The COVID-19 pandemic has made home settings an essential and, in many cases, the only place of formal learning for students. This shift has pulled parents, caretakers, and other family members even closer to the education of young people as they assume the work of schooling that has been substantially reconfigured by both the pandemic and online platforms. However, in faculties of education, homeschooling is often marginalized with limited funded research (Howell, 2013). In addition, as Kennedy and Archambault (2012) argue, teacher education programs should have been taking a more proactive role in terms of K-12 online learning with a focus not simply on the technology (Ko & Rossen, 2017) but on the unique aspects of the pedagogy associated with this mode of instruction. Teachers may be ill-prepared to deliver online content, and many families are overwhelmed by the shift in the learning environment. The long-term impacts of this shift are unknown. Yet, this uncertainty reasserts opportunities to both (a) leverage home and community settings as reservoirs of knowledge deserving greater attention for teachers and teacher educators and (b) consider how educational technology can be used to support pedagogies that are more centered on students’ interests, assets, and needs (Means et al., 2013).

中文翻译：

---

主页/学校：研究要务，学习设置和COVID-19大流行

COVID-19大流行使家庭环境成为必不可少的东西，在许多情况下，这是学生们正式学习的唯一场所。这种转变使父母，看护人和其他家庭成员更加接近年轻人的教育，因为他们承担着由大流行和在线平台重新配置的学校教育工作。然而，在教育学院中，家庭教育常常由于资金有限的研究而被边缘化（Howell，2013）。此外，正如Kennedy和Archambault（2012）所言，教师教育计划应该在K-12在线学习方面发挥更积极的作用，不仅要着眼于技术（Ko＆Rossen，2017），还要着眼于独特的技术。与这种教学模式相关的教学法方面。老师可能没有做好准备交付在线内容，学习环境的变化使许多家庭不知所措。这种转变的长期影响是未知的。然而，这种不确定性重新确立了机会：（a）利用家庭和社区环境作为知识的库，值得教师和教师教育者更多的关注；（b）考虑如何使用教育技术来支持以学生的兴趣为中心的教学法，资产和需求（Means等，2013）。