Challenges in Implementing Technological Pedagogical Content Knowledge During the COVID-19 Pandemic: Progress in Recognizing Contextual Influences

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 2-3
  In Roundtable Session: A Roundtable Discussion on Multiple Perspectives on Technology as an Agent of Change in Teaching and Learning (Table 12)

Abstract

The COVID-19 pandemic forced a rapid shift to remote learning, highlighting the complexity of integrating technology into primary education. This study explores the impact of the pandemic on the enactment of Technological Pedagogical Content Knowledge (TPACK/TPCK) among primary school educators through the lens of complexity theory. Using qualitative interviews, it examines the multifaceted challenges, including technological access, pedagogical adaptations, and emotional well-being. The findings reveal significant disparities in technology access, the necessity for innovative engagement strategies, and the critical role of institutional support and professional development. The study underscores the importance of flexibility, continuous adaptation, and holistic approaches in fostering effective and equitable educational experiences, providing insights for future technology integration in education.

Author

• Charoula M. Angeli, University of Cyprus