Evidence of Participatory Culture in Elementary Teachers' Shift to Teaching Online During COVID-19

• In Event: Teacher Knowledge, Learning, and Education in the Learning Sciences

Abstract

Elementary schools around the world responded in various ways to the unexpected challenge of teaching online during the onset of the COVID-19 pandemic. This paper describes initial findings of an empirical, qualitative study of teacher and administrator experiences at a K-6 public elementary school in the western United States. Research questions focused on challenges and solutions that emerged during this time and how staff interactions mirrored those found within participatory cultures. Ten teachers and administrators were interviewed and qualitative coding and analysis revealed that staff interactions resembled the affiliations, expressions, collective problem solving, and circulations found within participatory cultures.

Authors

• Nathan Justis, Utah State University

• Breanne K. Litts, Utah State University

• Laura Reina, Utah State University