Browsing by Author "Hartwell, Amber Danielle"

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    Emergency Remote Teaching and Digital Technology Usage in K-12 Teacher Practice
    (2023-12-21) Hartwell, Amber Danielle; Brown, Barbara; Friesen, Sharon; Jacobsen, Michele
    Digital technologies are being used more in K-12 classrooms than prior to the COVID-19 pandemic. In efforts to slow virus spread, many government authorities worldwide forced schools to close in March 2020. In response, many school jurisdictions transitioned to emergency remote teaching (ERT). As schools re-opened, confirmed virus cases required government-mandated isolation periods, and schools pivoted classes to ERT. Commonly, ERT required the use of video conferencing software, learner management systems, and cloud-based tools. Not all teachers and students were familiar with these, but used them out of necessity. Research on ERT’s influence on digital technology usage in education is limited. This case study research explored the impact of ERT occurring between March 2020 and September 2022 on digital technology usage in current K-12 teacher practice. Data were collected from K-12 teachers through an online questionnaire, semi structured interviews, a document review, and analytic memos. Analysis and interpretation of findings were organized by using Cultural Historical Activity Theory (CHAT). Research revealed most technology added for ERT remained, with some becoming common in teacher practice. Teachers’ digital technology ability and skill strengthened, and when a benefit to student learning or their overall practice was perceived, they were more likely to continue its use. Teachers also perceived growth in student communication and collaboration skills. Findings highlighted a potential misalignment between physical access to technology and the activity systems of teachers and school districts. Teachers wanted to use technology more, but felt limited. Additionally, findings indicated digital access barriers experienced by students have begun to influence teacher decision-making processes. Three themes emerged from data: (a) K-12 teachers use digital technology and digital pedagogy in their practice, (b) drivers of digital technology change, and (c) benefits and challenges emerging from ERT during COIVD-19. The case study concludes offering recommendations for education leaders, researcher, and policy makers. This research contributes to theory, methodology, and practice by using CHAT to explore factors motivating change in technology integration among teachers. It identifies the impact of ERT on K-12 teacher practice and reveals a new dimension to the digital divide in K-12 education.