Virtually PKY – How One Single-School District Transitioned to Emergency Remote Instruction
Carrie Geiger, P.K. Yonge Developmental Research School, United States ; Kara Dawson, University of Florida, United States
Journal of Technology and Teacher Education Volume 28, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
P. K. Yonge Development Research School (PKY) is a single-school, K-12, public school district and Virtually PKY is the name of our efforts during emergency remote teaching necessitated by COVID-19. Our ability to plan and execute Virtually PKY was predicated on years of district-wide leadership and professional learning focused on blended learning and related concepts such as interactions and on efforts to transition to a 1:1 environment. This article shares how we transitioned to Virtually PKY and provides examples of how teachers are prioritizing connections and interactions during emergency remote teaching. In particular, we share examples of student-to-student, student-to-teacher, student-to-content and district-family interactions in elementary, middle and high school grades. We conclude with three implications of our work for inservice and preservice teacher educators working to improve virtual efforts now and in the future related to: (1) blended learning, (2) interactions, and (3) teacher inquiry.
Geiger, C. & Dawson, K. (2020). Virtually PKY – How One Single-School District Transitioned to Emergency Remote Instruction. Journal of Technology and Teacher Education, 28(2), 251-260. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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