Literaturnachweis - Detailanzeige
| Autor/in | Sheehan, Milton J., III |
|---|---|
| Titel | COVID-19 Impact on Digital Resource Use in Secondary Mathematics Instruction |
| Quelle | (2023), (106 Seiten)
PDF als Volltext Ed.D. Dissertation, State University of New York at Buffalo |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3797-3929-4 |
| Schlagwörter | Hochschulschrift; Dissertation; Secondary Education; Mathematics Instruction; COVID-19; Pandemics; Educational Technology; Educational Resources; Computer Mediated Communication; Multimedia Materials; Information Technology; Emergency Programs; School Closing; Educational Change |
| Abstract | The COVID-19 pandemic forced educators to adapt to remote and hybrid learning environments, resulting in an unprecedented increase in the use of digital resources in secondary mathematics classrooms. The purpose of this dissertation was to explore the impact of COVID-19 on the use of digital resources in secondary mathematics classrooms, and to identify the digital resources that were used during the pandemic and their potential staying power beyond the current crisis. The study used qualitative research methods to answer the following research questions: (1) How did COVID-19 impact the use of digital resources in the researcher's classroom? (2) how did COVID-19 impact the use of digital resources in other secondary mathematics classrooms? (3) What digital resources were used during the pandemic, are still being implemented currently, and could be seen to have staying power beyond the current pandemic? This study gathered data from two sources. First, the researcher kept a journal to document their experiences using digital resources in their own secondary mathematics classroom. The journal entries provide insight into the researcher's personal experience with digital resources during the pandemic. Additionally, semi-structured interviews were conducted with four current secondary mathematics teachers who had experience using digital resources in their classrooms before, during, and after the pandemic. The interviews explored the teachers' experiences using digital resources, the impact of COVID-19 on digital resources use in their classrooms, and their perceptions of the potential staying power of the digital resources used during the pandemic. The emergent themes from this study included novelty, environmental impact, opened eyes/door, tasks, and reverting. The novelty of digital resource use prior to the pandemic was a prominent theme, with many teachers noting that they incorporated digital resources only for observations or under other special circumstances. The environmental impact of COVID-19 was also a key theme, with teachers reflecting on how remote and hybrid instruction drastically altered their ability to teach and the methods required to be effective. The pandemic also opened the door for teachers to utilize new types of activities, such as graphing on Desmos or providing instruction through extensions like Peardeck. All teachers, however, expressed that they had largely reverted back to traditional teaching methods since the pandemic has subsided. The findings from this study have implications for mathematics teachers, administrators, and policymakers as they navigate the ongoing challenges of teaching mathematics as we have learned to live with COVID-19. By identifying the digital resources that were used during the pandemic and their potential staying power beyond the current crisis, this study provides insights into which tools mathematics teachers can effectively integrate into their classroom practices to support student learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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