As I meet with team leaders in my suburban Chicago school district, I ask: What is your department doing to create equitable and inclusive learning conditions for all of our students?
It’s a complicated question in the age of COVID-19. As we discovered in the spring, some families still lack the devices or broadband connectivity they need for remote learning, despite mobile computing being a ubiquitous facet of our lives. That sad reality had school districts scrambling to provide devices and broadband access to students when the pandemic originally closed schools.
While the numbers are constantly changing based on fluid circumstances and data, it’s safe to say that millions of students across the U.S. are engaging in virtual learning. This has largely been the way of life since COVID-19 caused school shutdowns nationwide in March 2019, and the path forward toward in-person school as we knew it is still unclear.
As most institutions and school districts are well aware, remote learning brings with it a host of cyber security threats and considerations. These concerns have brought the idea of encrypted data to the forefront of the discussion, because student data is now being stored in, and accessed from, a variety of locations.
It’s important for teachers to find ways to teach social-emotional learning and character development to help their students build the skills necessary to process the events of 2020 and to persevere and succeed in (for many students) a distance learning or hybrid environment. This can be challenging, especially for ELL teachers.
I teach a first grade dual language immersion program at an elementary school outside of Madison, Wisconsin. Our school district has made character development a main focus and I’ve found some specific strategies and resources that can be helpful for early elementary school teachers – and especially for ELL teachers – who are trying to teach SEL and character development remotely.
The Covid-19 pandemic has reshaped education compliance, both in K-12 and higher education. As classes went fully online, it has become incredibly difficult for school IT administrators and teachers to keep track of all the elements of compliance.
From the cybersecurity of students’ and teachers personal devices used for lecturing, the monitoring of various communication channels, to preserving all the business records, which are in themselves an ever-evolving topic, the past year has been quite a challenge for legal and compliance professionals working in schools, as well as teachers, school tech teams, and administration.
In this MarketScale EdTech Today podcast from host Kevin Hogan, remote learning expert Sal Kahn and Anne Wintroub, director of Social Innovation for the AT&T Foundation, discuss a variety of topics related to edtech, COVID learning, and connectivity.
Hogan, who is also Editor-at-Large with eSchool News, discusses COVID-19, digital equity, online learning, and what education will look like post-pandemic.
Practically overnight, the global pandemic crumpled up traditional education models and tossed them into the wastebasket. Schools around the world were forced to reinvent their infrastructure in real time and to persevere through one of the most urgent, drastic, and important pivots of any sector.
With roughly 1.4 billion children across 186 countries facing pandemic-related school closures, there was no precedent for a disruption of this magnitude—and no readily-available Plan B.
When school districts refresh their fleet of used Apple devices, they often sell back those used devices to a buyback company. These companies decide what they will pay for a device based predominantly on the age and condition of devices.
However, there are several steps that districts can take to boost the payout of most devices—even those that are badly damaged.
A personalized, learner-centered educational experience is one of the main drivers of K-12 innovation and extraordinary student outcomes, according to CoSN’s annual innovation survey.
The survey includes three categories: accelerators that pave the way for teaching and learning innovation in schools, hurdles that hinder it, and tech enablers are tools that districts can leverage to surmount hurdles and embrace accelerators.
You really can do anything online.
While COVID-19 has drastically reduced our ability to gather in-person, the social-emotional growth of children, including the need for regular social interaction among students, has not diminished. In addition to providing academic training, schools also bear responsibility for teaching societal norms and offering a space for students to practice corresponding social skills.