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4. Complete follow-up studies with the two teachers 5 years from the start of
the pandemic, 10 years from the start of the pandemic, and, if they are still
teaching, 15 years after the start of the pandemic. The researcher would
interview the two teachers to see if their pedagogy had changed again or if
these teachers continued to implement skills gleaned during the pandemic,
including those related to technology programs, into their teaching.
5. Conduct a phenomenological study on the impact of COVID-19 on students.

Summary
COVID-19 impacted education in many ways. The two participants in this study
needed to learn quickly how to teach online, both synchronously and asynchronously,
to middle school students who likely had more technical skills than they did. Through
this experience, the veteran teachers shared the significance of human connection,
the importance of continued use of technology in the classroom, and the extreme
value of support from stakeholders.

References
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Allen, Jr., W. T. (2017). Bullying and the unique socioeconomic needs of gifted and talented early
adolescents: Veteran teacher perspectives and practices. Roeper Review, 39(4), 269–283.
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Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among
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Decker, S., Peele, H., & Riser-Kositsky, M. (2020, July 1). The coronavirus spring: The historic
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