A Disorienting Dilemma: Teaching and Learning in Technology Education During a Time of Crisis

The way individuals interpret and reinterpret their experience is central to meaning-making impacts teaching learning. Grounded in Mezirow’s transformative learning theory, this research explores whether pandemic-related emergency remote manifested as a “disorienting dilemma” for technology educators. Teachers negotiated curricular outcomes between physical aspects of making doing, well creative problem solving through design, resulting pandemic transformed pedagogy. Thematic analysis revealed that doing was severely challenged due decreased communication, student motivation, engagement. However, most concerning educators the heightened disparity equity access vulnerable at-risk students. In conditions fear trauma, little known about impact chaotic being has on learners While we cannot predict what “new normal” will look like schools, long-term effects be, our demonstrates disorienting dilemma COVID-19 presents continue shape pedagogy