[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600172-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-600172-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-impact-of-covid-19-on-teachers-integration-of-digital-technology-research-article","The Impact of COVID-19 on Teachers’ Integration of Digital Technology - Research Article","","The coronavirus pandemic disrupted education worldwide, closing workplaces and shifting schools to remote instruction while limiting contact and travel. This study investigates impacts of the pandemic on grades 6–12 mathematics teachers and math interventionists, emphasizing teachers’ integration of digital resources. A purposive survey of 50 participants across U.S. urban, suburban, and rural districts examines six facets of digital-use practices. Findings identify engagement, motivation, distraction, and unequal technology access challenges, and show no uniformly positive effect on mathematics proficiency; commonly used tools include Google, Desmos, and GeoGebra.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-impact-of-covid-19-on-teachers-integration-of-digital-technology-research-article/600172/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-impact-of-covid-19-on-teachers-integration-of-digital-technology-research-article/600172.png","ImageObject",300,407,{"name":42,"@type":43},"RuangKosong","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the article study about teachers during the COVID-19 pandemic?","Question",{"text":63,"@type":64},"It examines how the need for remote and hybrid teaching affected grades 6–12 mathematics teachers’ practices, with a focus on their integration of digital resources.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted?",{"text":68,"@type":64},"The authors used purposive sampling and surveyed 50 participants across urban, suburban, and rural districts in the United States.",{"name":70,"@type":61,"acceptedAnswer":71},"What key challenges and resources did the study identify?",{"text":72,"@type":64},"Challenges included lack of student engagement and motivation, increased distractions, and varied access to technology; common resources included the Google platform, Desmos, and GeoGebra.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600172,1792190596,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2022, 14(4), ep387 ISSN: 1309-517X (Online)  \nThe Impact of COVID-19 on Teachers’ Integration of Digital Technology  \nScott A. Courtney 1*  \n 0000-0001-6034-7856  \nMary E. S. Miller 1  \n 0000-0001-6996-2572  \nMichael J. Gisondo 1  \n 0000-0001-9917-2512  \n1 School of Teaching, Learning, and Curriculum Studies, Kent State University, Kent, OH, USA  \n* Corresponding author: [scourtn5@kent.edu](scourtn5@kent.edu)  \nCitation: Courtney, S. A., Miller, M. E. S., & Gisondo, M. J. (2022) . The Impact of COVID-19 on Teachers’ Integration of Digital  \nTechnology. Contemporary Educational Technology, 14(4), ep387. [https://doi.org/10.30935/cedtech/12420](https://doi.org/10.30935/cedtech/12420)  \nARTICLE INFO ABSTRACT  \n\n| Received: 14 Apr 2022\u003Cbr>Accepted: 29 Aug 2022 | The coronavirus pandemic impacted all aspects of society, causing countries and local communities to close workplaces, move schools to remote instruction, limit in-person contact, cancel public gatherings, and restrict travel. Attempts to mitigate COVID-19 through remote instruction provided unique opportunities for researchers to examine the resources teachers utilize to drive their practices. We examine the impacts of the pandemic on grades 6-12 mathematics teachers and math interventionists, with particular attention to teachers’integration of digital resources. Using purposive sampling, we surveyed 50 participants—across urban, suburban, and rural districts—throughout the United States. The descriptive survey focused on six aspects of teachers’ practices with digital resources. Results indicate that challenges encountered and lessons learned included a lack of student engagement and motivation, increased distractions, and varied access to technology. Integration of technology did not positively impact students’ mathematical proficiency across all teachers. Common resources used across planning of lessons, implementation of instruction, and assessment included the Google platform, Desmos, and GeoGebra. Where appropriate, we situate our results within the larger context of recent international research. These findings support teacher practices that constantly attempt to optimize students’ mathematics and social emotional learning, regardless of the environment or situation.\u003Cbr>Keywords: digital technology, remote instruction, teachers’ mathematics practices, students’social emotional learning |\n| --- | --- |\n| INTRODUCTION |  |\n\nOn April 2, 2020, over 1,598,099,000 learners worldwide (91.3% of total enrolled students), from preprimary through tertiary education, were impacted by school closures as a result of the novel coronavirus (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2021)) . According to the United Nations Children’s Fund (2021),“In the period between March 11, 2020, and February 2, 2021, schools have been fully closed for an average of 95 instruction days globally, which represents approximately half the time intended for classroom instruction”(p. 3) .  \nThe COVID-19 pandemic forced schools to adapt to fulfil their many functions, challenging teachers torethink ways to support their teaching and their students’ learning. Countries attempted to fill the void left by school closures by offering a variety of distance learning solutions, including “hi-tech alternatives like realtime video classes conducted remotely to lower-tech options such as educational programming on radio and television” (UNESCO, 2020, para. 3) . According to the Organisation for Economic Co-operation and  \nDevelopment (OECD, 2020), an almost universal response to the pandemic was the use of digital technologies to support teachers, students, and their families. Digital technology allows for new solutions to “what people learn, how people learn, where people learn and when they learn. Technology can enable teachers and students to access specialized materials well beyond textbooks, in multiple ","cbCaiiAdfoQjlNyB","https://ap.wps.com/l/cbCaiiAdfoQjlNyB","pdf",411538,17,"English","# Article info\n## Abstract\n# Introduction\n## Background and research question\n# Methods","[{\"question\":\"What does the article study about teachers during the COVID-19 pandemic?\",\"answer\":\"It examines how the need for remote and hybrid teaching affected grades 6–12 mathematics teachers’ practices, with a focus on their integration of digital resources.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The authors used purposive sampling and surveyed 50 participants across urban, suburban, and rural districts in the United States.\"},{\"question\":\"What key challenges and resources did the study identify?\",\"answer\":\"Challenges included lack of student engagement and motivation, increased distractions, and varied access to technology; common resources included the Google platform, Desmos, and GeoGebra.\"}]","The Impact of COVID-19 on Teachers’ Integration of Digital Technology - Research Article | PDF",1792090170,43]