Abstract
The purpose of this qualitative phenomenological study was to learn about the experiences of ten California elementary teachers engaged in emergency remote teaching (ERT) during the Covid-19 pandemic. This study examines previous ERT events from around the world as well as emerging literature about the Covid-19 ERT event. Using iterative thematic inquiry (ITI), this study explores the themes of cognitive fatigue, technical agility, communication, and educational benefit. In their own compelling words, teachers described the physical, emotional, and psychological toll that teaching during Covid-19 took on them. They explain what worked and what did not work in terms of technology, communication, pedagogy, and student success. Teachers also discussed what they needed from leadership, parents, and each other that would have helped them navigate ERT more successfully. The aim of this study was to create a customizable ERT blueprint for schools and/or districts that would help educators move swiftly and efficiently to ERT when necessary. The blueprint proposed in this study takes into account the experiences of ten California elementary teachers and provides guiding questions to leaders as they prepare for future school closures.
Keywords: elementary, emergency remote teaching (ERT), Covid-19, teacher experiences with ERT, online learning, education technology