Abstract
In this reflection, I contextualize my own experiences conducting educational ethnography in a synchronous online kindergarten classroom during the COVID‐19 pandemic. I highlight how conducting research in online classrooms transforms ethnographic research methodologies and concepts such as the field site. I offer four suggestions, derived from my experiences and guided by an un‐sited approach to this hybrid online field site, to conceptualize a more fluid approach for studying online schooling in general.
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