UCLA

This study examines the factors that impact the implementation of innovative technology during a time of crisis in K-12 public school districts during a time of crisis. The sample comprised 10,620 participants in teaching, staff, administrator, and other roles. The research design applied quantitative methods to obtain data to study the implementation of distance learning during the COVID-19 pandemic in a large, urban city through the lens of a program designed to prepare participants to deliver or support engaging, student-focused online instruction. Once data were collected, analysis of the program’s impact on participants’ belief in and factors that relate to their ability to implement innovative technology to deliver engaging, student-focused online instruction was conducted. Findings indicate that district leaders can increase district employees’ confidence and proficiency in implementing innovative technology by considering influential factors that impact the alignment of technology and pedagogy.