Abstract
In January 2020, in response to the emergence of Covid-19 in mainland China, the Hong Kong Polytechnic University (PolyU) suspended face-to-face classes and introduced online teaching and learning. This autoethnography explores how I, as an Educational Development Officer in the Universityâs Educational Development Centre (EDC), supported teachers in implementing synchronous online teaching. Using Cultural Historical Activity Theory (CHAT), I analyse the multiple factors that influenced me in carrying out my role, and highlight the contradictions in my activity system. Drawing on personal memories, as well as online documents, emails, text messages and webinar recordings, the study reveals how an unprecedented crisis provided not only novel challenges, but also opportunities, both for innovation in educational development in my institution and for my own professional development. Its aim is to help me build on any institutional innovation and personal professional development that might have emerged from this period, and, through recommendations, aid other educational developers in implementing technological innovation in times of crisis or change. Keywords: analytical autoethnography; Covid-19; cultural-historical activity theory (CHAT); educational development; synchronous online teachingPart of the Special Issue Technology and educational âpivotingâ in the wake of the Covid-19 pandemic <https://doi.org/10.21428/8c225f6e.0a9292af>
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
