The Technological Impact of K–12 Online Access, Resources, and Engagement During the COVID-19 Pandemic

• In Event: Preservice Teachers as Researchers: Developing Equity-Minded Educators Through Critical Research Within Teacher Preparation Courses

Abstract

Paper Objective:
Technology, although not a new concept to K-12 education, played an important role in the instructional and learning experience during the pandemic (Best & MacGregor, 2015; Ross, 2020; Starkey et al., 2021). Since COVID-19 arrived, schools and students around the globe transitioned to Emergency Remote Teaching (ERT) (Hodges et al., 2020) or Distance Learning (DL)—emergency models of instruction that had yet to be extensively vetted. As instructional delivery shifted, teachers’ and students' expectations for how technology is adopted, implemented, and utilized within classrooms followed suit. This paper examines K-12 family and educator experiences with implementing/utilizing technology for online learning during the pandemic. Findings from this study will be used to inform revisions to teacher preparation programs, professional development programs, and educational policy, offering insight into the potential challenges schools need to address as schools reopen this fall.
Theoretical Framework:
This paper demonstrates educators’ experiences with implementing technology through the lens of the Technological Pedagogical and Content Knowledge (TPACK) model (Koehler & Mishra, 2009). Especially relevant during COVID-19, TPACK (2006) theory stipulates that successful technology integration requires a thorough understanding of (1) content knowledge, (2) pedagogical knowledge, and (3) technological knowledge. Through these separate yet interrelated entities, technology may be used as a catalyst for authentic, meaningful learning experiences.
Methods/Data:
Using a phenomenological qualitative research design, 39 semi-structured interviews were conducted with educators throughout Southern California. Interviews were completed on Zoom or the phone over eighteen months (spring 2020-fall 2021) and transcribed for coding and data analysis.
Findings
Our findings identified structural and pedagogical causes and solutions to better implement technology-based classrooms moving forward:
1) Inequitable Access to Technology and Technological Literacy. Predominantly low-income students lacked access to the necessary technology (e.g. computers, Wifi, internet) during remote and blended learning. Consequently, urban youth were less likely to attend virtual classes or fully participate online. Although many districts eventually loaned computers and Wifi “hot spots” to families; few provided professional development or proper guidance to operate the tools.
2) Online Learning Negatively Impacts Families with Working Parents. Families with working parents faced increased challenges. Parents working from home tried to navigate assisting their children with online learning needs while completing their professional work. Students with parents working outside the house were left alone to attend school.
3) Consistent and Extensive Technology Training Leads to Successful Online Learning. Although some highly resourced schools pivoted more easily to online learning, most parents and students felt instruction failed to engage students. Students often felt fatigued, overwhelmed, and disengaged within online spaces. Teacher experiences differed across districts, school contexts (public/private), and demographics.
Scholarly Significance
With districts and schools preparing to reopen their doors for the 2021-2022 school year, the findings yielded recommendations for districts, schools, educators, and students to prepare for post-pandemic learning, as well as contribute to the field of research by providing more firsthand educator perspectives and evidence-based decisions. This research challenges existing educational praxis and places teacher candidates as producers of knowledge within the teacher/researcher community.

Authors

• Joseph Schwartz, Pepperdine University

• Maryjane Harmon-Saltz, Pepperdine University

• Yiyuan Tiffany Zhang, Pepperdine University