Designing Inquiry During a Pandemic: A Professional Learning Experience
Meghan Manfra, John Lee, North Carolina State University, United States ; Meghan Grant, Wake County Public Schools, United States
DOI: https://doi.org/10.70725/746282tkpxxwJournal of Technology and Teacher Education Volume 28, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
This paper describes a collaborative project between a district curriculum specialist and university-based researchers to provide on-going support to social studies teachers as they transitioned to digital learning during the Covid-19 pandemic. We developed an asynchronous, on-line and self-guided professional learning project to support teachers at each stage of designing a C3 inquiry. Early results suggest the combination of scaffolding through the digital project as well as 1:1 communication with teachers provided the necessary support to help teachers navigate the instructional shifts associated with inquiry-based instruction.
Citation
Manfra, M., Lee, J. & Grant, M. (2020). Designing Inquiry During a Pandemic: A Professional Learning Experience. Journal of Technology and Teacher Education, 28(2), 273-283. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved April 15, 2025 from https://www.learntechlib.org/primary/p/216186/.
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