"We Survived": A Mixed Methods Study of Mathematics Teachers and Technology during the COVID-19 Crisis

Autor/in	Strouth, Melissa
Titel	"We Survived": A Mixed Methods Study of Mathematics Teachers and Technology during the COVID-19 Crisis
Quelle	(2021), (455 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Cleveland State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7806-4805-5
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Teachers; Technology Uses in Education; COVID-19; Pandemics; Web Based Instruction; Secondary School Teachers; Distance Education; Pedagogical Content Knowledge; Technological Literacy; Ohio + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Web Based Training; Distance study; Distance learning; Fernunterricht; Pädagogische Kompetenz; Technisches Wissen
Abstract	In March 2020, Ohio's schools were closed by order of the governor due to the COVID-19 crisis. Although the buildings remained closed until the end of the 2019-2020 school year, the learning did not cease as educators adjusted their practices and leveraged technology to continue teaching remotely. The pandemic impacted the 2020-2021 school year as well; districts around the state adapted different learning models to meet the needs of their communities. This mixed methods study was interested in the experiences of Ohio's secondary mathematics teachers during this 15-month period, from mid-March 2020 to the beginning of June 2021. Prior to this time period, the literature reveals that compared to those who teach science and English, mathematics educators were less likely to incorporate technology in their classrooms (Gallup & NewSchools Venture Fund, 2019; Howard et al., 2015a; Howard et al., 2015b; OECD, 2015). The teaching and learning of mathematics, a subject whose practice has traditionally relied on paper and pencil in the classroom, faced unique challenges during this time. This study sought to collect data on how teachers' knowledge, beliefs, and integration around technology changed during this time, as well as illuminate the contexts in which these changes occurred. For the quantitative strand, an anonymous survey collected pretest-posttest self-reported data on these variables from 54 secondary mathematics teachers in Ohio. Six of these teachers were also interviewed for the qualitative strand of this study. The teachers in this study showed statistically significant increases in their pedagogical technological content knowledge, technology beliefs, and technology integration. Taken alone, this data appears to indicate that the pandemic had positive impacts on teachers; however, the qualitative data revealed a deeper, more complex story about obstacles to teaching and learning which were counteracted by other facilitative factors, both internal and external to the teacher. The results of this study have implications for secondary mathematics teachers, district- and building-level administrators, teacher educators, and state-level decision makers. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01