The Happenstance Learning Theory (HLT) has primarily been used in career counseling fields, predominantly in helping clients transition through different happenstances in life to find a career path. However, the COVID-19 pandemic showed that our nation’s teachers also developed the skills that are considered the pillars of HLT, as they made the transition from teaching traditionally one day to remote learning the next. This study explored how 46 special educators adapted their teaching methods to best address the needs of their students despite challenging circumstances. This study also suggests the application of the Happenstance Learning Theory in understanding and explaining how teachers seemingly make changes “in the moment”.
There is a growing concern regarding student use of digital devices such as smartphones during classroom instruction. This pilot study used a mixed-method survey to collect data from 146 K-16 educators. Eighty percent of the participants said that students multitask, and 50% said they multitask a lot. Many of the instructors reported they are distracted by students' use of phones while more than half of the participants indicated they felt doing multiple tasks at the same time disrupts class time and may impact a students' ability to learn. These findings have important implications because classroom instructors may need to modify instructional strategies to keep students on task, have clear policies on the use of electronic devices, and ensure that students understand instructor expectations.
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