Teacher Use of an Online Platform to Support Independent Practice in Middle School Mathematics During COVID-19 Disruptions

IF 3.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open Pub Date : 2024-03-04 DOI:10.1177/23328584241230054

Eben B. Witherspoon, Max Pardo, Kirk Walters, Rachel Garrett, Matthew Hilbert, Jennifer Ford, Lisa B. Hsin, Melissa A. Rodgers, Dionisio Garcia Piriz, Lauren Burr, Leslie Thornley

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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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教师在 COVID-19 中断期间使用在线平台支持初中数学自主练习

在 COVID-19 大流行期间，学校经历了前所未有的教学中断，主要原因是 2020 年春季突然过渡到在线学习。通常情况下，这种转变造成了远程学习和教学的 "黑匣子"。然而，教育技术平台生成的数据可以为了解这一时期的教学情况提供一个窗口。在此，我们报告了来自美国多个州 7 个学区的 58 名七年级数学教师在 2019 年 8 月至 2021 年 7 月期间使用在线平台进行自主练习的数量和频率，从而深入了解 COVID-19 中断之前和期间的教学情况。结果显示，在研究期间，每周至少使用两次平台的教师比例从 22.2% 增加到 44.1%。此外，平台使用率与教师的经验水平和获得的指导支持数量有关，这表明远程教学期间教师支持的领域。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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