K-12 TEACHERS’ EXPERIENCES AND CHALLENGES WITH USING TECHNOLOGY FOR EMERGENCY REMOTE TEACHING DURING THE COVID-19 PANDEMIC

Abstract

During the COVID-19 pandemic, more teachers than ever before turned to technology to support continuity of learning for students at a distance. This study explores K-12 teachers’ (N=334) experiences and challenges with using technology for emergency remote teaching. Ninety percent of the participants were located in the United States, with the remaining respondents located internationally. Findings indicate that while educators increased their use of digital tools, these technologies seemed to support traditional classroom communication, information delivery, and management practices. Participants identified several challenges, including accessing, evaluating, learning to use, designing instruction with, and supporting student and family use of technology. These concerns, combined with the rapid pace at which technology had to be employed at a time of great uncertainty, left educators feeling woefully ill-prepared for effective remote teaching. This paper considers why technology may not have lived up to its potential in a time of immense need.

Keywords

• Teaching and Learning with Technology
• Teacher Learning
• Access
• Technology Barriers
• Remote Teaching
• Educational Technology