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At the onset of the COVID-19 pandemic, instructional technology became necessary for teachers, instructors, and educators. Everyone had to accept this change regardless of their previous opinion of technology. Moving to an emergency remote teaching (ERT) format focused on getting the courses online as quickly as possible. As a result, instructional designers, teachers, and administrators may have selected instructional technology tools based on how quickly they could implement the tech and the cost involved (Hodges et al., 2020).

As we move forward, two critical questions arise. Firstly, how has this shift to technology without considering the technological pedagogical content knowledge (TPACK) model affected teachers, organizations, and the general perception of instructional technology (Mishra & Koehler, 2006)? Will this create further resistance from those with limited experience or against instructional technology?

Secondly, how difficult will it be to re-train teachers in the proper way to integrate technology into their teaching and learning? As a musician, I know that teaching someone who has developed bad habits alone can be more challenging than teaching someone with no skills. I understand this may be a problem for many instructors who had to learn instructional technology quickly. Is it possible that any attempt to re-train them will result in even greater resistance to instructional technology?

It is uncertain what the future holds, and the impact of the shift to emergency remote teaching (ERT) and COVID-19 will be on instructional technology. This issue has great potential for research, the development of new theories, and even dissertations. One thing is clear: the pandemic has forced us into a new world of instructional technology, and resistance may be futile. However, we must ensure that we understand the proper integration of technology into teaching and learning to avoid any negative impact in the future.

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References

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educase. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Mishra, P. & Koehler, J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record 08, 1017–1054. https://doi-org/10.1111/j.1467-9620.2006.00684.x

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