Francom Gregory M, Lee Sang Joon, Pinkney Halle
Mississippi State University, 2208 Plum Road, Starkville, MS 39759 USA.
TechTrends. 2021;65(4):589-601. doi: 10.1007/s11528-021-00625-5. Epub 2021 Jun 26.
In response to the COVID-19 pandemic, K-12 schools in the United States closed and teachers transitioned to distance learning. The purpose of this survey research study is to determine technology resources and strategies K-12 teachers have used in this transition. Additionally, this study examines the difficulties teachers experienced, along with support they wish they had during the transition. Findings indicate that a wide variety of websites and applications were used to provide academic continuity, the majority of which were familiar to teachers. In the transition process, teachers were faced with various challenges, including difficulty engaging students and parents, a lack of school/district guidelines, and student Internet and computer access issues. Recommendations to prepare for future emergencies include making clear plans for emergencies and incorporating online components and training within current face-to-face classes and professional development.
为应对新冠疫情，美国从幼儿园到12年级的中小学关闭，教师转而采用远程学习。这项调查研究的目的是确定从幼儿园到12年级的教师在这一转变过程中所使用的技术资源和策略。此外，本研究还考察了教师所经历的困难以及他们希望在转变过程中能得到的支持。研究结果表明，为确保教学连续性，教师们使用了各种各样的网站和应用程序，其中大部分教师都很熟悉。在转变过程中，教师面临着各种挑战，包括难以吸引学生和家长参与、缺乏学校/学区指导方针，以及学生的网络和电脑使用问题。为应对未来的紧急情况提出的建议包括制定明确的应急预案，并在当前的面对面课程和专业发展中纳入在线内容和培训。
