Investigating Minnesota Literacy Teacher Insights During COVID-19: Distance Learning, Hybrid, and In-person Instruction

Brief Paper (Asynchronous) ID: 59604
  1. aaa
    Lisa Krall
    Bemidji State University
  2. Kate Kelly
    St. Catherine University
  3. Debra Peterson
    University of Minnesota
  4. Wendy Richards
    University of Northwestern

Abstract: Minnesota’s P-12 teachers and other literacy educators (i.e. professors, literacy coaches, etc.) were impacted by the pandemic. Many schools transitioned from in-person learning to online or distance learning and back again. Teachers and professors were tasked with making significant changes to their teaching. In this study, members of the Minnesota Reading Association (P-12 teachers and literacy educators) responded to a survey focusing on the impact of COVID-19 on their context, students, teaching practices, tools, and future instructional strategies. Survey responses were influenced by a sudden fluctuation between online/distance learning, hybrid, and in-person instruction. Student access to technology and tools was limited. Teaching practices were supported in part by professional development, though some teachers expressed needing more support. Respondents listed a myriad of technology tools, how they were used and speculated about how they will be used in the future.

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