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.
Purpose
The purpose of this paper is to describe the practice of using student technology teams (STTs) offered at a high school within a 1:1 district.
Design/methodology/approach
This qualitative case study (Merriam, 1998, 2009) documents how an STT program functioned in 2015-2016 academic year.
Findings
Findings show the STT provided a rich and authentic learning opportunity for students interested in information technology. The district benefits greatly through both cost savings and personnel support related to its 1:1 initiative.
Originality/value
As there is no current research on K-12 STTs, this study serves as a foundation for a practice that is growing within schools.
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