This paper examined Australian distance education teachers’ perspectives about how they drew on technological tools to support their primary and secondary students’ learning. Via two focus groups ( n = 9, n = 7), teachers identified that technology greatly assisted them in relation to developing relationships with students and families, creating interactive lessons, differentiating learning, providing quality feedback, and connecting peers. However, they also reported experiencing ongoing challenges and constraints related to gaining technology expertise, overcoming technology faults, and coping with additional accountability. Data made it clear that teacher use of technology was driven by specific student needs and that teachers drew heavily on both core pedagogical knowledge and technological pedagogical content knowledge. Findings suggest the need for more distance education specific professional development to ensure that teachers have the knowledges needed to support diverse learners in this context.

中文翻译：

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“所以你可以快速完成或弥补它”：K-12 教师在支持远程教育学习时对技术可供性和限制的看法

本文探讨了澳大利亚远程教育教师对如何利用技术工具支持中小学生学习的看法。通过两个焦点小组（n = 9，n = 7），教师发现技术在发展与学生和家庭的关系、创建互动课程、区分学习、提供高质量反馈和联系同伴方面极大地帮助了他们。然而，他们还报告说，他们在获得技术专业知识、克服技术故障和应对额外责任方面遇到了持续的挑战和限制。数据清楚地表明，教师对技术的使用是由特定的学生需求驱动的，教师大量利用核心教学知识和技术教学内容知识。