Pedagogical Challenges During COVID: Opportunities for Transformative Shifts

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Author(s): Ellen B. Meier (Teachers College, Columbia University, USA)and Caron Mineo (Teachers College, Columbia University, USA)
Copyright: 2021
Pages: 23
Source title: Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning
Source Author(s)/Editor(s): Margaret L. Niess (Oregon State University, USA)and Henry Gillow-Wiles (Oregon State University, USA)
DOI: 10.4018/978-1-7998-7222-1.ch005

Keywords: Education / Information Science Reference / K-12 Education / Virtual Learning Environments

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Abstract

Educators could not have predicted the degree of disruption that COVID-19 could cause until schools closed and forced teachers to move to online teaching. This chapter describes the use of a research-based model, Innovating Instruction, to support teachers in their transition to remote learning. Grounded in a concern for greater equity and social justice for all students, the model prepares teachers to design inquiry-based, culturally relevant projects. The development of the model is based on a critique that technology has largely failed to impact pedagogical change because of a limited sense of the scope of the change needed. Instructional Innovation brings together key aspects of a systems change effort, thus contributing to an emerging educational theory for the catalytic use of technology to promote pedagogical practices that are culturally responsive, rigorous, and engaging.

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Pedagogical Challenges During COVID: Opportunities for Transformative Shifts

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