國立虎尾科技大學 |

The Impact of Online Teaching during COVID-19 on Special Education K-12 Teachers in Urban Jamaica.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Impact of Online Teaching during COVID-19 on Special Education K-12 Teachers in Urban Jamaica./
作者:	Walker, Syuen Nackesha.
面頁冊數:	1 online resource (111 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
Contained By:	Dissertations Abstracts International84-08A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9798374415377

The Impact of Online Teaching during COVID-19 on Special Education K-12 Teachers in Urban Jamaica.
Walker, Syuen Nackesha.

The Impact of Online Teaching during COVID-19 on Special Education K-12 Teachers in Urban Jamaica. - 1 online resource (111 pages)

Source: Dissertations Abstracts International, Volume: 84-08, Section: A.

Thesis (Ed.D.)--Northcentral University, 2023.

Includes bibliographical references

The problem addressed by this study was the limited technological infrastructure within Kingston, Jamaica, to effectively support K-12 special education, which was further complicated due to the COVID-19 pandemic. The purpose of the study was to explore the lived experiences of special education primary and secondary K-12 teachers in Kingston, Jamaica, to effectively support the limited technological infrastructure during online teaching due to the ongoing COVID-19 pandemic regulations. The theoretical framework that guided this study was Polidore's (2004) theory of adult resilience which was developed to examine the process of education that occurs among adult teachers. The study involved 11 special education K-12 teachers from Kingston, Jamaica, who shared their experiences through semi-structured interviews and lesson plans. Data collected were analyzed using Clark and Braun's (2016) six-step guide to thematic analysis. The findings from the study were consistent with current research, which reflected a lack of technology integration training, issues with technology, support and communication with parents, provision of devices and internet, and changing teaching methods. The implications of the findings revealed were a general sense of frustration because the expectations, support, training, and exposure to technology integration did not match. Online class attendance and participation in class activities were poor because of the lack of devices and the internet for students. Recommendations for practice from this study are consistent teacher technology integration training and updated educational technology for students, additional research in special education and technology in education, and a multiple case study comparing what has worked or not worked at the primary and secondary levels.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798374415377Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Educational technologyIndex Terms--Genre/Form:

554714
Electronic books.

The Impact of Online Teaching during COVID-19 on Special Education K-12 Teachers in Urban Jamaica.
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