Hurst, D. F. (2021). Remote math or remotely math? A qualitative study of the challenges of a COVID-19 induced transition to ICT-based teaching for high school mathematics teachers (Publication No. 28410247) [Doctoral dissertation, State University of New York at Albany]. ProQuest Dissertations and Theses Global.

Abstract:

“In the blink of an eye schools across the country closed their doors in March 2020 and teachers were forced to transition from face-to-face instruction within a brick-and-mortar setting to ICT-based remote teaching. Many high school mathematics teachers were accustomed to their students having devices as their schools had established 1:1 computing programs. Even so, not all teachers had fully embraced ICT enhanced instruction in their classrooms. Research has shown that the degree of ICT utilization in a classroom has a strong positive correlation with the comfort level of the teacher. The COVID-19 closures required teachers to incorporate ICT in their instructional practices regardless of comfort level. This qualitative study describes the relationship between high school mathematics teachers’ sensemaking of this experience and their degree of success in implementing ICT in their instruction. The findings within this study are also compared to the research surrounding best practices in mathematics and ICT-based instruction. My goal was for this study to add to the limited body of research about the sensemaking of teachers as they encounter crisis induced change which requires the use of ICT in teaching and learning. Additionally, teaching remotely is most likely going to be the new reality. The extent of which is the unknown. Lessons learned from this experience can help guide future planning in which teachers can adequately prepare to utilize ICT regardless of setting. The time has come to be more intentional and purposeful with ICT in teaching and learning.”