XVII Congreso Internacional de Tecnolog?a, Conocimiento y Sociedad

Abstract

As a result of the global pandemic, teachers and students were forced to quickly adjust teaching and learning to fit in our new socially-distanced world. Alongside the challenge of establishing effective teaching tools, also came the need to create social spaces for connecting through teacher-student interactions. In this paper, we share our case study which followed the practices of in-service teachers who were also graduate students seeking an advanced endorsement in literacy as they grappled with problems and solutions of online learning during an intensive literacy tutoring program. We honed in on the work of one focal teacher as she carved out a new social space for connecting with her students. This work resulted in the establishment of three clear and necessary dimensions of social presence: relationship building, engagement, and social interactions. In addition, we share specific criteria that were identified for each dimension.