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\nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nTeacher Use of an Online Platform to Support Independent Practice in Middle School Mathematics During COVID-19 Disruptions  \nEben B. Witherspoon  \nMax Pardo  \nAmerican Institutes for Research  \nKirk Walters  \nWestEd  \nRachel Garrett  \nMatthew Hilbert  \nJennifer Ford  \nLisa B. Hsin  \nMelissa A. Rodgers  \nDionisio Garcia Piriz  \nLauren Burr  \nAmerican Institutes for Research  \nLeslie Thornley  \nWestEd  \nSchools experienced unprecedented disruptions to instruction during the COVID-19 pandemic, largely driven by the abrupt transition to online learning in the spring of 2020. Often, this shift created a “black box” around remote learning and instruction. However, data generated by educational technology platforms can provide a window into instruction during this time.  \nHere, we report on the amount and frequency of usage of an online platform for independent practice used by 58 grade 7 math teachers from seven school districts across multiple U.S. states between August 2019 and July 2021, providing insight into instruction just prior to and during COVID-19 disruptions. Results showed an increased proportion of teachers using the platform at least twice a week over the study period, from 22.2% to 44.1%. Further, platform usage was related to teachers’level of experience and the amount of coach support received, suggesting areas for teacher support during remote instruction.  \nKeywords: COVID-19 pandemic, descriptive analysis, educational technology, instructional practices, instructional technologies, learning environments, longitudinal studies, mathematics education, multisite studies, online assessment, platform usage data analysis, remote instruction, secondary data analysis, teacher coaching, teacher context, teacher research  \nIntroduction  \nThe COVID-19 pandemic and resulting school closures caused an unprecedented disruption to education in the United States and around the world. The widespread and nearly instantaneous shift to either hybrid (i.e., both in-person and online) or entirely online instruction during the spring of 2020 led teachers to rely more heavily on online educational platforms and technologies (Engzell et al., 2021) . In cases where there was a shift from in-person  \ninstruction to entirely remote instruction, it became difficult to know the extent to which teachers maintained their typical instruction as a result of this shift and, therefore, how to best support teachers’practice during this period. However, close analysis of teacher and student usage data provided by online platforms used over the course of this transition can provide some insight into the extent of changes in instruction that occurred during this period of remote instruction.  \nHomework, typically defined as the schoolwork that students bring home to complete independently, is a central and  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nWitherspoon et al.  \nlong-standing instructional practice (Cooper & Valentine, 2001) that was likely to be impacted by COVID-19 and the shift to online learning. For example, some early research has shown large increases during COVID school shutdownsin the number of hours student","cbCaimq0iIZOO9e1","https://ap.wps.com/l/cbCaimq0iIZOO9e1","pdf",995116,"English","# Keywords and study focus\n## Platform usage during COVID-19\n## Factors linked to usage\n## Background on disruption and homework\n## Educational technology for independent practice","[{\"question\":\"What does the study analyze about online platform use?\",\"answer\":\"It reports the amount and frequency of usage of an online platform for independent practice used by grade 7 mathematics teachers during the transition surrounding COVID-19 disruptions.\"},{\"question\":\"How did platform usage change over the study period?\",\"answer\":\"The proportion of teachers using the platform at least twice a week increased from 22.2% to 44.1% over the study period.\"},{\"question\":\"Which teacher factors were linked to platform usage?\",\"answer\":\"Platform usage was related to teachers’ level of experience and the amount of coach support received, indicating areas where support may be needed during remote instruction.\"}]","Teacher Use of an Online Platform to Support Independent Practice in Middle School Mathematics During COVID-19 Disruptions | PDF",1792069119,48]