An Exploratory Study of the Impact of Covid 19 on the Cyberpsychology of the K-12 Student Support Ecosystem

Autor/in	Erin Linette Howard
Titel	An Exploratory Study of the Impact of Covid 19 on the Cyberpsychology of the K-12 Student Support Ecosystem
Quelle	(2024) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of North Texas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
ISBN	979-8-3832-0402-3
Schlagwörter	Hochschulschrift; Dissertation; Influences; COVID-19; Pandemics; Elementary Secondary Education; Academic Support Services; Technological Literacy; School Counselors; Technology Uses in Education; Communications; Student Needs; Bilingual Teachers; Educational Experience; Electronic Learning; Educational Environment; Educational Psychology + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Influence; Einfluss; Einflussfaktor; Technisches Wissen; School counselor; Beratungslehrer; Pädagogischer Berater; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Nachrichtenwesen; Bildungserfahrung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Erziehungspsychologie; Pädagogische Psychologie
Abstract	This dissertation explores how student support services (SSS) within the K-12 ecosystem's relationship with technology, or cyberpsychology, has been impacted by the COVID-19 pandemic grounded in the ecological systems theory (EST) framework. The first article investigated professional school counselors' use of technology for communication to meet student needs while upholding the American School Counseling Association's (ASCA) high ethical standards. The study examined how professional school counselors navigated using technology for communication amidst school closures during the COVID-19 pandemic. The second article explored the learning experiences of emergent bilingual (EB) educators in virtual settings. This study gained insight into the unique experiences of EB educators during and after COVID-19 working with students in virtual learning environments. The third article took a more personal approach by conducting individual interviews to gain insight into the challenges in technology use by the K-12 student support services (SSS) ecosystem throughout the pandemic. Participants shared their celebrations and their struggles of their personal experiences with technology during and after the COVID-19 pandemic. A story is found in these works as the three manuscripts come together to illustrate the impact of the pandemic on the cyberpsychology of the K-12 SSS ecosystem, nested in the overarching K-12 ecosystem. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/04