The COVID-19 pandemic has made home settings an essential and, in many cases, the only place of formal learning for students. This shift has pulled parents, caretakers, and other family members even closer to the education of young people as they assume the work of schooling that has been substantially reconfigured by both the pandemic and online platforms. However, in faculties of education, homeschooling is often marginalized with limited funded research (Howell, 2013). Additionally, as Kennedy and Archambault (2012) argue, teacher education programs should have been taking a more proactive role in terms of K-12 online learning with a focus not simply on the technology (Ko & Rossen, 2017), but on the unique aspects of the pedagogy associated with this mode of instruction. Teachers may be ill-prepared to deliver online content, and many families are overwhelmed by the shift in the learning environment. The long-term impacts of this shift are unknown. Yet this uncertainty reasserts opportunities to both (1) leverage home and community settings as reservoirs of knowledge deserving greater attention for teachers and teacher educators and (2) consider how educational technology can be used to support pedagogies that are more centered on students’ interests, assets, and needs (Means et al, 2013).