A Program Evaluation of Teacher and Administrator Perceptions of Technology Integration at the K-6 Level in the Seneca Valley School District and the Impact of COVID-19
Instructional Technology (EdDIT)
School of Education
Joseph C. Kush
Jeffrey T. Roberts
Educational Technology, K-12 Education, COVID-19 Pandemic, Elementary Education, Program Evaluation, Technology Program Evaluation
Education and learning were upended in 2020 due to the COVID-19 pandemic. Approximately 1.6 billion learners in more than 190 countries were impacted by the pandemic with 90 percent of countries adopting digital or remote learning policies (United States Department of Education, 2021). This program evaluation of teachers’ and administrators’ perspectives examined how well technology integration was taking place in K-6 grade classrooms in the Seneca Valley School District. Due to the interruption of traditional learning because of the COVID-19 pandemic, it was an opportune time to examine both teachers’ and administrators’ perceptions about the district’s level of success at integrating technology.
K-6 administrators and general education teachers in the Seneca Valley School District answered questions and provided their feedback about technology integration through an online survey. Teacher responses were also elicited through focus group interviews. Teachers and administrators were overwhelmingly positive, especially given the difficulties that they faced during such an unprecedented time. Despite many challenges, the district did a proficient job with both the transition to and the execution of remote learning. Teacher confidence with technology increased due to district-provided training, and the district’s 1:1 device initiative was an invaluable tool in continuing to educate students.
Koch, B. (2022). A Program Evaluation of Teacher and Administrator Perceptions of Technology Integration at the K-6 Level in the Seneca Valley School District and the Impact of COVID-19 (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/2097
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