"It Made Us Feel More Connected": An Examination of Secondary Mathematics Teachers Technology Integration during the First Year of COVID Teaching

ABSTRACT

At the beginning of the COVID-19 pandemic, there was a mass shift to online, virtual, and hybrid learning. Soon thereafter, educators and researchers realized that the pandemic would result in significant paradigm shifts in teaching and learning as classrooms moved into online and hybrid spaces. Two years later, very little change has occurred in the modalities of schools and schooling and current evidence suggests that learning decreased during the COVID-19 pandemic. Given these salient facts, this study investigated how technology was integrated into classrooms during the COVID-19 pandemic utilizing the SAMR model. Findings indicate that despite the ubiquity of technology during this time, most educators utilized technology to recreate traditional, in-person learning experiences rather than using technology to redefine what the classroom could be or create new paradigms for teaching and learning.