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

• Main Authors: Eben B. Witherspoon (Author), Max Pardo (Author), Kirk Walters (Author), Rachel Garrett (Author), Matthew Hilbert (Author), Jennifer Ford (Author), Lisa B. Hsin (Author), Melissa A. Rodgers (Author), Dionisio Garcia Piriz (Author), Lauren Burr (Author), Leslie Thornley (Author)
• Format: Book
• Published: SAGE Publishing, 2024-03-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.

Summary

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.

Item Description

2332-8584
10.1177/23328584241230054