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Examining K-12 Teachers’ Digital Competency and Technology Self-Efficacy During COVID-19 Pandemic

Justina Ogodo, Marsha Simon, Dana Lynn Morris, Mark Akubo

2021Journal of Higher Education Theory and Practice39 citationsDOIOpen Access PDF

Abstract

This study used an online survey to collect data from K-12 teachers (N=109) across twelve states in the U.S. The goal was to examine teachers’ experiences, digital competency, and instructional technology self￾efficacy as they transitioned from in-person to virtual learning environments. We found that a) many teachers had the digital competency for classroom instruction, they could not engage effectively with their students due to inadequate training for online instruction and limited digital tools and resources, b) teachers’ level of digital competency corresponded with their self-efficacy, and c) the COVID-19 Pandemic further exposed the existing digital divide and inequitable distribution of resources.

Topics & Concepts

Coronavirus disease 2019 (COVID-19)PandemicSelf-efficacyPsychologyDigital learning2019-20 coronavirus outbreakMedical educationOnline learningSevere acute respiratory syndrome coronavirus 2 (SARS-CoV-2)Electronic learningMathematics educationEducational technologyComputer scienceMultimediaPedagogyMedicineSocial psychologyVirologyDiseaseOutbreakPathologyInfectious disease (medical specialty)Digital literacy in educationTechnology-Enhanced Education Studies
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