Document Type

Article

Journal/Book Title/Conference

Information and Learning Sciences

Publisher

Emerald Publishing Limited

Publication Date

6-17-2020

First Page

1

Last Page

8

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Abstract

Purpose: As educators across the globe are tasked with taking teaching online, this article shares a culture-centered approach to transitioning to education at a distance. Specifically, in this essay, a focus is placed on how one school preserved their collaborative culture among administrators, teachers, and staff. The purpose is to provide guidance to school leadership during this public health crisis.

Approach: To ensure trustworthiness in this naturalistic inquiry, a triangulation was made of contributing authors’ perspectives to present theory-informed insights.

Findings: This school’s transition to online education was guided by a shared goal to not only move content online, but also a rich participatory culture among staff. Critical forms of participation and community practices are presented that were pivotal in supporting teachers through the transition. Insights equip school leaders and administrators potentially remaining online, at least in part, through the next school year.

Originality: New administrator-level insights are contributed regarding the organizational shift to teaching elementary school online, a minimally-researched topic.

Practical Implications: Schools undergoing the shift to teaching online should attend to cultural shifts and create conditions in which staff members can collaborate at higher levels.

Comments

This post-print is deposited under the Creative Commons Attribution Non-Commercial International Licence 4.0. Any reuse is allowed in accordance with the terms outlined by the licence. To reuse this post-print for commercial purposes, permission should be sought by contacting permissions@emeraldinsight.com.

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