Immediately following the declaration of the national emergency of the COVID-19 pandemic in the USA, the purpose of this study was to examine one month of social media, news media, school district websites’ continuity plans and educational affiliate organizations, to unveil K-12 stakeholders’ initial response to K-12 remote teaching.
Framed by connectivism theory, the authors used a mixed-methods sequential explanatory design to conduct a systematic content analysis of 43,870 tweets, news media, school district websites’ continuity plans and educational affiliate organizations.
Initial responses focused on community lockdown procedures, sustaining education, adapting to a remote lifestyle and political tension. The authors revisited included tweets one week later to measure their connectedness, which revealed that educational organizations, which have the largest number of followers, also have the greatest outreach and visibility.
Based on the collective decision-making of education stakeholders, the authors provide three remote teaching recommendations and pedagogical implications for sustainable remote teaching practices.
The authors construct a blueprint from some of the largest school districts, and consequently the COVID-19 hotspots, to broadly examine emergency preparedness and remote instruction plans.
