Exploring digital technology use in K-12 education after COVID-19: implications for teacher education programmes

Digital technologies are being used more in K-12 classrooms than prior to COVID-19, which forced many schools into emergency remote teaching (ERT). Drawing on Experiential Learning Theory and using case study methodology, the authors explored what digital technologies were used prior to ERT in K-12 teacher practice, as well as those introduced for ERT. Teacher participants identified which technologies remained or were eliminated from practice once the possibility of ERT scenarios diminished. Data were collected through an online questionnaire (N = 24), semi-structured interviews from a subset of nine participants, documents provided by six participants and analytic memos. Findings revealed most technologies added for ERT have become an established part of teacher practice. Teachers reported having improved access to technology during ERT, enabling them to explore and use new technologies. This study serves to inform practitioners, teacher education programmes and researchers with a focus on technology-enhanced learning.