Special Issue Editorial: Preservice and Inservice Professional Development During the COVID-19 Pandemic
Richard Hartshorne, University of Central Florida, United States ; Emily Baumgartner, Kent State University, United States ; Regina Kaplan-Rakowski, University of North Texas, United States ; Chrystalla Mouza, University of Delaware, United States ; Richard E. Ferdig, Kent State University, 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
The global COVID-19 pandemic has changed our lives in countless ways. This has included the move to emergency remote learning for PreK-12 and post-secondary education around the world. While school districts and post-secondary education institutions originally anticipated relatively brief closures, the impact of COVID-19 resulted in extensive periods of emergency remote teaching and learning. Many K-12 school districts and institutions of higher education had to teach online for almost all of the spring semester (2020); they have also added contingency plans for future remote instruction in the summer and for the 2020-2021 academic year. As we move beyond the survival phase of remote teaching and learning, it is critical now to transition to a thriving phase of remote teaching, learning, and teacher education.
Hartshorne, R., Baumgartner, E., Kaplan-Rakowski, R., Mouza, C. & Ferdig, R.E. (2020). Special Issue Editorial: Preservice and Inservice Professional Development During the COVID-19 Pandemic. Journal of Technology and Teacher Education, 28(2), 137-147. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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