Examining K-12 Teachers’ Digital Competency and Technology Self-Efficacy During COVID-19 Pandemic

Authors

  • Justina A. Ogodo Baylor University
  • Marsha Simon University of West Georgia
  • Dana Morris Baylor University
  • Mark Akubo Florida State University

DOI:

https://doi.org/10.33423/jhetp.v21i11.4660

Keywords:

higher education, COVID-19, digital competency, k-12 education, instructional technology, teacher self-efficacy

Abstract

This study used an online survey to collect data from K-12 teachers (N=109) across twelve states in the U.S. The goal was to examine teachers’ experiences, digital competency, and instructional technology selfefficacy as they transitioned from in-person to virtual learning environments. We found that a) many teachers had the digital competency for classroom instruction, they could not engage effectively with their students due to inadequate training for online instruction and limited digital tools and resources, b) teachers’ level of digital competency corresponded with their self-efficacy, and c) the COVID-19 Pandemic further exposed the existing digital divide and inequitable distribution of resources.

Downloads

Published

2021-10-21

How to Cite

Ogodo, J. A., Simon, M., Morris, D., & Akubo, M. (2021). Examining K-12 Teachers’ Digital Competency and Technology Self-Efficacy During COVID-19 Pandemic. Journal of Higher Education Theory and Practice, 21(11). https://doi.org/10.33423/jhetp.v21i11.4660

Issue

Section

Articles