Goldilocks in the Pandemic: What’s “just right” with technology for K-12 teachers in Emergency Remote Teaching?
PROCEEDING
Shawn Daley, Ying Hu, Michigan State University, United States ; Karin Harrington, Lenox Elementary School, United States ; Olivia Green, Gresham High School, United States ; Kristie Stevens, Camas High School, United States ; Stacey Wilkins, Scappoose Middle School, United States
EdMedia + Innovate Learning, in Online, The Netherlands ISBN 978-1-939797-50-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
K-12 educators have deployed an extensive range of technology tools during the emergency remote teaching (ERT) that has been mandated by the COVID-19 pandemic. But how well did they perceive the effectiveness of their use of that technology to serve all students? What process did teachers follow in terms of selecting their tools? This study, involving a group of educators from two northwest states, examines the mindsets and choices of K-12 educators who had to navigate the vagaries of ERT in middle and high school classrooms.
Citation
Daley, S., Hu, Y., Harrington, K., Green, O., Stevens, K. & Wilkins, S. (2020). Goldilocks in the Pandemic: What’s “just right” with technology for K-12 teachers in Emergency Remote Teaching?. In Proceedings of EdMedia + Innovate Learning (pp. 26-30). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2024 from https://www.learntechlib.org/primary/p/217452/.
© 2020 Association for the Advancement of Computing in Education (AACE)
