Exploring Teachers' Planning Processes Through a Critical Digital Pedagogical Framework

Virtual Brief Paper (Asynchronous) ID: 58842
  1. aaa
    Amy Updegraff
    Iowa State University

Abstract: According to UNESCO schools in the United States have been fully or partially closed for an average of 38 weeks (https://en.unesco.org/) due to the ongoing COVID-19 global pandemic. Teachers have had to pivot practices on short notice and transfer learning to online spaces. Correia (2020) explains that these changes were not ushered in by meetings and planning but rather as “emergency responses to a reality that could not wait” (p. 14). Reich et al (2020) report that based on a 2020 USA today survey 83% of teachers reported that they were struggling to do their jobs effectively amidst the online learning pressures. Correia (2020) and Reich et al (2020) both emphasize how online teaching and learning has impacted communities of color in a disproportionate manner begging the discussion of equity in learning practices for students. In 2020 the continued struggle for racial justice came back into the spotlight with the murder of George Floyd and the social unrest that continues to rumble in communities around the country. Educators are responsible for engaging their students in socially just ways in an increasingly digital space. This study looks to explore how to support elementary teachers and their use of digital technologies to engage students in social justice conversations.


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