My Transition to Emergency Remote Teaching
Across my undergraduate and graduate courses in education, I stress the importance that all educators have a detailed understanding of the educational philosophies and theories that they claim to embrace as well as if their practices match those claims.
Teachers, however, are a practical lot, and most pre-service and in-service teachers resist my argument.
The somewhat abrupt move to remote teaching that has occurred during the Covid-19 pandemic has emphasized for me, again, that the value in educational philosophy/theory and how that matches practice cannot be overemphasized.
While my philosophy/theory and practice are well outside the norms of mainstream, traditional schooling—and that causes stress and anxiety for many of my students, at least temporarily—I was incredibly well prepared to shift my courses to remote and individualized structures within an hour of addressing my schedules (see foundations of education and scholarly reading and writing).
The entire transition is now being handled by email, smart phones (text, Facetime, phone calls), and the blogs linked above. I prepared no Zoom CONTINUE READING: My Transition to Emergency Remote Teaching – radical eyes for equity
