Partnering with the Rutgers School of Communication and Information, we are exploring the nature, scope and extent of teachers’ online instructional technology uses, and the digital equity measures planned by districts and teachers. We will conduct a systematic and rigorous content analysis of extant planning documentation at two levels (district, teacher), which includes forms, and specific teacher instructional examples. Building on findings, we will also conduct a survey to explore teachers’ frequency and self-efficacy in utilizing these techniques and technologies, along with their perceptions of their students’ technology capabilities. We will explore the variation among teachers on these measures, by demographics such as school districts’ racial diversity and percent of disadvantaged students as defined by NJ. By exploring district plans and teachers’ digital and other instructional examples, and conducting survey research with teachers, we expect to learn more about the scope and nature of emergency educational responses, and their possible relationships with social inequality measures. We expect these results to inform our understanding of opportunities, challenges and possible inequalities in remote educational provisions under pandemic and other disaster conditions, which might inform future improvements.
|Effective start/end date||01/07/20 → 31/12/20|
- COVID-19, Teacher Response, Online Teaching