Abstract

The shift to emergency remote teaching during the COVID-19 pandemic has highlighted a need to develop technologies, resources, and strategies for teaching elementary grade learners online. This study uses online teacher inquiry as a form of practice-based knowledge production to identify and develop instructional practices and support structures for online teaching in grades PK-5. Six teachers of PK-5 classrooms in the United States participated in a teacher inquiry program as they transitioned from in-person to online teaching. Findings provide guidance to assist teachers and administrators in designing teaching and structures that support online learning in the elementary grades.

摘要

在 COVID-19 大流行期间向紧急远程教学的转变凸显了开发技术、资源和策略以在线教授小学学习者的必要性。本研究使用在线教师查询作为一种基于实践的知识生产形式，以识别和开发教学实践和支持结构，以支持 PK-5 年级的在线教学。美国 PK-5 教室的六名教师在从面对面教学过渡到在线教学时参加了教师探究计划。调查结果为帮助教师和管理人员设计支持小学在线学习的教学和结构提供了指导。