Ortega, V. (2023). The impact of the rapid shift to remote and hybrid instruction on the teacher dispositions of K-6 public school teachers during the COVID-19 pandemic (Publication No. 30490787) [Doctoral dissertation, Northern Arizona University]. ProQuest Dissertations and Theses Global.

Abstract:

“The global pandemic of the coronavirus disease 2019 (COVID-19) prompted an enormous disruption in day-to-day activities worldwide that initiated swift and unprecedented changes. Teacher beliefs played a prominent role in technology integration. The specific problem was that the impact of the COVID-19 pandemic upon teacher dispositions toward technology integration had not been established, such that school administrators, policymakers, and teacher preparedness programs could best support teachers and students. The purpose of this qualitative case study was to explore the perceived impact of the rapid shift to remote and hybrid instruction on the teacher dispositions of K-6 public school teachers providing remote and/or in-person instruction toward technology integration during the ongoing COVID-19 pandemic in Arizona. This qualitative case study included interviews with fifteen teachers at a single school district regarding the impact of the rapid shift to remote and hybrid learning. This study asked, ‘How has the COVID-19 pandemic affected teachers’ dispositions to integrate technology during the rapid shift to remote and hybrid teaching?'”