The Resilience of Students and Teachers Using a Virtual Writing Intervention during COVID-19

Abstract

During the onset of COVID-19 pandemic, many K-12 schools suddenly shifted from the traditional brick and mortar schooling to virtual learning. With this shift, many teachers and students faced unanticipated instructional challenges. In this study, three elementary school teachers in the Mid-Atlantic opted to utilize an innovative technology based graphic organizer (TBGO) to support their virtual writing instruction for a persuasive essay unit. Participants included three 5th grade teachers and 13 diverse 5th grade students with disabilities, English language learners, or struggling writers. After receiving the bichronous (synchronous and asynchronous) professional development on the TBGO intervention, teachers delivered writing instruction online. Students’ writing outcomes at pretest, posttest with TBGO, and posttest without TBGO were examined. Findings revealed that there were significant differences from the pretest to both posttests for students’ total written words, the number of transition words, and writing quality. Additional qualitative findings indicated positive experiences for both students and teachers utilizing the TBGO during virtual instruction. The resilience of both students and teachers utilizing the writing intervention online is discussed.

Acknowledgements

This document was produced under U.S. Department of Education, Office of Special Education Programs No. H327S180004. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted with proper citation.

Disclosure statement

The authors report there are no competing interests to declare.