Technologies, Challenges and Needs of K-12 Teachers in the Transition to Distance Learning during the COVID-19 Pandemic

Autor/inn/en	Francom, Gregory M.; Lee, Sang Joon; Pinkney, Halle
Titel	Technologies, Challenges and Needs of K-12 Teachers in the Transition to Distance Learning during the COVID-19 Pandemic
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 65 (2021) 4, S.589-601 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Francom, Gregory M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-021-00625-5
Schlagwörter	Preschool Teachers; Elementary School Teachers; Secondary School Teachers; COVID-19; Pandemics; Distance Education; Educational Change; School Closing; Barriers; Teacher Attitudes; Teaching Methods; Web Sites; Teacher Student Relationship; Parent Teacher Cooperation; Faculty Development; Guidelines; Internet; Access to Education; School Districts; Technological Literacy + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Distance study; Distance learning; Fernunterricht; Bildungsreform; School closings; Schule; Schließung; Schließung (von Schulen); Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Web-Design; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Richtlinien; Education; Access; Bildung; Zugang; Bildungszugang; School district; Schulbezirk; Technisches Wissen
Abstract	In response to the COVID-19 pandemic, K-12 schools in the United States closed and teachers transitioned to distance learning. The purpose of this survey research study is to determine technology resources and strategies K-12 teachers have used in this transition. Additionally, this study examines the difficulties teachers experienced, along with support they wish they had during the transition. Findings indicate that a wide variety of websites and applications were used to provide academic continuity, the majority of which were familiar to teachers. In the transition process, teachers were faced with various challenges, including difficulty engaging students and parents, a lack of school/district guidelines, and student Internet and computer access issues. Recommendations to prepare for future emergencies include making clear plans for emergencies and incorporating online components and training within current face-to-face classes and professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01