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ERIC Number: EJ1261622
Record Type: Journal
Publication Date: 2020
Pages: 4
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1087-3430
EISSN: N/A
Teachers as Students: Adapting to Online Methods of Instruction and Assessment in the Age of COVID-19
Nasr, Nancy
Electronic Journal for Research in Science & Mathematics Education, v24 n2 p168-171 2020
All across the nation, school districts were announcing what many educators were expecting; schools would close their doors to traditional instruction in light of the COVID-19 pandemic. Suddenly, many teachers found themselves in the precarious position of redesigning previously developed face-to-face lessons, to ones that could be delivered from one computer screen to another. The uncertainty of how to suddenly deliver instruction online to diverse learners posed a challenge to virtually all science and mathematics educators and teachers were faced with the daunting task of transitioning from familiar in-person pedagogical practices to ones that relied on technological proficiency, creative methods of assessment, and underutilized pedagogies of care. The purpose of this article is to describe my personal experiences with online teaching during school closures as a result of the COVID-19 pandemic. Additionally, this article will describe the ways in which I adapted my instruction, assessment, and approach to diverse students to meet their needs in the remote secondary science classroom.
Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejse.southwestern.edu
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A