publications

2022

1. Berkeley Rev. Educ.

   What’s lost, what’s left, what’s next: Lessons learned from the lived experiences of teachers during the pandemic

   Christopher John Buttimer, Richard Colwell, Dan Coleman, and 3 more authors

   Berkeley Rev. Educ., Sep 2022

   Abs DOI

   To understand the experiences of educators during the 2020 extended school closures, we interviewed 40 teachers from across the country in public, charter, and private schools, at different grade levels, and in different subject areas. Teachers articulated three main concerns about emergency remote schooling: 1.) student motivation; 2.) professional loss and burnout; and 3.) exacerbated inequities. As the climate emergency makes school disruptions more common, school systems must learn from the tragic school closings under COVID-19 to prepare for an uncertain future. We propose five design considerations to build school systems with greater resilience for the long-term: center equity, focus on relationship-building, address student motivation, address staff motivation and burnout, and mitigate uncertainty.

2. Tech. Pedagog. Ed.

   Remote language revitalisation efforts during COVID-19

   Grahm Wiley-Camacho, Garron Hillaire, Christopher J Buttimer, and 1 more author

   Technol. Pedagog. Educ., May 2022

   Abs DOI

   As schools shift to online instruction during the COVID-19 pandemic, it is important to support disenfranchised populations and keep issues of equity at the centre of our response. In this study, the authors focus on supporting one of the few urban-based Indigenous language schools in the United States because language revitalisation is critical for Native American communities. The authors explore the extent to which video conferencing and flipped classrooms support the development of a community of speakers. The study focuses on a single classroom of 16 students in first through third grade. The authors use a digital decolonisation framework focused on empowering local communities in conjunction with design-based research methodology to explore contextualised remote instruction solutions. They report on benefits for the development of a community of speakers from remote instruction that come with costs in reduced efficacy of language learning. Finally, they distil those results into preliminary design principles.