The purpose of this exploratory study undertaken between June and August 2020 was to capture teachers’ perspectives to explore (a) what kind of pedagogies they have successfully implemented in the face of a pandemic; (b) what hurdles and successes did they encounter while implementing virtual teaching-learning; and (c) how virtual pedagogies can be improved. Data was collected using purposive sampling via 47 social media groups and pages, using internet survey as an instrument from 141 teachers, teaching kindergarten and elementary students, from different regions (continents) of the world. Findings revealed, six success themes and eight major challenges from the voice of teachers experiencing a rapid and unprepared shift to virtual education. Suggestions for improving digital education revolve around four areas which suggest that pupils from marginal socioeconomic households were significantly disadvantaged during the COVID-driven virtual education scheme. This research is not preoccupied with identifying universal outcomes but, instead, is focused on how the real virtual teaching experience can help in informing areas of focus for reimagining the approach to education for an uncertain future.

在 2020 年 6 月至 2020 年 8 月期间进行的这项探索性研究的目的是捕捉教师的观点，以探索 (a) 面对大流行，他们成功实施了何种教学法；(b) 他们在实施虚拟教学时遇到了哪些障碍和成功；(c) 如何改进虚拟教学法。数据是通过 47 个社交媒体组和页面使用有目的的抽样收集的，使用互联网调查作为工具，来自世界不同地区（大陆）的 141 名教师，教幼儿园和小学生。调查结果显示，经历了快速和毫无准备地转向虚拟教育的教师的声音，有六个成功主题和八个主要挑战。改善数字教育的建议围绕四个领域，这表明来自边缘社会经济家庭的学生在 COVID 驱动的虚拟教育计划中处于显着不利地位。这项研究并不专注于确定普遍的结果，而是专注于真正的虚拟教学体验如何帮助告知重点领域，以重新构想不确定的未来的教育方法。