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Abstract
In this feature, I present implications from a cross-school project in the Finnish archipelago (2015–17). Three primary schools and five teachers collaborated with the researcher to extend their classrooms through a Virtual Learning Environment (Fronter, Blackboard Collaborate). Data were analysed with the theory of practice architectures. The schools were part of complex arrangements on several levels that had implications for the success of the remote teaching initiative: classroom level (e.g. digital competence), school level (e.g. joint teacher positions, faculty support) and regional level (e.g. school transport, relevant digital infrastructure).
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Keywords
primary school; remote teaching; school collaboration; Virtual Learning Environments
DOI
https://doi.org/10.26203/pdjj-2g43Published in Volume 27(2) Remote teaching to ensure equal access to education in rural schools,