The use of digital poetry to inform preservice teacher education and in-service teacher professional development during COVID-19

College of Education, Health and Human Services
  1. Open Access Kent State
  2. Kent State University COVID-19 research and funded grants
  3. The use of digital poetry to inform preservice teacher education and in-service teacher professional development during COVID-19
Author(s)
Abstract

Digital poetry has been an important and innovative genre in many disciplines. This paper describes two separate tools (Emerge and Thread) that were used to support teacher professional development during the COVID-19 pandemic. Results suggest that within one month, over 120 poems at each of two separate schools were created, showing both a willingness of the teachers to engage in this form of professional development and a desire of the students to share their knowledge. The paper includes an invitation to freely collaborate in both the use of and research studies on digital poetry for teacher education.
Format
Article
Identifier(s)
handle.net: http://www.learntechlib.org/p/216343/
Publication Date
2020
Publisher
LearnTechLib
Community
College of Education, Health and Human Services
Permalink https://oaks.kent.edu/covid19ksu/use-digital-poetry-inform-preservice-teacher-education-and-service-teacher-professional
Ferdig, R., Pytash, K., Hassler, D., Mucha, N., & Gandolfi, E. (2020). The use of digital poetry to inform preservice teacher education and in-service teacher professional development during COVID-19. https://oaks.kent.edu/node/10692
Ferdig, Richard, Kristine Pytash, David Hassler, Nate Mucha, and Enrico Gandolfi. 2020. “The Use of Digital Poetry to Inform Preservice Teacher Education and in-Service Teacher Professional Development During COVID-19”. https://oaks.kent.edu/node/10692.
Ferdig, R., K. Pytash, D. Hassler, N. Mucha, and E. Gandolfi. The Use of Digital Poetry to Inform Preservice Teacher Education and in-Service Teacher Professional Development During COVID-19. 2020, https://oaks.kent.edu/node/10692.