High-/Low-/No-Tech: Toward a Simplified, Practitioner-Centered Framework for Virtual Learning and Beyond

https://doi.org/10.9743/JEO.2023.20.4.5

Abstract

This qualitative study explored the use of the terms high-, low-, and no-tech among preservice teachers during a sudden shift to virtual instruction. Focus areas included how preservice teachers and mentor teachers described the role and purpose of these varied levels of technology for their teaching in a virtual setting. The findings show that choices related to levels of technology use are nuanced and complicated and include a need for consideration of the context. We include a simplified framework to guide future instructional decisions for the integration of technology at various levels.

Keywords: preservice teachers, virtual instruction, qualitative