Coding descriptions for future-focused
| Themes | Definition | Quotes |
|---|---|---|
| Flexibility | How virtual teams allowed for flexibility and new ways of doing | “I think it also forced us to learn. Learn to teach in a different way, but also to learn in a different way” (Bailey) |
| New tools | The technological skills teachers gained during this time continue to be used | “I wouldn’t highly rate the experience, but at the same time, as an educator, I learned so much more. You know how I’ve been saying previously about like the different technological possibilities” (Morgan) |
| Permanent vs. temporary | The challenge of investing in learning that addresses the temporary context vs. the permanent context | “Now we’re like, okay, everything’s good. Let’s just cut it off completely. Well down the road, if something happens again, all of this next generation won’t know what to do. We’ll have the experience, and it’ll be a mess again” (Hayden) |
| Teacher and problem-centered | The need for building more teacher capacity around problem-solving for immediate and future contexts | “And I think, you know, when you ask people, when you give them the problem and you start there, then you’re already setting up this environment of modeling like… ‘It’s you guys that get to tell us how,’ and ‘what’s the best way to do this?’” (Mackenzie) |
| Themes | Definition | Quotes |
|---|---|---|
| Flexibility | How virtual teams allowed for flexibility and new ways of doing | “I think it also forced us to learn. Learn to teach in a different way, but also to learn in a different way” (Bailey) |
| New tools | The technological skills teachers gained during this time continue to be used | “I wouldn’t highly rate the experience, but at the same time, as an educator, I learned so much more. You know how I’ve been saying previously about like the different technological possibilities” (Morgan) |
| Permanent vs. temporary | The challenge of investing in learning that addresses the temporary context vs. the permanent context | “Now we’re like, okay, everything’s good. Let’s just cut it off completely. Well down the road, if something happens again, all of this next generation won’t know what to do. We’ll have the experience, and it’ll be a mess again” (Hayden) |
| Teacher and problem-centered | The need for building more teacher capacity around problem-solving for immediate and future contexts | “And I think, you know, when you ask people, when you give them the problem and you start there, then you’re already setting up this environment of modeling like… ‘It’s you guys that get to tell us how,’ and ‘what’s the best way to do this?’” (Mackenzie) |