Peer reviewed
Download full textERIC Number: EJ1351577
Record Type: Journal
Publication Date: 2021
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Practitioner Inquiry: Supporting Teaching during a Pandemic
Scott, Brooke
PDS Partners: Bridging Research to Practice, v16 n2 p34-41 2021
This article details the author's practitioner inquiry project focused on examining teachers' feelings about and uses of teaching with technology in a hybrid format during the COVID-19 pandemic. Data suggests that the Collaborative Inquiry Group (CIG) and administrative support provided to teachers influenced teachers' positive views and experiences as they started teaching with technology.
Descriptors: Inquiry, Teacher Attitudes, Educational Technology, Electronic Learning, Blended Learning, COVID-19, Pandemics, Faculty Development, Professional Development Schools, Elementary School Teachers, Partnerships in Education, Teacher Researchers
National Association for Professional Development Schools. 1300 Pennsylvania Avenue NW #190-611, Washington, DC 20004. Tel: 855-936-2737; e-mail: Info@napds.org; Web site: https://napds.org/publications-resources-from-napds/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Carolina
Grant or Contract Numbers: N/A
