Abstract
The shift to emergency remote teaching during the COVID-19 pandemic has highlighted a need to develop technologies, resources, and strategies for teaching elementary grade learners online. This study uses online teacher inquiry as a form of practice-based knowledge production to identify and develop instructional practices and support structures for online teaching in grades PK-5. Six teachers of PK-5 classrooms in the United States participated in a teacher inquiry program as they transitioned from in-person to online teaching. Findings provide guidance to assist teachers and administrators in designing teaching and structures that support online learning in the elementary grades.
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