Orchestrating Change: A Narrative Analysis of Teacher Practice in a Post-Pandemic, Technology-Enhanced Learning Environment

Abstract

This study examines the role of reflective practice in a technology-enhanced K-12 environment, focusing on a teacher's orchestration of game-based learning. It investigates how the teacher adjusts curriculum elements and facilitation techniques in response to integrating technology, especially in the context of post-pandemic educational challenges. Employing narrative analysis, the research traces the teacher's journey from professional development to classroom implementation, culminating in a retrospective interview. The study highlights the nuances of instructional strategies and the importance of reflective practice in navigating the complexities of digital learning environments. The findings provide a nuanced understanding of the teacher's instructional practices, highlighting the complex and multifaceted aspects of teaching and learning in a science classroom. This study emphasizes the significance of understanding teachers' orchestration experiences to inform the design and integration of technology-enhanced learning environments and to better support instructors in facilitating effective, adaptive, and engaging learning experiences for their students.