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An Exploratory Study of the Impact of COVID-19 on the Cyberpsychology of the K12 Student Support Ecosystem

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.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc2332588
Date05 1900
CreatorsHoward, Erin Linette
ContributorsCockerham, Deborah, Hayes, Aleshia, Warren, Scott J.
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
FormatText
RightsPublic, Howard, Erin Linette, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved.

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