Date of Award
9-22-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Mahauganee Bonds
Committee Members
Erin Cameron; Mitchell Henke
Abstract
This dissertation investigates the impact of pre-pandemic digital competencies training on K-6 teachers’ preparedness for the rapid shift to remote and hybrid teaching during the COVID-19 pandemic. With the sudden transition to online education, teachers, particularly those with limited technological experience, faced challenges in adapting to new digital environments. The purpose of this study was to explore how pre-pandemic training influenced teachers’ ability to effectively teach in these novel settings and identify the strategies they employed to overcome obstacles. The study was guided by sensemaking theory, which posits that individuals interpret new experiences based on their prior knowledge and existing frameworks. Using a qualitative research design, semi-structured interviews were conducted with a purposive sample of K-6 teachers who had received digital literacy training before the pandemic. The research questions centered on the influence of pre-pandemic training on teachers’ preparedness for remote teaching, the challenges they faced in applying digital competencies in novel environments, and how they adapted their instructional practices to surmount these challenges. Thematic analysis was utilized to identify recurring patterns and key themes within the data. The results revealed that pre-pandemic digital competencies training had a significant positive impact on teachers’ preparedness for remote teaching, particularly in terms of confidence with digital tools. However, challenges emerged in adapting teaching strategies to remote environments, specifically in maintaining student engagement and managing live virtual lessons. Teachers who received more extensive training were better equipped to integrate digital tools into their teaching practices, but additional support was deemed necessary for those with limited technological proficiency. The study concluded that ongoing and adaptable professional development is crucial for equipping teachers with the skills to navigate evolving teaching landscapes. Key recommendations include offering hands-on, practical training, addressing the challenges of remote learning, and provided targeted support to all teachers, irrespective of their level of technological expertise. Future research should examine the long-term impact of digital competencies training and the role of ongoing teacher development in improving student outcomes.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
King, Melissa Kay, "K-6 Teacher Perspectives Regarding Pre-Covid-19 Digital Competencies Professional Development and Teaching During the Pandemic" (2025). Student Theses and Dissertations. 1086.
https://arch.astate.edu/all-etd/1086
