m.
  In Poster Session: Instructional Technology SIG Poster Presentations

Abstract

This qualitative case study examined high school English teachers’ knowledge, perceptions, and contextual uses of one-to-one technology devices in a unique context after the COVID-19 pandemic. The study was conducted in a large South Georgia district that combines rural, urban, suburban, and island communities. This research study was guided by Brianza et al.’s (2022) extension of the technology, pedagogy, and content knowledge framework, XTPACK. Qualitative data from seven teacher participants were collected through interviews, observations, and instructional document analysis. Data were coded and categorized to develop themes situated within the contextualized knowledge constructs of XTPACK. The findings of this study found that the educational context of this research study influenced the teacher participants’ knowledge, perceptions, and use of technology.

Author

• Alicia Curles, Glynn County Schools