The need to provide solutions to pandemic deterritorialized teaching took effect almost overnight in early spring 2020. There was an immediate amplification of digital literacy requirements. The need for multi-modal fluency and connectivity intensified throughout the pandemic and its effects were felt nowhere near as profoundly as in education. Overnight new learning systems had to be designed and implemented. New technology needed to rapidly be acquired and shared. Teachers had to redesign teaching curricula so that content would be fit for the new modes of delivery that was emerging. Students and teachers were inundated with ‘new’ as innovation became a key force underpinning the production and consumption of pedagogy. The challenges were many, and how we approached the challenges became vital to our survival and success within a period of monumental distress. This research looks at three models that were used to assist teachers in managing expectations during the pandemic
