Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Loren Naffziger

Abstract

AbstractThe forced use of emergency remote teaching (ERT) during COVID-19 school closures was sudden, disruptive, and difficult for teachers, leading to a minimal understanding of how to support secondary school teachers’ use of online educational technology after the ERT experience. The purpose of this qualitative study was to understand how to support secondary school teachers’ use of online educational technology after the ERT experience. The technology acceptance model was the framework used in this study. The research questions explored the framework by asking about teacher perspectives of support, usefulness, and ease of use of online educational technology. The data collection method for this general qualitative study was semistructured interviews with 12 secondary school teachers who experienced ERT. This study supports that there are still unmet support needs for online education, and the ERT experience changed the participants’ perspectives of perceived usefulness and perceived ease of use of online education to positive. An incidental finding was that ERT was disruptive. The findings support a positive social change to meet students’ technology needs for higher education and future employment by understanding how to support secondary school teachers’ use of online educational technology after the ERT experience.

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