Creating a digital culture of care: COVID-19 and digital teaching

References

• Allington, R. L., & McGill-Franzen, A. (Eds.). (2018). Summer reading: Closing the rich/poor reading achievement gap. Teachers College Press.
   Google Scholar
• Allington, R. L., McGill-Franzen, A., Camilli, G., Williams, L., Graff, J., Zeig, J., & Nowak, R. (2010). Addressing summer reading setback among economically disadvantaged elementary students. Reading Psychology, 31(5), 411–18.
   Google Scholar
• American Academy of Pediatrics. (2022). American academy of pediatrics. Retrieved from Disasters and Children: https://www.aap.org/en/patient-care/disasters-and-children/
   Google Scholar
• American Red Cross. (2022). American red cross. Retrieved from Recovering Emotionally: https://www.redcross.org/get-help/disaster-relief-and-recovery-services/recovering-emotionally.html
   Google Scholar
• Association of College and Research Libraries. (2015). Framework for information literacy for higher education Retrieved from http://www.ala.org/acrl/standards/ilframework
   Google Scholar
• Authors. (2016).
   Google Scholar
• Authors. (2017).
   Google Scholar
• Authors. (2020).
   Google Scholar
• Báez, J. C., Renshaw, K. J., Bachman, L. E. M., Kim, D., Smith, V. D., & Stafford, R. E. (2019). Understanding the necessity of trauma-informed care in community schools: A mixed-methods program evaluation. Children & Schools, 41(2), 101–110. https://doi.org/10.1093/cs/cdz007
   Web of Science ®Google Scholar
• Banister, S., & Reinhart, R. V. (2011). TPCK for impact: Classroom teaching practices that pro- mote social justice and narrow the digital divide in an urban middle school. Computers in the Schools, 28(1), 5–26. https://doi.org/10.1080/07380569.2011.551086
   Google Scholar
• Bennett, S., & Maton, K. (2010). Beyond the ‘digital natives’ debate: Towards a more nuanced understanding of students’ technology experiences. Journal of Computer Assisted Learning, 26(5), 321–331. https://doi.org/10.1111/j.1365-2729.2010.00360.x
   Web of Science ®Google Scholar
• Bluestein, J. (2001). Creating emotionally safe schools: A guide for educators and parents. Health Communications.
   Google Scholar
• Boldt, G., Street College, B., & Of Education. (2020). Possibilities and problems in trauma-based and social emotional learning programs. occasional paper series. Bank Street College of Education, 43. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=eric&AN=ED606413&site=eds-live&scope=site&custid=ken1
   Google Scholar
• Burgess, S., & Sivertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. https://voxeu.org/article/impact-covid-19-education
   Google Scholar
• Cammack, N. L., Brandt, N. E., Slade, E., Lever, N. A., & Stephan, S. (2014). Funding expanded school mental health programs. In M. Weist, N. Lever, C. Bradshaw, & J. Owens (Eds.), Handbook of school mental health (pp. 17–30). Springer.
   Google Scholar
• Carney, M. C. (2020). Designed for the digital age: Teacher preparation at TEACH-NOW graduate school of education. The New Educator, 17(1), 1–18. https://doi.org/10.1080/1547688X.2020.1826072
   Google Scholar
• Centers for Disease Control and Prevention. (2020). Data and Statistics on Children's Mental Health.
   Google Scholar
• Centre for Disease Control. (2022). Helping children cope with emergencies. Retrieved on September 21st, 2022. Available on https://www.cdc.gov/childrenindisasters/helping-children-cope.html
   Google Scholar
• Child and adolescent mental health. (2018). Retrieved from https://www.who.int/mental_health/maternal-child/child_adolescent/en/
   Google Scholar
• Children’s Mental Health Report. (2019). Retrieved from https://www.cdc.gov/childrensmentalhealth/features/kf-childrens-mental-health-report.html
   Google Scholar
• Colby, S. L., & Ortman, J. M. (2015). Projections of the size and composition of the U.S. U.S. CENSUS BUREAU. Population: 2014 to 2060 ,March, https://www.census.gov/content/dam/Census/library/publications/2015/demo/p25-1143.pdf
   Google Scholar
• Collerd, R. (2020, December). Teaching math in the era of COVID-19. Education Week. https://www.edweek.org/ew/articles/2020/12/02/teaching-math-in-the-era-of-covid-19.html
   Google Scholar
• Collin-Vézina, D., Brend, D., & Beeman, I. (2020). When it counts the most: Trauma-informed care and the COVID-19 global pandemic. Developmental Child Welfare, 2(3), 172–179. https://doi.org/10.1177/2516103220942530
   Google Scholar
• Curtis, H., & Werth, L. (2015). Fostering student success and engagement in a K-12 online school. Journal of Online Learning Research, 1(2), 163–190. https://www.learntechlib.org/primary/p/150962
   Google Scholar
• Dalton, L., Rapa, E., Ziebland, S. (2019). Communication with children and adolescents about the diagnosis of a life-threatening condition in their parent. The Lancet, 393(10176), 1164–1176. https://doi.org/10.1016/S0140-6736(18)33202-1
   PubMed Web of Science ®Google Scholar
• Darling-Hammond, L. (2015). The flat world and education: How America’s commitment to equity will determine our future. Teachers College Press.
   Google Scholar
• Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. The New Press.
   Google Scholar
• Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
   Google Scholar
• Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2020). COVID-19 and student learning in the United States: The hurt could last a lifetime. McKinsey & Company. https://www.childrensinstitute.net/sites/default/files/documents/COVID-19-and-student-learning-in-the-United-States_FINAL.pdf
   Google Scholar
• Ellerbrock, C., Abbas, B., DiCicco, M., Denmon, J., Sabella, L., & Hart, J. (2015). Relationships – the fundamental R in education: Teachers must create caring communities for the adolescents in their classrooms. Phi Delta Kappan, 76(9), 665–719. https://kappanonline.org/relationships-fundamental-education-ellerbrock/
   Google Scholar
• Ertmer, P. A., & Ottenbreit Leftwich, A. T. (2010). Teacher technology change: How knowledge, con- fidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
   Google Scholar
• Gabrielli, J., & Lund, E. (2020). Acute-on-chronic stress in the time of COVID-19: Assessment considerations for vulnerable youth populations. Pediatric Research, 88(6), 829–831. https://doi.org/10.1038/s41390-020-1039-7
   PubMed Web of Science ®Google Scholar
• Georgia Family Connection Partnership. (2022, August 8). Georgia Ranks 38th in the nation for child and family well-being. https://gafcp.org/2022/08/08/georgia-ranks-38th-in-the-nation-for-child-and-family-well-being-4/#:~:text=In%20Georgia%2C%2010.4%25%20of%20children,up%20from%208.5%25%20in%202016.
   Google Scholar
• Gilster, P., & Glister, P. (1997). Digital literacy (p. 1). Wiley Computer Pub.
   Google Scholar
• Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017). Social and emotional learning as a public health approach to education. Social and Emotional Learning, 27(1), 13–32. Spring https://www.jstor.org/stable/44219019
   Google Scholar
• Guzzo, T., Boffo, S., Ferri, F., Gagliardi, F., & Grifoni, P. (2022). Towards quality digital learning: Lessons learned during COVID-19 and recommended actions—The teachers’ perspective. Sustainability, 14(14), 8438.
   Web of Science ®Google Scholar
• Hutchinson, E. (2020, November 19). Toward an ethic of care and inclusivity in emergency e-learning. PS: Political Science & Politics, First View. https://doi.org/10.1017/51049096520001602
   Google Scholar
• Imran, N., Zeshan, M., & Pervaiz, Z. (2020). Mental health considerations for children & adolescents in COVID-19 Pandemic. Pakistan Journal of Medical Sciences, 36(COVID19–S4), S–6. https://doi.org/10.12669/pjms.36.COVID19-S4.2759
   Google Scholar
• Jaeger, M. M., & Blaabaek, E. H. (2020). Inequality in learning opportunities during COVID-19: Evidence from library takeout. Research in Social Stratification and Mobility, 68, 100524. https://doi.org/10.1016/j.rssm.2020.100524
   PubMed Web of Science ®Google Scholar
• Kelly, M. S., Astor, R. A., Benbenishty, R., Capp, G., & Watson, K. R. (2020). Opening schools safely in the COVID-19 era: School social workers experiences and recommendations technical report. UCLA Luskin School of Public Affairs, Department of Social Work.
   Google Scholar
• Kratt, D. (2018). Teachers’ perspectives on educator mental health competencies: A qualitative case study. American Journal of Qualitative Research, 2(1), 22–40. https://doi.org/10.29333/ajqr/5792
   Google Scholar
• Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
   Google Scholar
• Kuhfeld, M., Ruzek, E., Johnson, A., Tarasawa, B., & Lewis, K. (2020). Technical appendix for: Learning during COVID-19: Initial findings on students’ reading and math achievement and growth. NWEA. https://www.nwea.org/research/publication/technical-appendix-for-learning-during-covid-19-initial-findings-on-students-reading-and-math-achievement-and-growth/
   Google Scholar
• Ladson-Billings, G. (2021). I’m here for the hard re-set: Post pandemic pedagogy to preserve our culture. Equity & Excellence in Education, 54(1), 68–78.
   Web of Science ®Google Scholar
• Lauricella, A. R., Herdzina, J., & Robb, M. (2020). Early childhood educators’ teaching of digital citizenship competencies. Computers & Education, 158, 103989. https://doi.org/10.1016/j.compedu.2020.103989
   Web of Science ®Google Scholar
• Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Bridgen, A., Linney, C., McManus, M. N., Borwick, C., & Crawley, E. (2020). Rapid systematic review: The impact of social isolation and loneliness on the mental health of children and adolescents in the context of COVID-19. Journal of the American Academy of Child & Adolescent Psychology, 59(11), 1218–1239. https://doi.org/10.1016/j.jaac.2020.05.009
   Google Scholar
• McCombs, J. S., Augustine, C. H., Unlu, F., Ziol-Guest, K. M., Naftel, S., Gomez, C. J., & Todd, I. (2019). Investing in successful summer programs. RAND Corporation.
   Google Scholar
• National Center for Educational Statistics. (2014). Fast Facts. Retrieved from http://nces.ed.gov/fastfacts/display/asp?id=372
   Google Scholar
• National Institute of Mental Health. (2022, May). Retrieved from Coping With Traumatic Events: https://www.nimh.nih.gov/health/topics/coping-with-traumatic-events
   Google Scholar
• Obi, S., Obiakor, F., & Graves, J. (2016). Technology plus diversity is equal to innovation: Making education work. Journal of Education Research, 10(1), 1–10. https://web.a.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=1935052X&AN=115206684&h=YkdN6pUuXi24QH2oHeMJRl7XAjG%2buHGbL0m2rD0%2b7%2bjpHT4Ba7OsHp3cCvdJ%2bjCx4Xdr0kKA2FBsSH4mKUkpLA%3d%3d&crl=c&resultNs=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d1935052X%26AN%3d115206684
   Google Scholar
• Owens, C., Johnson, A. H., & Thornton, A. (2022, January). Addressing equity in schools: Youth participatory action research and transformative social and emotional learning during COVID-19. Children & Schools, 44(1), 48–54. https://doi.org/10.1093/cs/cdab029
   Web of Science ®Google Scholar
• Oyedele, O. (2015). Mental health promotion. Retrieved from https://dbhdd.georgia.gov/.
   Google Scholar
• Panchal, U., Salazar de Pablo, G., Franco, M., Moreno, C., Parellada, M., Arango, C., & Fusar-Poli, P. (2021). The impact of COVID-19 lockdown on child and adolescent mental health: Systematic review. European Child & Adolescent Psychiatry, 1-27. https://doi.org/10.1007/s00787-021-01856-w
   Google Scholar
• Pate, C. (2020). Strategies for trauma-informed distance learning. WestEd. https://eric.ed.gov/?id=ED606091
   Google Scholar
• Perry, D. F., & Conners-Burrow, N. (2016). Addressing early adversity through mental health consultation in early childhood settings. Family Relations, 65(1), 24–36. https://doi.org/10.1111/fare.12172
   Web of Science ®Google Scholar
• Prensky, M. (2009). H. sapiens digital: From digital immigrants and digital natives to digital wisdom. Innovate: Journal of Online Education, 5(3). https://www.learntechlib.org/p/104264/
   Google Scholar
• Prensky, M. (2013). Our brains extended. Educational Leadership, 70(6), 22–27. https://www.learntechlib.org/p/132064/
   Web of Science ®Google Scholar
• Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, N. (2011). Supporting children’s mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26(1), 1–13. https://doi.org/10.1037/a0022714
   Web of Science ®Google Scholar
• Reynolds, R. (2016). Defining, designing for, and measuring ‘‘social constructivist digital literacy’’ development in learners: A proposed framework. Educational Technology Research and Development, 64(4), 735–762. https://doi.org/10.1007/s11423-015-9423-4
   Web of Science ®Google Scholar
• Rideout, V. (2017). The Common Sense Census: Media Use by Kids Age Zero to Eight. Common Sense Media.
   Google Scholar
• Samji, H., Wu, J., Ladak, A., Vossen, C., Stewart, E., Dove, N., & Snell, G. (2022). Mental health impacts of the COVID‐19 pandemic on children and youth–a systematic review. Child and Adolescent Mental Health, 27(2), 173–189.
   PubMed Web of Science ®Google Scholar
• Sawchuck, S., & Sparks, S. D. (2020, December). Kids are behind in math due to COVID-19. Here’s what research says could help. Education Week. https://www.edweek.org/ew/articles/2020/12/02/teaching-math-in-the-era-of-covid-19.html/
   Google Scholar
• Simons, M., Baeten, M., & Vanhees, C. (2020). Team teaching during field experiences in teacher education: Investigating student teachers’ experiences with parallel and sequential teaching. Journal of Teacher Education, 71(1), 24–40. https://doi.org/10.1177/0022487118789064
   Web of Science ®Google Scholar
• Sitzman, K., & Watson, J. (2017). Watson’s caring in the digital world: A guide for caring when interacting, teaching, and learning in cyberspace. Springer Publishing Company.
   Google Scholar
• Sparks, S. D. (2020, September). Triaging for trauma during COVID-19. Education Week. https://www.edweek.org/ew/articles/2020/09/03/triaging-for-trauma-during-covid-19.html
   Google Scholar
• Stake, R. E. (1995). The art of case study research. Sage.
   Google Scholar
• Suhr, K. A., Hernandez, D. A., Grimes, D., & Warschauer, M. (2010). Laptops and fourth-grade literacy: Assisting the jump over the fourth-grade slump. Journal of Technology, Learning, and Assessment, 9(5), 1–46. https://ejournals.bc.edu/index.php/jtla/article/view/1610
   Google Scholar
• Szucs, L. E., Shipley, M., McNeill, E., Housman, J., & Vinal, C. (2019). Developing preservice teachers’ cultural competency through urban immersion. American Journal of Health Studies, 34(2), 69–79. https://doi.org/10.47779/ajhs.2019.34
   Google Scholar
• Tarbutton, T. (2018). Leveraging 21st century learning & technology to create caring diverse classroom cultures. 21st. Century Learning & Multicultural Education, 25(2), 4–6. Winter. https://files.eric.ed.gov/fulltext/EJ1181567.pdf
   Google Scholar
• Van der Kolk, B. (2014). The body keeps the score. Penguin Random House.
   Google Scholar
• Van Lancker, W., & Parolin, Z. (2020). COVID-19, school closures, and child poverty: A social crisis in the making. The Lancet, 5(5), e243–244. https://doi.org/10.1016/S2468-2667(20)30084-0
   Web of Science ®Google Scholar
• Vargas, E. D., & Sanchez, G. R. (2020). COVID-19 is having a devastating impact on the economic well-being of latino families. Journal of Economics, Race, and Policy, 3(4), 262–269. https://doi.org/10.1007/s41996-020-00071-0
   PubMedGoogle Scholar
• Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers’ perspectives. Journal of Science Education and Technology, 20(1), 17–25. https://doi.org/10.1007/s10956-010-9230-y
   Web of Science ®Google Scholar
• Wadmany, R., & Kliachko, S. (2014). The significance of digital pedagogy: Teachers’ perceptions and the factors influencing their abilities as digital pedagogues. Journal of Educational Technology, 11(3), 22–33. https://doi.org/10.26634/jet.11.3.3007
   Google Scholar
• Weist, M. D., Lever, N. A., Bradshaw, C. P., & Owens, J. S. (2014). Further advancing the field of school mental health. In M. Weist, N. Lever, C. Bradshaw, & J. Owens (Eds.), Handbook of school mental health (pp. 1–14). Springer.
   Google Scholar