Examining K-12 Teachers’ Digital Competency and Technology Self-Efficacy During COVID-19 Pandemic

Abstract

This study used an online survey to collect data from K-12 teachers (N=109) across twelve states in the U.S. The goal was to examine teachers’ experiences, digital competency, and instructional technology selfefficacy as they transitioned from in-person to virtual learning environments. We found that a) many teachers had the digital competency for classroom instruction, they could not engage effectively with their students due to inadequate training for online instruction and limited digital tools and resources, b) teachers’ level of digital competency corresponded with their self-efficacy, and c) the COVID-19 Pandemic further exposed the existing digital divide and inequitable distribution of resources.