Left to their Own Devices: Exploring Primary Teacher Experiences of Teaching Online During the COVID19 School Closures
Citation:
Christina Dolphin, 'Left to their Own Devices: Exploring Primary Teacher Experiences of Teaching Online During the COVID19 School Closures'Download Item:
Christina Dolphin PME_Thesis.pdf (Published (author's copy) - Peer Reviewed) 1.585Mb
Abstract:
There is an international consensus that Information and Communications Technology
(ICT) has the potential to enhance teaching and learning in schools, and when supported
by a constructivist pedagogy, can engage students in higher-order thinking. In recent
years, digital learning skills are being considered more important in primary education
for their ability to prepare children to be active citizens in an increasingly digital world.
The primary aim of this study was to contribute to current understanding of ICT
integration in Irish primary schools by exploring teacher experiences of teaching online
during the COVID-19 pandemic school closures. A qualitative approach was adopted in
which convenience sampling was used to identify eight primary school teachers who
were working during the school closures. Semi-structured interviews were used as the
data collection tool, with thematic analysis being chosen as the method for analysing
interviews. Findings suggested that teachers faced many challenges during the school
closures. Firstly, they experienced external barriers to teaching online such as a lack of
time to prepare, a digital divide, and difficulties around student engagement. Secondly,
many experienced pressures such as having to create a new way of teaching with
limited ICT skills, and pressure from parents and social media to teach in a particular
way. Finally, teachers experienced challenges in using constructivist pedagogies while
teaching online, particularly in terms of facilitating learning through play and
interaction. Throughout these challenges, one source of support mentioned frequently
was collaboration within schools. Teachers expressed mixed opinions on whether their
experiences would help them to better integrate ICT in the classroom. Potential reasons
for this include: (a) the emergency nature of the teaching, particularly during the first
school closure; (b) lack of skills needed to integrate ICT meaningfully; and (c) an
LEFT TO THEIR OWN DEVICES iv
increased appreciation of the importance of social interaction for primary school
children
Author: Dolphin, Christina
Advisor:
Hynes, JenniferQualification name:
Professional Master of EducationCollections:
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