10/11/2024
By Zakkiyya Witherspoon
The School of Education invites you to attend a doctoral dissertation defense by Christine M. Casatelli, “A Comparison of Teacher ICT Attitudes, Skills, and Tools in Teaching Practices Before COVID-19 Pandemic and Today.”
Candidate: Christine M. Casatelli
Degree: Doctoral in Research & Evaluation in Education
Defense Date: Wednesday, Oct. 23, 2024
Time: 9 am.m
Location: Coburn Hall Room 245
Thesis/Dissertation Title: "A Comparison of Teacher ICT Attitudes, Skills, and Tools in Teaching Practices Before COVID-19 Pandemic and Today”
Dissertation Committee
- Chair: Hsien-Yuan Hsu, Ph.D., Associate Professor of Research and Evaluation in Education, Interim Department Chair, School of Education, University of Massachusetts Lowell
- MinJeong Kim, Ph.D., Associate Professor, School of Education, University of Massachusetts Lowell
- John Brown, Ed.D., Clinical Associate Professor of Education, School of Education, University of Massachusetts Lowell
Abstract:
The COVID-19 pandemic significantly disrupted K-12 education, forcing a swift transition to emergency remote teaching for English Language Arts (ELA) teachers, many of whom had little experience incorporating information and communication technologies (ICT) into their writing instruction. This study addresses a critical research gap by examining how teacher attitudes towards ICT, their ICT skills, and use of ICT tools were associated with ICT integration in teaching practices before the pandemic and in Spring 2024. It also examines teacher satisfaction with district-provided ICT support, training, and resources during the pandemic, and gathers teacher feedback on which types of assistance were most effective and most needed as they integrated ICT in their teaching practices. Additionally, the study explores how teachers perceive changes in their current ICT use in the classroom post-pandemic. Survey data, collected from 150 ELA teachers in Massachusetts secondary schools between April and May 2024, was evaluated using descriptive statistics, multiple regression analysis, factor analysis and paired sample t-tests. The survey included both quantitative questions and open-ended responses, combining statistical analysis with qualitative insights into teacher experiences. Key findings reveal that, both before and especially after the pandemic, ICT skills and use of tools emerged as the strongest predictors of ICT integration, with teacher attitudes being less influential. This challenges the core assumption of the Will-Skill-Tool (WST) Model of Technology Integration, which asserts that teacher attitude (Will) is the primary driver of ICT integration, while Skill and Tool play secondary roles. The findings suggest a significant shift in what drives ICT integration, likely facilitated by the additional support, training, and resources provided during the pandemic. Despite negative attitudes towards ICT both before and after the pandemic, teachers with adequate ICT skills and ICT tools are more likely to integrate ICT into their current teaching practices, potentially improving student outcomes. This study demonstrates that teacher