Share Paper: Rural Elementary Teachers’ STEM Teaching During COVID-19

  1. Katie L. Johnson, University of Nebraska-Lincoln, United States
  2. Nathaniel Largo, University of Nebraska-Lincoln, United States
  3. Amanda Thomas, University of Nebrasks-Lincoln, United States
  4. Amy Sokoll Bauer, University of Nebraska-Lincoln, United States
Tuesday, April 12 11:30-11:50 AM Tidepool 4

Abstract: This brief paper reports on the ongoing study of twelve rural elementary teachers’ use of technology while teaching STEM during the COVID-19 pandemic. The study is rooted in the TPACK framework with literature supporting how teaching during the pandemic has changed classrooms, specifically when providing remote instruction. Participants were interviewed, the transcripts were transcribed and coded for common themes. This led to preliminary results, indicating that COVID-19 affected rural elementary teachers’ instruction and required greater use of technology, while hindering their ability to teach STEM. Implications for researchers and teacher educators are discussed.