TY  - JOUR
AB  - Purpose In 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/approach This 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.Findings This 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/value This paper provides just-in-time practical advice for K12 administrators and educators on navigating crisis distance learning.
VL  - 121
IS  - 5/6
SN  - 2398-5348
DO  - 10.1108/ILS-04-2020-0131
UR  - https://doi.org/10.1108/ILS-04-2020-0131
AU  - Peterson Lana
AU  - Scharber Cassie
AU  - Thuesen Amy
AU  - Baskin Katie
PY  - 2020
Y1  - 2020/01/01
TI  - A rapid response to COVID-19: one district’s pivot from technology integration to distance learning
T2  - Information and Learning Sciences
PB  - Emerald Publishing Limited
SP  - 461
EP  - 469
Y2  - 2024/04/24
ER  -