Teachers of lower-SES students were less likely to have previous online teaching experience and reported the transition to remote instruction as more challenging¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The proportion of teachers with no previous experience teaching online rose from 40% in high-SES classrooms to more than 75% in low-SES classrooms, a statistically significant association (τc = 0.22). → Aymee Alvarez-Rivero 2023 q2 i? Switching to remote education was increasingly challenging for teachers with less online teaching experience and poorer digital skills. → Aymee Alvarez-Rivero 2023 (2)

Evidence¶

Aymee Alvarez-Rivero 2023¶

Aymee Alvarez-Rivero, Candice Odgers and Daniel Ansari. (2023). Elementary school teachers' perspectives about learning during the COVID-19 pandemic. npj Science of Learning 8:40. https://doi.org/10.1038/s41539-023-00191-w

q2 · i? · associational · r1

Cross-sectional survey analysis of 911 US and Canadian elementary teachers. The article reports the SES gradient in prior online teaching experience as statistically significant, τc = 0.22, p < 0.001, and notes it as an association that was "statistically significant"; no standardised effect size such as d or r is printed.

"the proportion of teachers with no previous experience teaching online goes from 40% for high-SES students, to more than 75% for low SES students. This association was statistically significant ðτc ¼ 0:22; p< 0:001Þ"

Aymee Alvarez-Rivero 2023 (2)¶

Aymee Alvarez-Rivero, Candice Odgers and Daniel Ansari. (2023). Elementary school teachers' perspectives about learning during the COVID-19 pandemic. npj Science of Learning 8:40. https://doi.org/10.1038/s41539-023-00191-w

q2 · i? · associational · r2

Survey correlational analysis reporting that perceived challenge of the switch was associated with less online experience (τc = −0.18) and poor digital skills (τc = −0.11), both p < 0.001. The article calls these associations significant without printing a standardised effect size or claiming causation.

"switching to remote education was increasingly challenging for teachers with less experience teaching online ðτc ¼/C0 0:18; p< 0:001Þ, and those with poor digital skills ðτc ¼/C0 0:11; p< 0:001Þ"

Discussion¶

Related Claims¶

• Technology access problems during the COVID shift were more prevalent among minoritized students and students from lower-income households — related
• Hispanic and low-income students reported more challenges and technology problems after the shift online than non-Hispanic White and higher-income peers; rural students did not differ — related
• Few New York charter teachers reported technology challenges during the remote transition (66% of schools said under a quarter of teachers did), with attention and engagement the more common difficulties — reports the opposite
• Faculty dispositions and use of technological affordances for online teaching changed over time during the pandemic — related
• The Covid-19 pandemic increased the design workload of university teachers as they migrated teaching online — related
• Teachers whose difficulties included using virtual tools were those without virtual teaching experience before the COVID period — related