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dc.contributor.authorGedak, Lisa Ruth
dc.date.accessioned2021-09-08T22:04:33Z
dc.date.available2021-09-08T22:04:33Z
dc.date.issued2021-09-08
dc.date.submitted2021
dc.identifier.urihttps://viurrspace.ca/handle/10613/24504
dc.identifier.urihttp://dx.doi.org/10.25316/IR-16326
dc.description.abstractIn the spring of 2020, the COVID-19 pandemic resulted in sudden school closures worldwide, including the critical learning years from early kindergarten to grade twelve (K-12). Teachers, students, parents, administrators, and staff were thrust into learning at a distance. This qualitative case study focussed on a specific islands district in British Columbia, Canada, where the school community's personal experiences during the pandemic were examined. An Appreciative Inquiry approach was used to investigate the voices of everyone in the school community in this unique District with the hope of positively impacting future district decisions. Data was collected through an online survey, interviews, and a mini focus group. Thematic analysis resulted in the identification of three central themes: (1) reciprocal learning, (2) the adoption of technology, and (3) re-imagining the curriculum. The results of this study include recommendations, strategies, and actions for decision-makers to consider for the future of education delivery in K-12 districts worldwide.
dc.subjectCOVID-19 Pivot
dc.subjectDesigning learning environments
dc.subjectK-12
dc.subjectPedagogy
dc.subjectRemote Learning
dc.subjectTech-enhanced Practices
dc.titleStrengths and superpowers : revolutionary experiences of school district sixty-four during the COVID-19 pivot
dc.date.updated2021-09-08T22:04:35Z
dc.language.rfc3066en
dc.degree.nameM.A. in Learning and Technology
dc.degree.levelMasters
dc.degree.disciplineSchool of Education and Technology


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