Abstract
The closing of schools world-wide in March 2020 due to the COVID-19 pandemic resulted in a rapid and unexpected shift from predominantly in-person teaching to online teaching practices. As teacher educators in the field of educational technology, we wondered about the preparedness of teachers for making the transition to fully online environments. Through an internationally distributed survey consisting of predominantly open-ended questions, we captured teachers’ perceptions of this transition. We aimed to inform our practice and that of other teacher educators about the strengths and weaknesses of professional development designed to develop teachers’ digital competence. In this paper, we present data from Norwegian (n = 574) and US (n = 239) teachers related to their elaborations on readiness. We qualitatively examined data for evidence of extent of preparedness and alignment to the pedagogical, ethical, attitudinal, and technical dimensions of digital competence. Findings indicated themes related to extent of preparedness, trends in preparation, focus on digital tools, teacher agency without autonomy, collaboration/networks, and challenges for work and learning lives. Findings informed implications and recommendations for the professional development of teachers’ digital competence at the teacher education, K-12 schools, and school policy/leadership levels.
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