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This study used an online survey to collect data from K-12 teachers (N=109) across twelve states in the U.S. The goal was to examine teachers' experiences, digital competency, and instructional technology self-efficacy as they transitioned from in-person to virtual learning environments. We found that a) many teachers had the digital competency for classroom instruction, they could not engage effectively with their students due to inadequate training for online instruction and limited digital tools and resources, b) teachers' level of digital competency corresponded with their self-efficacy, and c) the COVID-19 Pandemic further exposed the existing digital divide and inequitable distribution of resources.
Keywords: COVID-19, digital competency, k-12 education, instructional technology, teacher self-efficacy
INTRODUCTION
Over the last two decades, there has been an intentional move toward technology-supported instruction in U.S. schools, resulting in various remote educational models and approaches. This innovative form of education heralded a viable school reform mechanism encompassing different programs and operational modalities (Lane et al., 2019; Mao et al., 2019). These modalities, commonly called distance education, have progressively become an acceptable mode of instruction. According to Read et al. (2013), these forms of out-of-classroom education, online learning, virtual learning, computer, web-based, etc., involve pre-planning and a well-structured form of teaching and learning. However, despite the optimistic outlook of technology-based education and its increasing use, remote education has encountered multiple challenges arising from curriculum design, policy conflicts, and an existing digital divide that separates learning in different socioeconomic contexts (Resta et al., 2018). These factors prevent a seamless integration or implementation of technology in the classroom (Mao et al., 2019).
Moreover, the sudden shift of K-12 education to virtual spaces due to the COVID-19 Pandemic added to the existing challenges. For example, Gerber (2020) reported that many school districts were unprepared to transition from in-person to virtual education. Likewise, the United Nations Educational, Scientific, and Cultural Organization ([UNESCO], 2020) noted that teachers lacked instructional technology knowledge or digital skills during the transition. There was also the challenge of unequal access to and use of technology tools in learning contexts. These factors inhibit the successful integration of technology in K-12 classrooms. More than ever, teachers needed the knowledge and skills to utilize or integrate technology during the emergency shift. Based on this knowledge, we...