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- Publisher
- Emerald Publishing
- Copyright
- Copyright © Emerald Group Publishing Limited
- ISSN
- 2398-5348
- DOI
- 10.1108/ILS-04-2020-0131
- Publisher site
- See Article on Publisher Site
Abstract
PurposeIn March of 2020, Minnesota schools were mandated to transition to distance learning to slow the spread of COVID-19. The charge of providing equitable and appropriate remote learning to all students gave administrators, educators and non-academic staff a few weeks to completely redesign education. This paper aims to describe one district’s experience in planning and offering distance education and build precedent other educational leaders may use in future designs.Design/methodology/approachThis case study documents how one rural K12 district leveraged their strong foundation of technology integration and created crisis remote learning solutions for its most marginalized student populations including special education students, English learners and financially disadvantaged students.FindingsThis study shares examples of how this district prioritized relationships and the well-being of students and staff and outlines practical strategies for equitable distance learning that should be considered during and beyond emergency remote teaching.Originality/valueThis paper provides just-in-time practical advice for K12 administrators and educators on navigating crisis distance learning.
Journal
Information and Learning Science – Emerald Publishing
Published: Jun 29, 2020