Teachers' Preparedness and Professional Learning about Using Educational Technologies during the COVID-19 Pandemic
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| Title: | Teachers' Preparedness and Professional Learning about Using Educational Technologies during the COVID-19 Pandemic |
|---|---|
| Language: | English |
| Authors: | Webb, C. Lorraine, Kohler, Karen, Piper, Rebekah |
| Source: | Journal of Online Learning Research. 2021 7(2):113-132. |
| Availability: | Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Secondary Education Elementary Secondary Education |
| Descriptors: | Readiness, Faculty Development, Educational Technology, COVID-19, Pandemics, Distance Education, Electronic Learning, Elementary School Teachers, Secondary School Teachers, Elementary Secondary Education, Self Efficacy, Technological Literacy, Web Based Instruction, Teacher Attitudes, Teaching Experience |
| ISSN: | 2374-1473 |
| Abstract: | The COVID-19 pandemic has impacted education at multiple levels over the last ten months. One common thread that has remained is the online learning and meeting platform for teachers, students, administrators, and families. This study reports on a survey of 560 K-12 educators across one southernmost part of a south-central state who shared their levels of preparedness during the transition to virtual learning in the Spring of 2020/amid the COVID-19 pandemic. Data analysis revealed that educators continued to focus on professional development during the summer of 2020 in preparation for the new academic year. Additional analysis showed that participants' self-efficacy of using technology to teach online remained high. This demonstrated the resiliency and adaptability of K-12 classroom teachers in the face of immediate changes affecting their pre-conceived notions of how a classroom looks and how learning is obtained. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1314405 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic has impacted education at multiple levels over the last ten months. One common thread that has remained is the online learning and meeting platform for teachers, students, administrators, and families. This study reports on a survey of 560 K-12 educators across one southernmost part of a south-central state who shared their levels of preparedness during the transition to virtual learning in the Spring of 2020/amid the COVID-19 pandemic. Data analysis revealed that educators continued to focus on professional development during the summer of 2020 in preparation for the new academic year. Additional analysis showed that participants' self-efficacy of using technology to teach online remained high. This demonstrated the resiliency and adaptability of K-12 classroom teachers in the face of immediate changes affecting their pre-conceived notions of how a classroom looks and how learning is obtained. |
|---|---|
| ISSN: | 2374-1473 |
