How Korean K-12 Educators Adapted to Online Teaching and Promoted Digital Equity During COVID-19: A Mixed-Method Study on Practices and Perceptions

Eunhye Grace Ko, Soo Hyoung Joo, Kyu Yun Lim, Paul E. Resta, Eun Kyoung Jang


The abrupt transitions to online teaching during COVID-19 have exacerbated educational discrepancies worldwide. South Korean schools faced similar challenges primarily due to the insufficient infrastructure and pedagogical guidelines for online teaching. This mixed-method case study investigated how Korean K-12 teachers and administrators converted to online teaching and addressed related digital equity issues during their first semester of online teaching in response to the pandemic. Interviews, as well as survey responses at the beginning and end of the semester, were analyzed through Activity Theory (AT) and Technological Pedagogical Content Knowledge (TPACK) frameworks. The study's key insights were that the digital equity issue is related to quality teaching issues beyond infrastructural problems and that teachers took various strategies to maximize the effectiveness of their blended teaching. We aim to shed light on supporting equitable online learning and sustaining positive changes in the post-COVID era.

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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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