Teacher Use of an Online Platform to Support Independent Practice in Middle School Mathematics during COVID-19 Disruptions
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| Title: | Teacher Use of an Online Platform to Support Independent Practice in Middle School Mathematics during COVID-19 Disruptions |
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| Language: | English |
| Authors: | Eben B. Witherspoon (ORCID |
| Source: | AERA Open. 2024 10(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A170243 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Online Courses, Learning Management Systems, COVID-19, Pandemics, Teaching Methods, Grade 7, Mathematics Teachers, Mathematics Instruction, Teaching Experience, Faculty Development, Technological Literacy, Pedagogical Content Knowledge, Technical Assistance, School Districts, Coaching (Performance), Distance Education |
| ISSN: | 2332-8584 |
| Abstract: | Schools 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. Here, 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. |
| Abstractor: | As Provided |
| Notes: | https://doi.org/10.3886/E195901V1 |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1455200 |
| Database: | ERIC |
| Abstract: | Schools 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. Here, 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. |
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| ISSN: | 2332-8584 |
