Abstract

As schools transitioned to virtual education during the COVID-19 pandemic, teachers faced numerous instructional, technological, and emotional challenges. The purpose of this research study is to explore how K-5 elementary school teachers navigated the transition to remote instruction during all stages of the pandemic. Additionally, it examines teachers’ perspectives on technology integration in their classrooms throughout COVID-19, focusing on their preparedness, confidence, and instructional decision-making as they adapted to online teaching. A mixed-methods survey was distributed to 108 elementary school teachers in Madison County, Kentucky. The results revealed educators’ feelings and experiences with educational technology before, during, and after the pandemic. Participants also described their confidence levels while incorporating technology into their classrooms. The themes that emerged in their responses focused on student engagement, technology access, and time constraints. Teachers also reflected on the long-term impact of these experiences, including how virtual teaching strengthened their adaptability, expanded their instructional practices, and improved their ability to integrate technology meaningfully in both virtual and in-person settings. Based on the findings, a list of recommendations to prepare for future emergencies was developed including professional development and district policies. These findings contribute to a broader understanding of how educators can build resilience and instructional flexibility in the evolving landscape of education.

Semester/Year of Award

Fall 2025

Mentor

Emily Zuccaro

Mentor Department Affiliation

Teaching, Learning, and Educational Leadership

Access Options

Open Access Thesis

Degree Name

Honors Scholars

Degree Level

Bachelors

Department

Teaching, Learning, and Educational Leadership

IRB Approval Number (if applicable)

6749

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