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Stuffing the Classroom into a Laptop...

Leuthold, James.

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Stuffing the Classroom into a Laptop: Characterizing Teacher Experiences Transitioning to Remote Instruction During the Covid-19 Pandemic.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Stuffing the Classroom into a Laptop: Characterizing Teacher Experiences Transitioning to Remote Instruction During the Covid-19 Pandemic./
Author:	Leuthold, James.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	182 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-11, Section: A.
Contained By:	Dissertations Abstracts International82-11A.
Subject:	Adult education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28491579
ISBN:	9798728242376

Stuffing the Classroom into a Laptop: Characterizing Teacher Experiences Transitioning to Remote Instruction During the Covid-19 Pandemic.
Leuthold, James.

Stuffing the Classroom into a Laptop: Characterizing Teacher Experiences Transitioning to Remote Instruction During the Covid-19 Pandemic. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 182 p.

Source: Dissertations Abstracts International, Volume: 82-11, Section: A.

Thesis (Ed.D.)--University of South Dakota, 2021.

This item must not be sold to any third party vendors.

Technology professional development for teachers typically relies on formal training or courses, but the forced, sudden transition to technology-based instruction in the spring of 2020 meant many instructors had to engage in self-directed professional development in a high-stakes, sink or swim environment. This qualitative narrative oral history study investigates the stories of two teachers during the pandemic through the lens of the Technology Adoption Model and TPACK, focusing on the participants' experiences using technology to reach their students. One participant had high computer self-efficacy, the other had low computer self-efficacy. Both participants relied on existing technologies they had in place prior to the pandemic and learned Zoom to return to instruction as close to normally as possible. Emergent themes were Motivation, Emotional Reactions, Instructional Strategies Influenced the Decision to Adopt New Technology, and Leadership. Implications include adapting professional development to accommodate teacher instructional practices and their computer self-efficacy, differentiating professional development based on computer skills, and allocating time and resources to account for teacher needs and priorities.

ISBN: 9798728242376Subjects--Topical Terms:

543202
Adult education.
Subjects--Index Terms:

Computer self-efficacy

Stuffing the Classroom into a Laptop: Characterizing Teacher Experiences Transitioning to Remote Instruction During the Covid-19 Pandemic.
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