Caught Short During COVID-19

Abstract

With the sudden shift to emergency remote teaching at the start of the COVID-19 pandemic, some educators were more prepared than others having previously utilized digital tools and practices in their classroom. These educators may be considered early adopters, who research has shown tend to be more prevalent among science educators due to the fact that the science and engineering practices often incorporate digital tools as part of the sense-making process. Understanding the crossover between the science and engineering practices, sense-making, and use of digital tools, the author puts forth key lessons learned that should not be abandoned with the return to the classroom but rather transferred to and utilized within a blended learning environment which should become standard for science education.