Abstract:At the beginning of the COVID-19 pandemic, much of the world entered lockdown and schools shifted to emergency remote teaching. Despite educational researchers having long identified online teaching skills as necessary for teacher training, teachers were largely untrained and generally ill-equipped to teach online. Teacher-preparation programs are still lacking an emphasis in developing digital competencies, instead of focusing on the in-person, face-to-face teaching experience. This chapter is a case study of… Show more
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