Making Education System Resilient: Examining How the COVID-19 Changed

the Way Primary Teachers Use Technology.

A research project submitted

By

Noor Ul Ain Ayub

Department of Education

In partial fulfillment of

The requirement for the

Degree of

BACHELOR OF EDUCATION

This research project has been

Accepted by the

FACULTY OF EDUCATION DEPARTMENT

NUML University Karachi Campus

Submitted to:

Course Supervisor

Sir Saad Muzaffar

11th March, 2024

 Table of Contents

Declaration ..................................................................................................................................................iv
Acknowledgement ........................................................................................................................................ v
Dedication ....................................................................................................................................................vi
Abstract ......................................................................................................................................................vii
Chapter 1 Introduction ............................................................................................................................... 1
1.0 Chapter Preview................................................................................................................................... 2
1.1 Background to the study ...................................................................................................................... 2
1.2 Statement of the problem ..................................................................................................................... 2
1.3 Research Questions/Objectives ........................................................................................................... 3
1.4 Purpose of the Study ............................................................................................................................ 3
1.5 Justification of the Study ..................................................................................................................... 4
1.6 Scope of the Study ............................................................................................................................... 4
1.7 Delimitation of the Study....................................................................................................................4
1.8 Key Terms in the Study......................................................................................................................5
Chapter 2 Literature Review ...................................................................................................................... 6
2.0 Literature Review .......................................................................................................................... 6-11
Chapter 3 Research Methodology ............................................................................................................ 12
3.0 Chapter Preview................................................................................................................................. 13
3.1 Methodology ...................................................................................................................................... 13
3.2 Target Population............................................................................................................................... 13
3.3 Sampling Techniques......................................................................................................................... 14
3.4 Instrument Development ................................................................................................................. 14
3.5 Plan of Data Collection ...................................................................................................................... 15
3.6 Data Analysis and Presentation ......................................................................................................... 15
Chapter 4 Data Analysis and Results................................................................................................. 16-29
Chapter 5 Discussion and Conclusion...................................................................................................... 30
5.0 Chapter Preview................................................................................................................................. 31
5.1 Major Findings................................................................................................................................... 31
5.2 Recommendations.............................................................................................................................. 32
5.2 Conclusion.........................................................................................................................................33

References............................................................................................................................................. 34-36

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APPENDIX: Open-Ended Interview Questions.......................................................................36

iii
 Declaration

I hereby declare that this project is my own original work. It is being submitted in partial
fulfillment of the degree of Bachelor of Education (B.Ed) at the NUML University Campus,
Karachi, and Sindh, Pakistan. It has not been submitted before for any degree or examination in
any other University.

Noor-ul-ain Ayub Signature: __________________`

_________________

Date: ____________________

Supervisor Signature: __________________`

_________

iv
 Acknowledgement

Thanks to Allah almighty for His numerous blessings upon us, the greatest of which is that he
has led us to the right way and blessed us the holiest prophet, Hazrat Muhammad (P.B.U.H).

First and foremost, I want to express my gratitude to my Supervisor, Sir Saad Muzaffar, for his
constant encouragement, guidance, and inspiration during my research. His knowledge, wisdom,
and persistent dedication to excellence have been crucial in forming this study.

I would like to thank the study's participants for their willingness to participate and for spending
the time and effort necessary to provide the necessary data.

Last but not least, I want to express my gratitude to my family, friends, and coworkers for their
constant love and support, for believing in me, and for their tolerance during my long workdays.
To them, I dedicate my study.

Thank you all for your contributions to this research project.

v
 Dedication

I want to dedicate this achievement to my beloved family, friends and teachers, especially my
teacher, Sir Saad Muzaffar who provided me immense moral support and guidance.

vi
 Abstract

The COVID-19 pandemic has upended traditional education systems worldwide, compelling
educators to rapidly adapt to remote and online teaching methodologies. This qualitative study
investigates the factors that can make the education system resilient in any contingent situation like
Covid-19 and identify the factors that hinders online teaching and to probe solutions for the smooth
alternative method of education. Moreover, to propose strategies in this regard. Fifteen interviews
were conducted with the primary teacher of schools in Gulshan-e-Maymar. Results of the study
showed that teachers got formal and informal professional development opportunities by using
technology during Covid-19. The school shifted its education system from physical to online and
changed its teaching methodology. Resultantly, students also had to adapt to the changes. To
provide online education, different channels were used by the schools to deliver education.
However, some problems have occurred while teaching online but gradually solutions to those
problems were made by the school management and teachers. The study examines the timeline of
instructional delivery, formal and informal professional development opportunities related to
technology, and the circumstances that contributed to teachers' implementation of new technology
in their teaching assignments. The research aims to develop efficient tactics and interventions to
help educators during this challenging period and make recommendations for improving the use of
technology in education post-pandemic.

vii
 Chapter 1
Introduction

1
1. Chapter Preview

A worldwide epidemic that occurred in March 2020 compelled instructors all across the globe to rethink the
way they taught children. Notwithstanding the closure of the physical school facilities, instructors were still
obliged to educate pupils virtually. Teachers, school administrators, and system leaders were compelled to act
fast to continue teaching and learning for their children. Teachers felt various emotions as they participated in
this transformation over the 2019–2020 school year and the 2020–21 academic year. To understand how
instructors participated in the transition process, this research looked at their experiences throughout the
COVID-19 epidemic.

1.1 Background of the Study

Technology is becoming an increasingly important instrument for society due to the rise in the number of
people using it in their everyday lives. While regulatory changes have elevated the significance of using
technology in the classroom, some instructors still stick to their tried-and-true methods of delivering lessons,
developing assignments, and evaluating student progress. Teachers had to modify how they used technology
for these reasons due to the COVID-19 epidemic. Schools ceased operations in March 2020, and instructors
had to continue their educational objectives on a virtual platform. Instructors were forced to adapt how they
taught their pupils and find new methods to employ technology to achieve these aims. According to research,
instructors must get an excellent education in using technology before they can successfully incorporate it into
their lesson plans (Heep et al., 2015). Technology can be a tool that improves and supports learning objectives
when instructors know when and how to utilize it (Lamb, 2021). School systems and instructors face several
challenges when incorporating technology into their instructional design (Ertmer & Ottenbreit-leftwich, 2013).
Instructors encounter several obstacles when kids attend classes in person and without constraints throughout
conventional school years. Teachers had to alter how they utilized and depended on technology to provide
lessons due to the COVID-19 outbreak. Change is a process that aims to improve little details at a time, but
there was little time available during this forced change (Huck, 2021).

1.2 Statement of the Problem

Governments mandated lockdowns and limitations in response to the COVID-19 epidemic, affecting how many
individuals carry out their everyday personal and professional tasks. Schools switched from face-to-face to
online education (Carroll & Conboy, 2020). Prior to the mandatory closures, the majority of instructors

2
employed technology in their classrooms. However, they become incredibly dependent on technology to
deliver, present, plan, and evaluate their pupils' learning. Teachers' reliance on technology shifted towards the
end of the 2019-2020 school year and through the 2020-2021 school year. This reform strongly emphasized
family participation, accessibility, building access, and integration measures. The success of technology
integration depended on providing communities and schools with the necessary infrastructure. To supply more
bandwidth, this led to partnerships being formed between local groups and schools. More than just having
access to technology is needed to change the way instructors provide teaching and create learning opportunities.
Every statewide implementation entails developing a new procedure for a concept, plan, or sequence of actions.
This study examined the process of how the COVID-19 pandemic changed the way primary teachers delivered
instruction through the use of technology and made a resilient education system, and found strategies to assist
educators in the future, particularly when coping with emergencies like the Covid-19 pandemic.

1.3 Research Questions/ Objectives

1. How education system can be made resilient in situations such as Covid-19?

2. How to examine how the COVID-19 Changed the Way Primary Teachers Use Technology?
3. What are teachers’ perceptions of the changes in the use of technology they made for instructional delivery
and resiliency because of the COVID-19 pandemic?
4. How digital technology can be used alternatively to conduct classes?

1.4 Purpose of the Study

This research focused on the changes that technology-based instructional design for standards-based curricular
objectives caused in instructors in grades 3-5. To determine how instructors reacted to change, researchers
looked at how technology was used in classrooms before the pandemic-related closures that were required in
March 2020. The research addressed the following question: How has the COVID-19 epidemic affected
instructors' use of technology to impart knowledge after switching from in-person instruction to virtual or
hybrid learning? By addressing this issue, the study may guide administrators and instructors in thinking about
how change was experienced and how it influenced their instructional design. The data may educate school
systems, administrators, and educators on the transition process and how impediments influenced their capacity
to acclimatize to a new manner to offer to teach. Through a closer examination of how this required shift
compelled instructors to assess their use of technology in the classroom, it was shown that there were obstacles
that prevented, slowed down, or encouraged changes that happening. This research aimed to investigate how

3
teachers perceived changes in how teaching was delivered and learning opportunities were available via
technology from March 2020 through May 2021 during the COVID-19 pandemic.

1.5 Justification of the Study

This study addresses the critical role of technology in education, particularly amid the COVID-19
pandemic's push toward virtual teaching. It delves into instructors' experiences during this rapid shift,
offering insights into their adaptation of instructional design. By examining varying levels of technological
proficiency, it provides practical guidance for educators and leaders. Timely amidst the pandemic's ongoing
impact, the study contributes to enhancing technology integration by identifying challenges, successes, and
areas for improvement. With a focus on real-world implications, it offers actionable strategies for
leveraging technology effectively in lesson plans, fostering better learning outcomes in digitally driven
educational environments.

1.6 Scope of the Study

This research has a vast scope because it provides leaders and educators with insights into how instructors
underwent a mandated shift that significantly impacted how they used technology in their lesson plans.
Information and communication technology plays vital role in teaching and its importance is increasing day to
day (Muzaffar et al., 2021). The researcher will discuss the system expectations, professional development
possibilities, and experiences of instructors with various degrees of technology integration expertise. These
encounters will shed light on the difficulties and triumphs that instructors faced while navigating this seismic
upheaval in teaching. When given the responsibility of modifying their instructional design, leaders and
instructors may benefit from this study's detailed account of the participants' experiences (Zhao, 2021).

1.7 Delimitation of the Study

Via a phenomenon, a phenomenological investigation gathers participant experiences. Researchers may identify
emergent themes in participants' language during interviews (Patton, 2015). When instructors are under societal
pressure to respond a certain way, responses may change the epidemic did not give teachers and leaders the
time they needed since they understood that every change required little acts with support and feedback. With
little warning and less advice, this transformation was imposed (Winter et al., 2021).

4
. While discussing their perceived shortcomings, teachers could get defensive. The participants in this research
were private school systems' teachers of students in grades 3 through 5.

1.8 Key Terms in the Study

Education system, Resilient, Covid-19, Technology, Professional development

5
Chapter 2
Literature
Review

6
2. Literature Review

A literature or narrative review is a comprehensive examination and analysis of the published literature on a
specific topic or research question. It involves identifying, analyzing, and evaluating relevant literature to gain
insight into the current state of knowledge in a particular field. It contains the most pertinent studies and points
to important past and current research and practices. It provides background and context, and shows how your
research will contribute to the field. Literature reviews contribute to a deeper understanding of the subject
matter and provide a foundation for new research questions or hypotheses.

Impact of COVID-19 on Education Shifts and Challenges

Education has been significantly impacted by COVID-19, which has created difficulties for teaching and
learning related to educational shifts, work-life balance, in-person encounters, and physical and emotional
health (Colclasure et al., 2021). The experience of teaching urban design research techniques online while the
UK was under the early COVID-19 shutdown is examined in this article. In the context of global health
emergencies, it explains essential factors to guide the creation of more adaptable and robust methods for online
education (Peimani & Kamalipour, 2021). Due to the COVID-19 epidemic, 257 university mathematics
professors from 29 nations participated in an online poll to share their knowledge on available technology,
efficient online teaching methods, and student assistance. (Ní Fhloinn & Fitzmaurice, 2022). This research
evaluates students' online learning experiences and preparedness for online learning during the COVID-19
epidemic in Jordanian universities. It was discovered that students from distant and underprivileged regions
encountered difficulties like limited technical reach, unreliable internet, and complex learning settings. (Alsoud
& Harasis, 2021)

Accelerated Transition to Online Learning for Physiotherapist Education

With advantages like teacher upskilling, advances in teaching and tools, and better results, the COVID-19
epidemic sped up the transition to online learning for physiotherapist education in Australia and globally. The
creation of material for various distribution methods took time, and some components of physiotherapist
education should still be taught in person.(Bampton et al., 2022) Due to the COVID-19 epidemic, PT programs
in Australia and other countries are now being taught online. This Sydney-based qualitative research looked at
the leaders and instructors of physiotherapists who taught the new techniques online. Plan modifications
brought on by the cessation of classroom activities and the delay of off-campus activities demand the hunt for
equally effective substitutes, which online instruction can provide. (Landicho, 2021). The COVID-19 epidemic
7
has disrupted educational institutions and has affected 94% of the student population worldwide. To handle this,
developing and implementing new educational frameworks and evaluation techniques, like digital learning, is
critical. (Pokhrel & Chhetri, 2021)

Disruption and Adaptation of Educational Systems Worldwide

The nation's scale and the complex teacher preparation system made it difficult to adjust the Russian
educational system to the COVID-19 epidemic. Teachers' preparation during the epidemic can potentially
become significant patterns that guarantee the continuity of the country's educational system under challenging
circumstances. (Valeeva & Kalimullin, 2021) The findings of a poll of early career teachers conducted in
Germany in May and June 2020 are presented in this article. The survey revealed that information and
communication technologies (ICT) tools were crucial in helping teachers adjust to online instruction during the
COVID-19 school cancellations. Implications for the discipline of teacher education and instructors' use of ICT.
(König et al., 2020)

Challenges in Adjusting Educational Systems to the COVID-19 Pandemic

Education systems worldwide are under continuous strain to adapt to shifting requirements. The Covid-19
epidemic has highlighted the importance of adopting flexible practices to promote efficient teaching and
learning. This research analyses the steps higher education institutions have made to support the delivery of
education to guarantee learning progression and offers recommendations for carrying out instructional
activities. To satisfy the demands of the new paradigm, educational leaders must reconsider content production
and sharing and create working groups. (Mbhiza, 2021)

Challenges in Adjusting Educational Systems to the COVID-19 Pandemic

Educators are preparing generations of pupils for careers that are yet unimagined. This situation is made worse
by ongoing technology advancements. Every aspect of our life has been improved by technology, including
entertainment, everyday productivity, communication, and education. In today's technologically advanced
society, accessibility, convenience, and interactivity have all risen. As the field develops alarmingly, instructors
may need help integrating relevant technologies. Teachers need to keep up with developments in technology
integration and use. Students are given the skills they need for success in a changing system when learning
opportunities are created where they are actively involved in learning about their surroundings. Technology aids
educators in reaching this objective (Poth, 2019)

8
Integration of Information and Communication Technologies in Education

While there has been a drive for technological integration since the early 2000s, curriculum design has yet to
consistently and successfully embrace it (Col & Magnoler, 2018). Various internal and external factors
influence unsuccessful attempts to integrate technology in the classroom. The exterior obstacles were referred
to be institutional by Ertmer (Ertmer & Ottenbreit-leftwich, 2010). Among the factors are access to
technological tools, system-wide implementation strategies, ongoing assistance, and sufficient training.
Learning communities, teacher effectiveness, and teachers' value views about the importance of technology
integration are all internal factors that impact how much and how well technology is integrated into the
classroom. The World Health Organization (WHO) (2021) designated the Coronavirus illness 2019 (COVID-
19) to be a pandemic on March 12, 2020, sparking a global disaster. Severe Acute Respiratory Syndrome
Coronavirus 2 (SARS-CoV-2) was revealed to be the source of COVID-19, which propagated from person to
person (WHO, 2021). The global COVID-19 pandemic led to a significant transformation of social norms and
interaction. By decreasing the spread of COVID-19, schools switched to virtual learning to address the possible
health concerns of in-person training (Viner et al., 2020)

Evolution of Technology Integration in Education

Global educational institutions had difficulties in March 2020 when the SARS-CoV-2 Coronavirus swept over
the nation. Instructors had to change how they delivered lessons regularly, and they mostly used technology to
teach their standards-based curriculum. These obstacles ranged from instructional methods to infrastructural
design. The research focused on how technology integration has changed to improve the instructional design in
the classroom and student learning philosophies. As schools were forced to close in 2020, instructors
discovered other methods to educate their pupils electronically. With the COVID-19 phenomena, school
districts have limited time to develop solutions or educate teachers on ineffective practices (Singh & Thurman,
2019)

Factors Affecting Technology Integration in Education

The difficulties of effectively integrating technology in a meaningful manner are caused by various factors
(Pittman & Gaines, 2015). The primary external hurdles are inadequate infrastructure, device accessibility,
implementation plans, assistance, and appropriate training. Teachers' opinions on technology, learning
communities, and teacher effectiveness are among the internal hurdles. Leaders must assist their staff members
in resolving technical issues throughout the day. Instructors pace their classes to maximize learning possibilities
9
and are mindful of time; having help to handle any technology-related concerns right away boosts teachers'
confidence in integrating technology (Ertmer & Ottenbreit-leftwich, 2013).

Professional Development and Technology Integration

Learning theories apply to teachers when they participate in professional development. Professional
development for teachers is more successful when it is ongoing and content-related, according to the TALIS
study (Reimers et al., 2020). The use of technology in the classroom improves learning, and students should be
studying specialized technical skills. However, the employment of technology is not necessarily efficient or
acceptable just because it is there (Davies & West, 2014). Understanding of educational environments (i.e.
workings of the group or classroom, the governance and financing of school districts, and the character of
communities and cultures)—knowledge of the intellectual and historical underpinnings of educational aims,
purposes, and values.

The Importance of Technology, Pedagogy, and Content Knowledge (TPACK)

Understanding of the curriculum, focusing on the resources and programs teachers use as their tools of the
trade. The specific mix of content and pedagogy that is only the domain of teachers—their particular kind of
professional understanding—is known as pedagogical content knowledge. (Harris et al., 2009) built on
Shulman's concept by integrating technological knowledge to develop a new framework of Technology,
Pedagogy, and Content Knowledge (TPACK). Technology knowledge was added by Koehler and Mishra
(2009) into the TPACK framework to demonstrate how the three are essential for meaningful and successful
technology integration. Technology would be utilized as a tool in isolation rather than as a tool to improve and
increase the degree of knowledge if this factor had not been considered in the lesson's design.

Challenges and Opportunities in Technology Integration for Learning

Technology may hinder or aid learning depending on the application utilized for the activity. Instructors must
be familiar with the drawbacks and advantages of different technology equipment. They must be conversant
with the apps to choose the tool that would best improve learning. Although technology is increasingly common
in classrooms, some instructors hesitate to use it in their teaching methods. This unease is linked to a lack of
assurance that the result will not jeopardize instructional time and student progress (Lei, 2010). Instructors are
unwilling to take a chance at losing instructional time because they are confident in the learning outcomes of
conventional teaching methods.

10
Leadership Strategies for Effective Organizational Change in Education

(Fullan et al., 2011) outlined six secrets leaders use as a road map for influencing change for the company's
benefit. Love your workers, engaging with peers for a reason, focusing on capacity development, treating
learning as work, following transparency guidelines, and letting systems learn were some of the secrets
revealed. Fullan concentrated on bringing about organizational change and motivating the team to work
constructively. He stressed the leader's responsibility to put the generation of knowledge first by creating and
enforcing procedures for members to share their expertise. Leaders encourage problem-solving by fostering
connections with a purpose. Teachers use a similar procedure to make modifications in their classrooms.
Leaders and educators will be more conscious of their work if they know the ideas behind the organizational
transformation. Beginning the process by coordinating their communications and interactions to alter how they
see technology, supporting the transformation process, motivating, and taking chances will result in more
confident and informed instructors.

11
 Chapter 3
Research
Methodology

12
3.0 Research Methodology

3.1 Chapter Preview

The COVID-19 pandemic has profoundly affected several aspects of society, including education. Educators
have had to modify their teaching strategies and use technology in their instructional practices more than ever
due to schools' widespread closure and the trend toward remote and online learning. To develop efficient tactics
and interventions to help educators during this challenging period, it is essential to comprehend how this
epidemic has affected teachers' usage of technology in the classroom.

3.2 Methodology

Research methods refer to the specific approaches, techniques, and procedures used to collect, analyze, and
interpret data. Research methods are an integral part of the research process and are chosen based on the nature
of the research question, the type of data needed, and the overall research design. Qualitative research is a
helpful method that draws on the participants' opinions, perceptions, and experiences when describing a
phenomenon. This study methodology was used to thoroughly analyze teachers' experiences utilizing
technology to teach both before and during the epidemic. This approach enables researchers to comprehend the
phenomena from others' points of view (Austin & Sutton, 2014). The semi-structured interviewing method was
used.

3.3 Target Population

Population refers to the entire group of individuals, objects, or elements that are the focus of a study. It
represents the complete set of entities a researcher is interested in studying. Various characteristics or criteria,
such as geographic location, age, gender, occupation, or any other relevant attribute, can define it.

The population in research is the target group to which the findings and conclusions of a study are intended to
be generalized. Teachers of the third through fifth grades from nearby private school systems of Gulshan-e-
Maymar town of Karachi were employed in the study. Leadership in the school has an impact on the goals,
freedom, and support of teachers (Fullan, 2001). Teachers at private schools serving students in grades 3–5
having more than 5 years of teaching experience participated in the study. To give experiences with the issue
under study, the researcher utilized three school systems. The population of instructors chosen by the researcher
was in line with the study's objectives (Patton, 2002)

13
3.4 Sampling Techniques

Sampling is the process of selecting a subset of individuals, cases, or elements from a larger population for data
collection and analysis. Sampling is a crucial step in the research process, as the quality and representativeness
of the sample can significantly impact the validity and generalizability of research findings. Sampling aims to
obtain a sample representative of the larger population so that the findings can be generalized beyond the
sample to the population of interest.

The researcher contacted primary school teachers from three school in Gulshan-e- Maymar town of Karachi
who were teaching language, arts, Mathematics, social studies, or science to choose participants. Potential
participants in each of the systems received an email. After participants consented to participate in the research,
they were requested to provide names of other educators who may also be interested; 15 participants were
selected for the study, and were engaged in the interviews. The study's participants consented to participate and
were free to withdraw at any time.

3.5 Instrument Development

The interviews aimed to examine the changes that took place when instructors were pressurized to switch from
in-person training to virtual or hybrid instruction, depending on the system. The researcher conducted
participant interviews to determine how the pandemic affected choices for using specific technological tools for
delivering education. Nine interview questions were designed to conduct the interview from primary teachers.

1.How did the instructional delivery timeline unfold in your school system from March 2020 to May 2021?

2. What formal professional development opportunities you have experienced related to technology?

3. What informal professional development opportunities you have experienced related to technology?

4. What circumstances contributed to your implementation of new technology in your teaching assignment?

5. Which organizational factors influenced the change of using technology for instructional delivery?

6. How your professional perception integrate the relationship between technology and student learning?

7. Which mediums of technology did you use during the COVID times for teaching?
14
8. What problems were faced during teaching by using technology? How can those problems be solved?

9. How can school become resilient to cope any such situations in future by using technonlogical methods?

3.6 Plan of Data Collection

Data collection is gathering information or data from various sources or subjects to answer research questions,
test hypotheses, or address research objectives. Data collection is a critical step in the research process as the
quality, accuracy, and reliability of the data collected can significantly impact the validity and reliability of
research findings.

To gather data, the researcher employed a semi-structured interviewing method. Fifteen primary teachers from
three schools of Gulshan-e- Maymar town of Karachi were asked nine interview questions to collect the data.
The researcher and each participant performed the interviews one-on-one. The researcher utilized open-ended
questions to guide the interview process. The semi-structured interviews may help learn how participants
understand and evaluate a phenomenon, according to McMillan and Schumacher (2010). According to Patton
(2002), the goal of open-ended inquiries is to aid the researcher in comprehending the viewpoint of a
participant.

3.7 Data Analysis and Presentation

Data analysis refers to examining and interpreting data collected during the research process to derive
meaningful insights, draw conclusions, and answer research questions or test hypothesis. Data analysis is a
critical step in the research process. It involves extracting useful information from raw data and making sense
of it to generate findings that contribute to understanding the research topic. At the initial stage the researcher
identified words or brief phrases that were used in the interview. Data were converted into tabular form. The
data were then described or summarized.

15
 Chapter 4
Data Analysis
and
Results

16
4. Chapter Preview

The data was collected by conducting interviews with 15 participants. The findings of the study are as under:

Table 1: Demographic data of the participants

S. No Name Age Education Marital Status Name of school Years of teaching

1 Interviewee 1 25 Masters Single FPS 7
2 Interviewee 2 26 MBA Divorced FPS 5.5
3 Interviewee 3 29 MBA Single HPGS 8
4 Interviewee 4 29 Masters Single FPS 7
5 Interviewee 5 28.5 Masters Single FPS 6
6 Interviewee 6 30 Masters Married UPSS 6
7 Interviewee 7 29.5 B.Ed Married HPGS 7.5
8 Interviewee 8 30 Masters Single FPS 6.5
9 Interviewee 9 30 BDS Divorced FPS 5.5
10 Interviewee 10 28.5 B. Com Married FPS 5.5
11 Interviewee 11 26 Masters Married HPGS 6
12 Interviewee 12 27 Masters Single UPSS 6
13 Interviewee 13 29 Masters Married UPSS 7
14 Interviewee 14 29 Masters Married UPSS 5.5
15 Interviewee 15 28 Masters Married UPSS 6

17
 Table 2: Showing major themes generated from interviews

Dimensions Themes
Timeline of instructional delivery April 2020 - April 2021
Formal professional development opportunities Technological learning
Software and applications learning
E-skills development
Informal professional development opportunities Time-saving
Learning of an alternative teaching method
Virtual class controlling
Circumstances Sudden school closure
Organizational factors Forced change
Change implemented without readiness
High expectations from school leaders
Technology and student learning Learning in a fun way
Strong conceptual learning
Technologies and different mediums of instructions Microsoft Teams
Zoom
Google Classroom
Padlet
Wordwall
Problems in delivering instructions Classroom management
Lack of student individual attention
Electricity breakdown
Network connectivity issues
(Solutions for resolving problems) Video Participation
Cross questioning
Extra gadgets
Extra internet connection
Resiliency Teaching without interception
Use of technology for resiliency
Creating an environment of alternative solutions
Strengthens system in any contingency

18
Question 1. How did the instructional delivery timeline unfold in your school system from March 2020
to May 2021?

1. Timeline of instructional delivery

Interviewee 1 & 2 responded that,

“During that period, our school system experienced a significant shift in instructional delivery due to the
COVID-19 pandemic. Initially, in March 2020, we abruptly transitioned to remote learning as schools closed
to curb the spread of the virus. This phase was marked by a rapid adaptation to online platforms and virtual
classrooms. Throughout the spring and summer of 2020, educators worked tirelessly to refine their online
teaching methods and support students in adjusting to remote learning. By March 2020, some schools
adopted hybrid learning models, combining in-person and online instruction. However, as the pandemic
persisted, we saw a return to fully remote learning during the winter months. It wasn't until May 2021 that we
began a phased return to in-person instruction, prioritizing safety measures. Overall, this period was
characterized by flexibility, resilience, and ongoing adjustments to meet the evolving needs of students and
educators amidst the pandemic.”

Question 2. What formal professional development opportunities you have experienced related to
technology?

2. Formal professional development opportunities: During conducting interviews, it was revealed that
teachers got professional development opportunities by providing digitized education. Their technological
learning, software application skills, and other E-skills were developed.

a) Technological learning: All 15 participants revealed that they got technological training. Their
technological learning is enhanced due to circumstances, the need for change, their interest, and the training and
development provided by the schools.

Interviewee 2 responded that,

"We had different formal professional development opportunities through which we learned how to use Zoom
and make lesson plans for online classes. Most of the teachers were not proficient with the technology, so to get
everyone on board with the online learning mode, the school leaders arranged different training and courses for
all the teachers."

19
Interviewee 3 and Interviewee 4 stated that,

"Through formal professional development opportunities, I improved my skills in using technology. "

b) Software and applications learning: All the participants revealed that they learned how to handle different
software and applications better with the help of the formal professional development opportunities provided to
them.

"As I was unaware of using different technology channels for delivering instructions to my students, our school
leaders organized professional development programs for E-skills development and software and applications
learning."

c) E-skills development: All the participants revealed that their E-skills were enhanced due to the formal
training provided by their school.

Interviewee 5, 7, 8, 11 and 12 responded that,

"We learned about different software and application handling. The school also guided us on how to fix
glitches, assign homework, and conduct classes with the help of Zoom and Google Classroom."

Interviewee 10 highlighted that,

"We were trained on how to use online platforms for teaching, how to assign homework with the help of online
platforms, and how to record videos that can help students to review the lesson again."

Question 3. What informal professional development opportunities you have experienced related to
technology?

3. Informal professional development opportunities: Transition to remote learning has also allowed them to
develop time-saving skills, virtual classroom management skills and explore and learn innovative and
alternative teaching methods.

a) Time-saving: 6 out of 15 participants said that with the help of informal professional opportunities they
learned how to assign work to the students with the help of technology. Teachers were able to enhance their
time-saving skills with the help of those informal professional development opportunities.

"I learned about time management with the use of technology, and I also learned about alternative teaching
methodologies on different online platforms."
20
b) Learning of an alternative teaching method: 5 out of 15 participants highlighted that the technology
helped them to unlock their potential and learn alternative teaching methods.

Interviewee revealed that,

"I learned about different games and software that can help make the classroom interactive for the students with
the help of technology. I explored different websites and apps like Word Wall and Zoom with my friends to
learn more about technology. "

Interviewee 5 and 15 said that,

"I remember I attended different webinars. I attended different courses on Coursera and tried to learn a lot from
the YouTube videos."

Interviewee 4 and 14 highlighted that,

"Those webinars and courses helped me learn how to plan lessons for online classes, handle Zoom, and assign
homework to the students on Google Classroom. "

c) Virtual class controlling: 4 out of 15 participants revealed that the intentional usage of technology during
the pandemic helped them to learn ways of virtual classroom management.

Interviewee 2, 12, 13, and 14 stated that,

"I independently explored different software to prepare for the classes. I explored Microsoft PowerPoint
presentations. I watched different YouTube videos and tried to learn different ways of engaging the students in
the classes. "

Question 4. What circumstances contributed to your implementation of new technology in your

teaching assignment?

4. Circumstances: All the participants revealed that the sudden shutdown of the schools and the spread of the
Covid-19 virus leads to the usage of new technology in the teaching assignments.

"Now we see that the world is changing rapidly and everyone has technology with them, and if we do not use
technology in our teaching, then we will not be able to meet the standards set for 21st-century learners. We will
not be able to develop future skills in them.”

21
Question 5. Which organizational factors influenced the change of using technology for instructional
delivery?

5. Organizational factors: While conducting interviews, it was revealed that different organizational factors
influenced changes in the use of technology for instructional delivery. Those factors include forced change
from the school leaders, a change implemented without the readiness of people, and high expectations from the
school leaders and the other stakeholders.

a) Forced change: 2 out of 15 participants highlighted that the usage of technology was implemented as a
forced change during the pandemic in Pakistan. The shift to online learning was a significant change for both
instructors and students. Many students faced challenges such as limited access to technology and internet
connectivity, which made it difficult for them to participate in online classes effectively.

Interviewee 1 and 12 highlighted that,

"It was a forced change and was a change without the readiness of the teachers. We were not initially aware of
using the technology for online classes, but we learned about it with time."

b) Change implemented without readiness: 5 out of 15 participants shared that the usage of technology was
implemented as a change without the readiness of people during the pandemic in Pakistan. Many instructors
had limited experience in delivering online instruction, and students were not familiar with the technology and
tools used for online learning. The usage of technology was implemented as a change without the readiness of
people, but both instructors and students were able to adapt and overcome the challenges to continue learning
remotely.

Interviewee 4, and 7 shared that,

"Sometimes, I felt constant pressure on my mind regarding using technology for instructional delivery. We
were asked to be more professional, more vigilant, and more careful while giving instructions to the students as
parents were observing our classes. I believe that it was a change without the readiness of the people."

Interviewee 10, 11, and 13 added,

"After attending a lot of training, a few teachers were still not confident enough to conduct the online classes
independently. To decrease the teachers' stress, the school leaders helped them by providing tech-savvy buddy

22
teachers. Those teachers were tagged with the other teachers to help them conduct the classes in the first week
of virtual teaching."

c) High expectations from school leaders: 8 out of 15 participants revealed that there were high expectations
from school leaders for the implementation of technology in online classes during the pandemic in Pakistan.
School leaders in Pakistan had to invest in technology infrastructure such as high-speed internet, laptops, and
software tools to facilitate online learning. School leaders also had to provide training and support to instructors
to help them adapt to the new mode of instruction and use technology effectively.

Interviewee 2 and 9 expressed that,

"Earlier, we used technology, but it was constrained. When we got exposed to Covid-19, we understood that in
every subject, we need to include technology a bit to give a wider scope to teach. There was pressure from the
school leaders as well for the use of technology, so we started making a conscious effort to use technology in all
our teaching assignments, so it was a forced change, I would say."

Interviewee 3 and 6 highlighted that,

"We were forced by the school leaders to use technology for instructional delivery. Earlier, we were using it
sometimes, but then we made a conscious effort to use the technology more as parents were paying monthly
fees of the students, and they had very high expectations from the school and the teachers.”

Interviewee 5, 14 and 15 told that,

"Apart from the school, some parents were very conscious about the teaching that would take place in the
online classes. We were asked to be careful about gestures and postures. We were asked to be more careful
while giving instructions to the students, as students were attending the classes from their homes."

Interviewee 8 added,

"Yes, indeed, the school had this expectation that the children should be engaged, have fun learning in the
classroom, and interact, so that motivated me to search for different technological tools and games that can help
make the classroom more interactive."

Question 6. How your professional perception integrate the relationship between technology and
student learning?

23
6. Technology and Student Learning: During conducting interviews, all the participants highlighted that
there is a strong relationship between technology and student learning. Technology can enhance student
learning by providing new opportunities for engagement, interactivity, and collaboration. Technology can
enable instructors to deliver instruction more interactively and engagingly, such as through the use of
multimedia presentations, and online quizzes. These tools can help to keep students engaged and motivated
in the learning process. Moreover, technology can provide opportunities for collaboration and
communication among students..

Interviewee 1, 6 and 7 shared that,

" Some students were facing issues with the internet connection. No doubt, technology has helped students to
develop their E-learning skills. Still, some of the students' concepts were initially shaky due to the use of online
platforms for teaching during the Covid-19 pandemic."

Interviewee 2 stated that,

"I believe that every student is exposed to technology nowadays. The students in grades 3 and 4 take technology
as a tool for playing games or entertainment. We introduced that this is not the only way of using technology
and we can use it more efficiently, we can use it as a tool for learning. The Covid-19 pandemic has proved that
there is a strong relationship between technology and student learning."

Interviewee 3 and 5 highlighted,

"I think if technology is used wisely and efficiently, then it can positively impact students' learning. It can help
students. They can watch videos related to the concepts taught in the class and play games that can help them to
learn in a fun way."

Furthermore, Interviewee 4 added,

"Technology and students' learning have a solid relationship. Our 21st-century learners are so much into
technology. They love to play games and watch videos, and we have seen during the pandemic that it was easy
for the students to understand the concepts on the online platform."

Interviewee 8 shared,

24
"I do believe in it because these children are so much into technology because they learn better when they use
technology and play games on it. They love it. They don't like writing. Today's kids love to learn through
technology. Most students will prefer learning from YouTube videos rather than reading a book."

Interviewee 9, 11, and 12 further added,

"A strong relationship exists between students' learning and technology. As students are now exposed to
technology, they have all the resources for learning. They can strengthen their concepts with the help of
technology."

Interviewee 10, 13, 14, and 15 said,

"I believe that the Covid-19 pandemic itself proved that there is a solid relationship between technology and
student learning. It was only technology through which the educators could continue the teaching process. The
recorded lessons helped students to review the concepts again and again."

Question 7. Which mediums of technology did you use during the COVID times for teaching?

7. During interviews, it was revealed that different technologies and mediums were used by the teachers for
delivering instructions. Zoom, Microsoft Teams, padlet, word wall, and Google Classroom were widely used
by the teachers.

Interviewee 1, 2, 13 15 stated that,

"Initially, we started using Zoom and Google Classroom for conducting classes because it was very simple.
Later, we started using different websites for quizzes and used the whiteboard available in Zoom. We started
exploring new links and devised different ways of making the classroom interactive and engaging for the
students."

Interviewee 3 and Interviewee 11 shared,

"Google Classroom and Zoom were one of the best resources that I used for instructional delivery. Along with
these two, I used Padlet, word wall, quizzez, and PowerPoint presentations to make my class more interesting
and interactive for my students."

Interviewee 4, 6, 7, 8, 9 added,

25
"I incorporated many mediums and technologies into my lesson plans for delivering the instructions. During the
pandemic, I remember using Zoom, Microsoft Teams, padlet wall, world wall quizzes, live worksheets, and
many YouTube videos that can help strengthen the students' concepts."

Interviewee 5 and 12 highlighted that,

"There were many mediums and technological tools that I used during the Covid times for delivering my
instructions to the students. A few of them were Google Classroom, Zoom, live worksheets, and word wall, and
whiteboard that is available in Zoom. I used to divide students into groups using the breakout rooms feature
available in Zoom."

Interviewee 10 and 14 further added,

"We used Zoom, Google Classroom, Microsoft Teams, WhatsApp, and several other websites where we used to
play some videos for the students related to the concepts that they were learning in the online classes with us."

Question 8. What problems were faced during teaching by using technology? How can those problems be
solved?

8. Problems in delivering instructions: During conducting interviews, the instructors highlighted that they
faced several challenges while delivering instructions in online classes during the pandemic. The participants
shared about problems like Classroom management, lack of students' attention, network issues, and electrical
breakdown.

a) Classroom management: 3 out of 15 participants shared that online learning requires a high level of
discipline from both students and instructors. Without proper discipline, students may not participate actively in
the class, and instructors may not be able to deliver instruction effectively.

Interviewee 6, 7, and 11 revealed that,

“Online learning requires proper discipline and students' attention. Managing discipline in the classroom was
difficult in the beginning. Students used to unmute themselves and then they used to chat with each other by
using the chat box. To resolve this issue, I had to disable their mic and the chat box. They were asked to use the
raise hand feature if they want to share something.”

However, Interviewee 2 in contrast shared,

26
"We were facing some difficulties using the technology, but once we got the hang of it, we understood how to
use it. Managing the student's behavior in the classroom was easy, but if I talk about the work of individual
students, then it was a bit problematic. It was sometimes challenging to provide prompt feedback of their
written work."

b) Lack of students' attention: 3 out of 15 participants shared that online classes lacked the face-to-face
interaction that traditional classroom instruction provides, and this made it challenging for instructors to gauge
students' attention and participation levels. Instructors had to adopt new teaching strategies and use different
tools to keep students engaged. They also had to provide regular feedback to students to ensure that they were
on track. Furthermore, instructors had to work with students who had limited access to technology or internet
connectivity.

Interviewee 1 said,

"Students were unwilling to switch on their cameras during classes, and there was a lack of student attention.
They were not participating in classroom discussions. To resolve this issue, I had to assign some marks for class
participation, and in that way, students started participating in the discussions and taking an interest in their
academics."

Interviewee 3 and 12 said,

"We were given a particular timetable to start the classes in the morning. Getting students on time was a bit
difficult in the beginning. We received complaints from the parents about the gadgets and the internet
connectivity issues. Parents were unable to arrange gadgets for the students. To resolve this problem, we
requested them to arrange the gadgets and a proper internet connection for students so that they can attend the
classes peacefully."

c) Internet connectivity and Electricity breakdown issues: 8 out of 15 participants shared that many students
did not have access to technology or high-speed internet, which made it difficult for them to participate in
online classes. Instructors had to accommodate these students, which created additional challenges. Participants
shared that electricity breakdowns were one of the infrastructure-related challenges they faced while delivering
online instruction during the pandemic. Instructors had to rely on backup power sources such as generators or
uninterruptible power supply (UPS) systems.

Interviewee 4, 13, 14, 15 highlighted,

27
"Living in Pakistan, the major problem is the electricity breakdown. Sometimes students were unable to connect
due to an electricity breakdown. I used to record my lessons so that the students who could not connect with me
could watch the recordings later and understand the concept. "

Interviewee 5 added that,

"There were problems like electricity breakdown and internet connectivity issues. So to resolve those issues, I
tried to have an extra gadget and I relied on generators and UPS to take the classes. I remember I used to keep
an extra internet connection as well so that if I faced any connectivity problem, I could quickly switch to the
other connection and continue the teaching process.”

Interviewee 8 stated that,

"There were many; one of the major issues was the electricity breakdown not only on my side but on the
student side as well; then they were unable to connect. There were internet issues as well. Students were facing
connectivity issues. Apart from this, one more major problem was grabbing students' attention during an online
class because they are very easily distracted. "

Interviewee 9 shared,

"Network connectivity and electricity breakdown were major issues. To resolve issues, we used to arrange extra
internet connections for us, and we used to keep an extra battery charge so that any issue cannot hinder the
learning."

Interviewee 10 told that,

"Internet connectivity and electricity breakdown was a big issue for my students and me. To resolve this issue, I
arranged an extra reliable internet connection and an extra gadget so that I could teach my students without
facing any problems.."

Question 9. How can school become resilient to cope any such situations in future by using
technonlogical methods?

9. Resiliency: All the participants shared that the pandemic highlighted the importance of technology in
delivering education remotely. Therefore, investing in technology infrastructure, such as high-speed internet,
computers, and software, will be critical to building a resilient education system. Many schools provide
training and support for instructors to use technology effectively. The pandemic forced a shift towards student-

28
centered learning and created opportunities for collaboration and innovation in education which help to build a
more resilient education system to adapt to future challenges.

Interviewee 1, 2 and 8 shared,

"Schools need to be resilient. We never know what will happen in the future. The future is unpredictable, so
schools should continue using technology and training teachers about technology usage as it can help schools
be more resilient. It will surely help them to face situations like this in the future better."

Interviewee 3 and 4 stated,

"I think that technology can help make schools resilient to situations in the future because I have seen that some
schools still use Google Classroom to assign homework and share important updates with parents. They have
not stopped the use of technology after pandemic."

Interviewee 5 and 13 shared,

"The Covid-19 pandemic has changed the game completely. In my school, we are still using Google Classroom
for assigning homework to students. We have started using Zoom for parent-teacher meetings, so we have not
stopped using the technology. I think that technology can surely help to make schools resilient to cope with
situations in the future."

Interviewee 9,15 and 10 told that,

" I believe schools should continue to train teachers and implement technology like in the classes during the
pandemic. This will not only make the schools resilient to handle similar situations in the future but will also
help develop trust and positive relationships with the parental community."

Interviewee 6, 7, 11, 12, and 14 added,

“I think that schools should make themselves resilient by investing in enhancing the infrastructure of their
buildings. They should focus more on technology and student-centered approaches rather than teachers centered
approaches.”

29
 Chapter 5
Discussion and
Conclusion

30
2 Chapter Preview

Results of the study showed that teachers got formal and informal professional development opportunities by
using technology during Covid-19 same was revealed by (Basantes-andrade et al., 2022; Giannoulis et al.,
2022; Willermark & Gellerstedt, 2022). The circumstance and Covid-19 environment played a significant role
in the self-development as highlighted by (Khalid & Singal, 2022). The school shifted its education system
from physical to online and changed the teaching methodology (Willermark & Gellerstedt, 2022). Resultantly,
students also had to adopt the changes reported by the interviews likewise (Asghar et al., 2022). To provide
online education different channels were used by the schools to deliver education such as Google classroom,
Google meet, personal school portals, and online worksheets by interviewees same was disclosed by
(Fulfillment et al., 2023). However, some problems occurred while teaching online highlighted by
interviewees similarly by (Khanna, 2020; Siti Wulandari, Sofyan A.Gani, 2022) but gradually solutions to
those problems were made by the school management and teachers same were disclosed by (Farhat Munir,
2023). If learning outcomes of delivering online education are strategically organized so education system can
be made resilient in the same situation as Covid-19 to build the nation like (Appolloni et al., 2021; Kelvin,
2022) reveals in their studies.

2.5 Major Findings

Results of the study showed that teachers got formal and informal professional development opportunities by
using technology during Covid-19. The circumstance and Covid-19 environment played a significant role in the
self-development. The school shifted its education system from physical to online and changed its teaching
methodology. Resultantly, students also had to adapt to the changes. To provide online education, different
channels were used by the schools to deliver education such as Google Classroom, Google meet, personal
school portals, and online worksheets. However, some problems have occurred while teaching online but
gradually solutions to those problems were made by the school management and teachers. If learning outcomes
of delivering online education are strategically organized so education system can be made resilient in the same
situation as Covid-19 to build the nation.

5.2 Recommendations

Based on the findings of the research, following are the recommendations:

31
1. It is recommended to assess the long-term impact of the transition to online education during Covid-19
and evaluate the academic performance, social-emotional development, and overall well-being of
students after experiencing a prolonged period of online learning.
2. It is also recommended to develop and implement training programs for teachers to enhance their
technological skills and proficiency in online teaching methodologies and to investigate the most suitable
training methods and platforms that can support teachers in adapting to online education and integrating
technology effectively into their pedagogical practices.
3. The factors that influence student adaptation and engagement in online learning environments need to be
explored. It is recommended to investigate strategies to enhance student motivation, participation, and
interaction in virtual classrooms. It is suggested to examine the impact of different instructional methods,
technologies, and support systems on student learning outcomes and engagement.
4. It is recommended to assess the technological infrastructure and support systems required for successful
online education delivery. It is also suggested to investigate the challenges faced by educational
institutions in terms of internet access, device availability, and connectivity and propose strategies to
bridge the digital divide and ensure equitable access to online education for all students.
5. Innovative pedagogical approaches and instructional design principles specifically tailored for online
education are recommended to be explored. The research need to investigate the effectiveness of different
teaching strategies, assessment methods, and collaborative learning techniques in virtual classrooms and
identify best practices for creating interactive and engaging online learning experiences.
6. It is recommended that the role of educational policies and governance structures in supporting the
resilience of the educational system during crises must be examined to identify areas for improvement.
7. It is recommended to investigate the impact of online education on student well-being and mental health.
It is also recommended to examine the strategies employed by educational institutions to address the
social and emotional needs of students in virtual learning environments and identify effective approaches
to promote student well-being, minimize stress, and foster a sense of belonging in online educational
settings.

5.3 Conclusion

This is the first research of its sort to be carried out in Pakistan, and it has the potential to give a roadmap and
establish the fundamental requirements necessary to make the educational system resilient under any scenario,
such as COVID-19. It has also identified the characteristics that may make the educational system resilient in
32
like situations. In addition, it proposes measures in this respect, some of which include the expansion of
technology as well as the training and development of the instructors. It is also identified that teachers had
possibilities for both formal and informal professional development when they used technology during the
Covid-19 pandemic. Additionally, this study has recognized the issues that inhibit online teaching and has
provided solutions for the smooth operation of an alternate mode of education. However, school administration
and the teachers worked together to find solutions to those issues over time. More resources need to be
allocated by the educational system towards the development of technology gadgets, tools, and methods.
Additionally, to fully reap the benefits of this investment, the teaching, and non-teaching staff must receive
adequate technological training.

33
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Winter, E., Costello, A., O’Brien, M., & Hickey, G. (2021). Teachers’ use of technology and the impact of Covid-19. Irish
educational studies, 40(2), 235-246. https://doi.org/10.1080/03323315.2021.1916559

APPENDIX: Open-Ended Interview Questions

10. How did the instructional delivery timeline unfold in your school system from March 2020 to May
2021?

11. What formal professional development opportunities you have experienced related to technology?

12. What informal professional development opportunities you have experienced related to technology?

13. What circumstances contributed to your implementation of new technology in your teaching assignment?

14. Which organizational factors influenced the change of using technology for instructional delivery?

15. How your professional perception integrate the relationship between technology and student learning?

16. Which mediums of technology did you use during the COVID times for teaching?

17. What problems were faced during teaching by using technology? How can those problems be solved?

18. How can school become resilient to cope any such situations in future by using technonlogical methods?

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