The purpose of this qualitative multiple case study is to identify and describe the perceptions and experiences of lower elementary public-school teachers in the United States teaching with educational technologies during the COVID-19 pandemic. Through a demographic survey and semi-structured interviews, teachers shared their experiences regarding the barriers they encountered teaching and learning with educational technologies in face-to-face, remote, and hybrid classrooms. The multi-phase coding process used emic and etic codes to analyze the data. This study identifies and describes the existing barriers teachers face with learning technologies in the classroom before COVID-19 and the new obstacles they have encountered due to the pandemic. The results of this study are discussed, and recommendations are provided to help researchers identify the essential supports educators need for future emergencies.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1873853 |
| Date | 12 1900 |
| Creators | Kinard, Widad S. |
| Contributors | Warren, Scott J., Norris, Cathleen, Hayes, Aleshia |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vii, 106 pages, Text |
| Rights | Public, Kinard, Widad S., Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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