To read this content please select one of the options below:

Initial response to COVID-19: a mixed-methods analysis of media and school communications to identify pedagogical implications for remote teaching

Lauren Eutsler (Department of Teacher Education and Administration, University of North Texas, Denton, Texas, USA)
Pavlo D. Antonenko (University of Florida, Gainesville, Florida, USA)
Chrystine Mitchell (York College of Pennsylvania, York, Pennsylvania, USA)

Interactive Technology and Smart Education

ISSN: 1741-5659

Article publication date: 4 December 2020

Issue publication date: 22 September 2021

1252

Abstract

Purpose

Immediately following the declaration of the national emergency of the COVID-19 pandemic in the USA, the purpose of this study was to examine one month of social media, news media, school district websites’ continuity plans and educational affiliate organizations, to unveil K-12 stakeholders’ initial response to K-12 remote teaching.

Design/methodology/approach

Framed by connectivism theory, the authors used a mixed-methods sequential explanatory design to conduct a systematic content analysis of 43,870 tweets, news media, school district websites’ continuity plans and educational affiliate organizations.

Findings

Initial responses focused on community lockdown procedures, sustaining education, adapting to a remote lifestyle and political tension. The authors revisited included tweets one week later to measure their connectedness, which revealed that educational organizations, which have the largest number of followers, also have the greatest outreach and visibility.

Practical implications

Based on the collective decision-making of education stakeholders, the authors provide three remote teaching recommendations and pedagogical implications for sustainable remote teaching practices.

Originality/value

The authors construct a blueprint from some of the largest school districts, and consequently the COVID-19 hotspots, to broadly examine emergency preparedness and remote instruction plans.

Keywords

Acknowledgements

Declarations

Funding: Not applicable.

Conflicts of interest/competing interests: The authors declare they have no potential conflicts of interest.

The authors would like to thank Merve Lapus, Steve Zanotti and Bill Selak for permission to use the image from the emergency transition to remote teaching and learning seminar.

Citation

Eutsler, L., Antonenko, P.D. and Mitchell, C. (2021), "Initial response to COVID-19: a mixed-methods analysis of media and school communications to identify pedagogical implications for remote teaching", Interactive Technology and Smart Education, Vol. 18 No. 2, pp. 227-245. https://doi.org/10.1108/ITSE-08-2020-0159

Publisher

:

Emerald Publishing Limited

Copyright © 2020, Emerald Publishing Limited

Related articles