Date of Award
Fall 12-2021
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Teaching & Learning
Program/Concentration
Curriculum and Instruction
Committee Director
Jori Beck
Committee Member
Laura Smithers
Committee Member
Kristine Sunday
Abstract
Secondary math teachers faced new experiences and struggles this past virtual school year due to the global COVID-19 pandemic. Nine secondary math teachers from a school division in southeastern Virginia participated in this qualitative single case study. Data collection included individual semi-structured interviews and technology integration artifacts. Through a three round coding process, ten themes emerged to answer the following three research questions: 1) In terms of curriculum, teaching methods, and assessments, how did teachers describe their pedagogical change in virtual learning? 2) How do teachers perceive student performance has changed within the virtual learning space? 3) From teachers’ perspectives, how has the digital divide and educational inequities affected students’ virtual learning based on student race? The data were analyzed through two theoretical lenses: Critical Race Theory (Ladson-Billings & Tate, 1995) and Technological Pedagogical and Content Knowledge (Mishra & Koehler, 2006). Some of the themes included level of rigor, classroom structure, technology integration, and academic dishonesty. None of the participants felt that educational inequity based on student race manifested this past school year. Implications for practice include preparing teachers for potential curriculum gaps and encouraging classroom modifications that support student learning. Implications for future research include operationally defining technology integration, researching technology integration in other content areas, and gathering data on the student experience during virtual instruction.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
DOI
10.25777/5kx2-kz81
ISBN
9798762198950
Recommended Citation
Bellamy, Lauren F..
"COVID-19, Technology, and the Math Classroom: Changes, Obstacles, and Victories Integrating Digitally"
(2021). Doctor of Philosophy (PhD), Dissertation, Teaching & Learning, Old Dominion University, DOI: 10.25777/5kx2-kz81
https://digitalcommons.odu.edu/teachinglearning_etds/71
Included in
Curriculum and Instruction Commons, Educational Technology Commons, Science and Mathematics Education Commons, Secondary Education Commons