Leveraging Technologies to Promote Clarity in Learning During the COVID-19 Pandemic: A Case Study

Lisa Chen (Longwood University, USA) and John Almarode (James Madison University, USA)
Copyright: © 2022 |Pages: 79
EISBN13: 9781668457795|DOI: 10.4018/978-1-7998-9004-1.ch002
OnDemand PDF Download:
OnDemand PDF Download
Download link provided immediately after order completion


In this case study, the researchers examine how Mrs. Flora was purposeful in her use of technology to make her asynchronous and synchronous lessons digestible, clear, and connected to prior knowledge. In her choice of technology tools, she was mindful of ensuring that learning could occur anyplace, anytime, even if students had little to no internet in their homes. Takeaways from this chapter demonstrate how Mrs. Flora used technology not for technology's sake, rather as a means to deepen her fifth graders' knowledge base on fractions. Mrs. Flora used technology first to establish authentic relationships with students and families, and then she focused on planning. Mrs. Flora was laser-focused in her planning and delivery of online instruction, as well as clear in her explanation, examples and guided practice, and feedback. Readers will learn how one teacher used low-tech options to successfully teach her students fractions during COVID-19 and will be presented with a model of best practices to consider whether developing an online unit or teaching virtually.
InfoSci-OnDemand Powered Search