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Pandemic designs for the future : Perspectives of technology education teachers during COVID-19 Code, Jillianne; Ralph, Rachel; Forde, Kieran
Abstract
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.
Item Metadata
| Title |
Pandemic designs for the future : Perspectives of technology education teachers during COVID-19
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| Creator | |
| Date Issued |
2020-07-07
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| Description |
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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| Subject | |
| Genre | |
| Type | |
| Language |
eng
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| Date Available |
2023-10-24
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| Provider |
Vancouver : University of British Columbia Library
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| Rights |
Attribution-NonCommercial 4.0 International
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| DOI |
10.14288/1.0437331
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| URI | |
| Affiliation | |
| Citation |
Code, J., Ralph, R. and Forde, K. (2020), "Pandemic designs for the future: perspectives of technology education teachers during COVID-19", Information and Learning Sciences, Vol. 121 No. 5/6, pp. 419-431.
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| Publisher DOI |
10.1108/ILS-04-2020-0112
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| Peer Review Status |
Unreviewed
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| Scholarly Level |
Faculty; Researcher; Graduate
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| Rights URI | |
| Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
Attribution-NonCommercial 4.0 International