UBC Faculty Research and Publications

Pandemic designs for the future : Perspectives of technology education teachers during COVID-19 Code, Jillianne; Ralph, Rachel; Forde, Kieran


Purpose – The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). In this article, we explore the following research question (RQ): How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession? Design/methodology/approach – A snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization, and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun & Clark, 2006). Findings – The analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development due to inequitable student access to tools, materials, and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches, as well as TE’s future and sustainability if offered completely online. Originality/value – This research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, we offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.

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Attribution-NonCommercial 4.0 International