Examining K-12 teachers' feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic.

This mixed-methods study explored K-12 teachers' feelings, experiences, and perspectives regarding online teaching during the COVID-19 pandemic. The study also examined teachers' perspectives of the "new normal" after COVID-19 and of what should be done to better prepare teachers for future emergencies. Both quantitative and qualitative data were collected from an online survey and follow-up interviews. A total of 107 teachers from 25 different states in the United States completed the online survey, and 13 teachers from 10 different states participated in the follow-up interviews. The results revealed teachers' feelings about online teaching and various strategies and tools they used during the early stage of the COVID-19 pandemic. The major challenges faced by teachers during the pandemic included lack of student participation and engagement (or lack of parental support), students without access to technology, concerns about students' well-being, no face-to-face interactions with students, no work-life balance, and learning new technology. Four major themes emerged regarding how to better prepare teachers for future emergencies: (1) professional development for online learning, (2) technology access, (3) technology training for both teachers and students, and (4) action plans and communication. Regarding teachers' perspectives of the "new normal," five major themes emerged: (1) more online or blended learning, (2) rethinking normal, (3) hygiene and social distancing, (4) smaller classes and different school schedules, and (5) uncertainty and concerns about the "new normal."

A response to an article entitled "Improving teacher professional development for online and blended learning: a systematic meta-aggregative review".

This response reviews the article entitled "Improving teacher professional development for online and blended learning: a systematic meta-aggregative review" (Philipsen in Educ Technol Res Dev 67:1145-1174, 2019) from a practice perspective. Philipsen (Educ Technol Res Dev 67:1145-1174, 2019) conducted a systematic meta-aggregative review that targets teacher professional development for online and blended learning. This paper summarizes the key findings of their study and discusses the value of the findings and how they could be applied to prepare K-12 teachers for online and blended learning. Limitations of the study and suggestions for future research are also discussed.