Abstract
Can teacher awareness of growing technology demands and skillsets of new
teachers increase their vulnerability with school districts? Can teacher
attitudes toward learning new technology and use of technology in the
classroom increase their vulnerability? Can a teacher’s identity, their
perception of their ability to use and understand technology increase
their vulnerability? In this 2022 study, 37 teachers and 14
administrators rate their expertise with technology, while identifying
vulnerable and marginalized populations, believed to be at risk for use
of technology, through survey and semi-structured interview questions.
Results indicate 60.7 % (31 of 51) feel comfortable using technology
in education settings, 17.6% (9 of 51) believe they are an expert and
35 % (18 of 51) help others. In terms of vulnerability, only 7.8% of
participants (4 of 51) believe teachers are vulnerable and 97.7% of
participants (43 of 44) believe teachers are encouraged to use
technology as part of their classroom practice.