Studying technoresiliency to improve technology-enriched teaching and learning (TETL):
With the recent announcement that teachers, students and parents have been thrust into an online learning environment as a result of the COVID-19 pandemic, now more than ever high levels of technoresiliency will be required! In a recent editorial for a local online news outlet, I detailed the inequity that would face all parties as a result of this move and some of the ‘professional imperative’ that would be required to heighten levels of collaboration and creativity in order to overcome a lack of training and resources. In essence, the need for technoresiliency has never been greater! https://www.baytoday.ca/local-news/opinion-the-need-for-a-level-of-techno-resiliency-2224619
By attempting to understand and document how schools that are classified as resilient in their use of technology have been able to overcome risk factors (e.g., budgetary constraints, a lack of resources, a lack of training, technological support issues), my work attempts to formulate a greater understanding of how to enable a capacity for building social professional practice related to technology-enriched teaching and learning (TETL) in schools that have a desire to build capabilities in this area.
Taking a positive approach to TETL:
The focus on the protective factors and identified resilient professional practices, instead of on well documented and commonly cited risk factors and barriers that impede the effective integration of TETL, represents a distinguishing feature of studying technoresiliency.