Share Paper: Did they Forget? Understanding Teacher TPACK During the COVID-19 Pandemic

  1. Daniel Mourlam, University of South Dakota, United States
  2. Steven Chesnut, University of South Dakota, United States
  3. Gabrielle Strouse, University of South Dakota, United States
  4. Daniel DeCino, University of South Dakota, United States
  5. Ryan Los, University of Manitoba, Canada
  6. Lisa Newland, University of South Dakota, United States
Thursday, April 1 1:45 PM-2:05 PM Room 3

Abstract: In the spring of 2020, the Covid-19 pandemic forced teachers to transition to remote instruction. As a result, teachers found themselves unprepared to handle the demands of teaching remotely. In this study, we explored teachers’ knowledge to determine if there were any changes in teachers’ TPACK before the pandemic and during the pandemic. A TPACK survey was used to assess teachers’ self-reported TPACK retrospectively before the pandemic began and then during the pandemic. Results indicate that teacher knowledge decreased on five of the seven TPACK domains indicating that the instructional context may have been an element influencing their knowledge.