Left to their Own Devices: Exploring Primary Teacher Experiences of Teaching Online During the COVID19 School Closures

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