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What's Old Is New Again
Abstract
Schools closed in March 2020, causing teachers to reinvent themselves. As classes were forced into remote learning, educators jumped into virtual instruction – to a variety of outcomes. This chapter documents one teacher's personal inquiry during the pandemic shutdown through a literacy lens. By asking the question, “How do teachers engage students during this difficult time?” she ultimately realized that what she had always known about good pedagogy in a face-to-face classroom transferred into virtual contexts: content needed to be relevant, assignments and assessments needed to be project-based and authentic, and students needed the opportunity to connect with others. The move to remote instruction may have made the pedagogical choices that surrounded her teaching beliefs even more important. For this teacher, the goal of developing her students' literacies in order to help them become critical thinkers was at the heart of her integration of technologies into her learning environment.
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