High-/Low-/No-Tech: Toward a Simplified, Practitioner-Centered Framework for Virtual Learning and Beyond

Authors

Janine S. Davis, University of Mary WashingtonFollow
Christy Irish, University of Mary WashingtonFollow
Melissa Wells, University of Mary WashingtonFollow
Kristina A. Peck, University of Mary WashingtonFollow
Courtney Clayton

Document Type

Article

Digital Object Identifier (DOI)

10.9743/JEO.2023.20.4.5

Journal Title

Journal of Educators Online

Publication Date

2023

Abstract

This qualitative study explored the use of the terms high-, low-, and no-tech among pre-service teachers during a sudden shift to virtual instruction. Focus areas included how pre-service teachers and mentor teachers described the role and purpose of these varied levels of technology for their teaching in a virtual setting. The findings show that choices related to levels of technology use are nuanced and complicated and include a need for consideration of the context. We include a simplified framework to guide future instructional decisions for the integration of technology at various levels.

Comments

The definitive article is available on website of Journal of Educators Online: https://www.thejeo.com/.

Publisher Statement

JEO is an Open Access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author.

Recommended Citation

Davis, Janine S., Christy Irish, Melissa Wells, Kristina Peck, and Courtney Clayton. 2023. “High-/Low-/No-Tech: Toward a Simplified, Practitioner-Centered Framework for Virtual Learning and Beyond.” Journal of Educators Online 20 (4). https://doi.org/10.9743/JEO.2023.20.4.5.