Give Them Grace: An Autoethnographic Study on Instructors’ Adaptation to Online Technology in Education as a Result of COVID-19
Give Them Grace: An Autoethnographic Study on Instructors’ Adaptation to Online Technology in Education as a Result of COVID-19
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给他们恩典：关于教师因 COVID-19 而适应在线教育技术的自民族志研究
DOI：
10.18260/1-2--37225
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Amber Ford
中科院分区：
文献类型：
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作者：
Jazmin Jurkiewicz;Byron Hempel;Malori Redman;H. Murzi;Christopher Dominguez;Amber Ford
本研究论文描述了对教师在 K-12 和高等教育中的经验的研究，因为他们适应了新技术，同时教育因 COVID-19 而转向在线形式。这项自民族志研究旨在了解五位教师对在线教育工具的态度的共性、影响他们适应的外部变量以及他们对技术及其实用性的整体看法。研究设计以技术接受模型（TAM）为指导。对反思、访谈和焦点小组记录的演绎分析证明了 TAM 结构在参与者的经历中的存在。参与者认识到各种技术和工具的有用性，但与面对面教学相比，他们并没有从本质上以积极的方式看待它们或在线教学的体验。参与者指出需要对学生和自己表现出同理心，外部因素（例如行政支持）对他们接受技术的影响，以及在线教学如何改变他们的教学的经验教训。 © 美国工程教育协会，2021
This research paper describes the study of instructors' experiences in K-12 and higher education as they adapted to new technology while education shifted to an online format as a result of COVID-19. This autoethnographic study sought to understand commonalities in five instructors' attitudes toward online education tools, external variables that affected their adaptation, and their overall perceptions of the technology and its usefulness. The research design was guided by the Technology Acceptance Model (TAM). Deductive analysis of reflections, interviews, and focus group transcripts demonstrated the presence of TAM constructs in participants' experiences. Participants recognized the usefulness of various technologies and tools but did not inherently view them or the experience of teaching online in a positive way compared to teaching in-person. Participants noted the need to practice empathy with their students and themselves, the effect that external factors (such as administrative support) had on their acceptance of technologies, and the lessons learned on how their instruction has changed as a result of online instruction. © American Society for Engineering Education, 2021