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Technological and Pedagogical Challenges for Teachers During Covid-19
PROCEEDING

, Walden University, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, United States ISBN 978-1-939797-61-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

A pandemic can bring technological and pedagogical challenges for schools. During the COVID-19 pandemic, K-12 teachers were mandated to teach remotely. It was done first, in the form of rapid remote instruction, to deliver learning content and to collaborate with the school and the families to provide learning opportunities for students. It continued for a full academic year. The purpose of this basic qualitative study was to understand the technological and pedagogical challenges of K-12 teachers who taught remotely during the COVID-19 pandemic. A model of inquiry used in this study was Obsidian distributed learning, focusing on the knowledge obtained through Vygotsky’s conceptual framework of a social network of shared experiences. The two main research questions for this basic qualitative study asked what pedagogical and technological challenges K-12 teachers encountered as they taught remotely during the COVID-19 pandemic. This study on teaching and learning in response to a pandemic will have implications for future professional development and teacher preparation and shed light on the technological and pedagogical challenges for teachers.

Citation

Reaid, S. (2022). Technological and Pedagogical Challenges for Teachers During Covid-19. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2259-2265). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 16, 2022 from .