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Online Instruction in the Face of Covid-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices

Jale Aldemir*, Jambunathan**

*-** Coppin State University, Baltimore, USA.

Periodicity:April - June'2023
DOI : https://doi.org/10.26634/jsch.18.4.19945

Abstract

The COVID-19 pandemic had significant impacts on every facet of society, and its implicit effects on education were felt most by younger learners. In this instrumental case study, the online remote teaching experiences of early childhood and early elementary teachers in a school district located in the Northeastern U.S. were surveyed. The results revealed that the teachers initially struggled to adapt to a multitude of technological tools and software offered, all the while trying to maintain a human connection with their students. The teachers encountered several issues during online remote learning, such as the availability of reliable internet and technology, students' home environment conditions, and a lack of knowledge regarding the pedagogical use of technology. The administrative and peer support helped them cope with the difficulties they experienced. The information from the study could be used to build a better alternative teaching infrastructure.

Keywords

Early Childhood Education, Online Remote Learning, Pandemic, COVID-19, Teachers' Experiences.

How to Cite this Article?

Aldemir, J. and Jambunathan. (2023). Online Instruction in the Face of Covid-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices. i-manager’s Journal on School Educational Technology, 18(4), 1-16. https://doi.org/10.26634/jsch.18.4.19945

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