Date of Award

2021

Document Type

Dissertation

Degree Name

Philosophy (Ph.D)

Department

Education Specialties

First Advisor

Kyle Cook

Second Advisor

Clare Irwin

Abstract

Technology has been the highlight of the 21st century, and its rapid advancement has undeniably changed the world we live in today. The field has been saturated by digital applications (apps) such as Facetime, WhatsApp, GroupMe, and a plethora of educational apps such as Math Series, The Elements, and History Tools. Additional apps have magnified in popularity since the world moved to virtual learning during the COVID-19 pandemic which devastated the global economy and shut down in person education systems around the globe. Google Classroom from G-Suite for Education was immediately embraced to facilitate the educational process allowing students and teachers to continue communication and engagement during the unprecedented COVID-19 global pandemic. According to (Vynck & Bergen, 2020), Google Classroom has double the active users since March 2020, with approximately 100 million users worldwide to date. Google Classroom’s video conference application Meet is being used 25 times more than it was in January of 2020, with a total of 120 million users, up from 90 million in 2019 (Vynck & Bergen, 2020). The purpose of this study was to explore the experiences of teachers using Google Classroom during the COVID-19 pandemic. There were 14 participants from urban and suburban schools in the state of New York, 11 females and 3 males ages 27 through 61, with diverse race and ethnic backgrounds. They taught grades K through 12, diverse student populations, and most held a master’s degree. Using a phenomenological approach, the researcher interviewed each participant on the Zoom platform, engaging them with open ended questions to share their perceptions of virtual teaching. The study analysis revealed six themes which were: The Pros and Cons of Remote Teaching; Cameras and Engagement; “Sink or Swim”: Professional Development to Teach Remotely; I am Not a Techie, But I am Learning; Stress and Disconnect; and Education after COVID-19. This study provides district and school leaders with invaluable information on teacher support and development, parent engagement, closing the digital divide, and the need for social emotional support to address a public health crisis for all to have a healthy mindset moving beyond the COVID-19 pandemic.

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