The purpose of this qualitative study was to examine teacher perception of changes in the instructional delivery and learning opportunities via technology during and throughout the COVID-19 pandemic from March 2020 until May 2021. The COVID-19 pandemic has greatly affected educational organizations. School closures in March 2020 forced teachers to change their instructional delivery from an in-person platform to a virtual platform. This disruption to the delivery of instruction with the use of technology changed the way teachers plan for learning, delivery content, present learning activities, and assessment. The urgency required teachers to develop new strategies and experiment with adaptations to their traditional instructional delivery. The purpose of this phenomenological study was to describe the experiences of teachers as they adapted their instruction to a new platform. The theoretical framework used was change theory. The research was accomplished by interviewing 11 core-content classroom teachers from different school systems. Participants described their experiences and approach to the challenges faced while teaching during the uncertainty of the pandemic. The participants in the study described factors that influenced changes in their use of technology and how the different platforms changed the way they used technology for instructional delivery. The researcher used the Change Theory Framework to code responses and identify the internal and external factors that influenced the changes.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-5483 |
| Date | 01 December 2021 |
| Creators | Lamb, Dedra |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
| Rights | Copyright by the authors. |
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