In this article we sought to understand how social studies teachers' metacognitive awareness of their technological, pedagogical, and content knowledge (TPACK) changed after their participation in a program that consisted of: (a) professional development for the use of an online learning environment; and (b) using an online learning environment in their classrooms. Inservice teachers who went through the TPACK-based program experienced considerable movement within the TPACK diagrammatic knowledge domains and expressed positive and encouraging comments regarding their knowledge domains portrayed within the TPACK framework. Quantitative and qualitative results are shared along with implications of designing professional development, online learning environments using TPACK, and advancing the TPACK framework itself.

No abstract

No abstract

Purpose In March of 2020, Minnesota schools were mandated to transition to distance learning to slow the spread of COVID-19. The charge of providing equitable and appropriate remote learning to all students gave administrators, educators and non-academic staff a few weeks to completely redesign education. This paper aims to describe one district’s experience in planning and offering distance education and build precedent other educational leaders may use in future designs. Design/methodology/approach This case study documents how one rural K12 district leveraged their strong foundation of technology integration and created crisis remote learning solutions for its most marginalized student populations including special education students, English learners and financially disadvantaged students. Findings This study shares examples of how this district prioritized relationships and the well-being of students and staff and outlines practical strategies for equitable distance learning that should be considered during and beyond emergency remote teaching. Originality/value This paper provides just-in-time practical advice for K12 administrators and educators on navigating crisis distance learning.

No abstract