COVID disrupted classroom teaching and learning, but it also prompted school district leaders to come up with new and paperless processes to keep school offices and operations running remotely.
Are you interested in building on your “keep after COVID” processes? Learn from a panel of experts in the first of two online conversations to discuss building efficiencies in education. If so, check out Part 1 of this eSchool News webinar series.
Discover how automating your district’s various workflows–from staff onboarding and 1:1 device management to digitized e-signature consent forms–can improve the user experience for administrators, educators, parents, and students alike, while also saving time and money.
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More from eSchool News
My experience with online education began 19 years ago after I took a break from teaching in
the brick and mortar setting to give birth to my daughter. When I was ready to get back in the
game, several of my colleagues recommended Florida Virtual School (FLVS), which at the time
was in its infancy.
The next few years could be a turning point for those of us involved in early education, and even for education in general.
Classroom technology is essential, and nothing made that more obvious than the COVID-19 pandemic that forced learning to go virtual and hybrid. Technology upgrades help make students feel included and achieve their full potential. But funding for classroom tech tools is always a challenge.
Selecting instructional strategies and supplemental resources for supporting student learning recovery shouldn’t be a guessing game. District and school leaders seeking to address learning loss and accelerate growth must consider the importance of evidence-based practices: instructional skills, techniques, and strategies that a study or experiment has shown to be effective.
In this week’s podcast, Kevin Hogan explores Finding Solutions to Learning Loss, including: A possible pause in learning gaps, how to handle learning loss, and the impact of personalized learning.
Diversity, according to Merriam-Webster’s Dictionary, is the condition of having or being composed of differing elements, especially the inclusion of people of different races, cultures, etc. in a group or organization.
The U.S. Surgeon General has issued an advisory warning about a mental health crisis for children.
The COVID-19 pandemic has presented education with challenges and opportunities. On one hand, the massive move to digital learning and one-to-one programs has accelerated districts’ plans for edtech adoption. On the other, state and district leaders must ensure safe learning environments as schools strive to remain open—and paying attention to indoor air quality is critical.
Following the 2020-2021 school year, educators can look back with pride–and exhaustion–on all we have learned. We have learned to teach in brand new modalities like remote and hybrid learning, foster more student independence, and adapt instruction to a huge variety of learning needs.
Although wide learning gaps still exist for students across the U.S., those gaps do show signs of somewhat stabilizing, according to new research illustrating the scale and disproportionate nature of the disruption to students’ learning from the COVID-19 pandemic.
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