Date of Award

1-1-2021

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational Policy and Leadership

Content Description

1 online resource (xiii, 159 pages) : illustrations (some color)

Dissertation/Thesis Chair

Heinz-Dieter Meyer

Committee Members

Teniell Trolian, Sandra Vergari

Keywords

COVID-19, Information and Communication Technology, Remote Learning, Teaching Mathematics, Mathematics, Web-based instruction, Distance education, High school teaching, COVID-19 Pandemic, 2020-

Subject Categories

Education | Educational Leadership | Education Policy

Abstract

In the blink of an eye schools across the country closed their doors in March 2020 and teachers were forced to transition from face-to-face instruction within a brick-and-mortar setting to ICT-based remote teaching. Many high school mathematics teachers were accustomed to their students having devices as their schools had established 1:1 computing programs. Even so, not all teachers had fully embraced ICT enhanced instruction in their classrooms. Research has shown that the degree of ICT utilization in a classroom has a strong positive correlation with the comfort level of the teacher. The COVID-19 closures required teachers to incorporate ICT in their instructional practices regardless of comfort level. This qualitative study describes the relationship between high school mathematics teachers’ sensemaking of this experience and their degree of success in implementing ICT in their instruction. The findings within this study are also compared to the research surrounding best practices in mathematics and ICT-based instruction.

Download

Share

COinS