Virtual Growth

 
The pandemic will be one that we all talk about for years to come. The toll that it took on people mentally and physically was indescribable. The education world had to pivot and transition to a world that was completely foreign to most teachers and students alike. The mandatory stay at home order that was issued wreaked havoc on the learning that took place. It did not take long post pandemic to realize there were huge learning gaps that would need to be closed. So how is it that something using technology, something we are all too familiar with, could cause such disarray? There was no continuity of learning. The key to continuity is consistency. Providing students with consistent educational experiences and where they can continue to learn despite an interruption. 

Knowing Technologies (n.d.),  provides recommendations for the continuity plan of learning. The four minimum parts are: 

• An outline of the tools and resources available to faculty and students

• A high-level description of definitions of success in a distance learning model

• Expectations for engagement 

• Distance learning scenarios for potential short, mid, and long-term school closures

The mandatory shutdown did not allow a continuity of learning to happen for students. There was not enough time to respond or plan effectively to the magnitude of needs brought on by the pandemic. According to an article by CoSN (n.d.), “teachers, students, and families grappled with the challenges of remote learning”. Parents were asked to be the facilitators of learning for their children. Children had to sit to learn without engaging in activities. It was too much, too fast and this put a mental strain on everyone. Simonson et al (2019) argue, “no organization should enter the distance education marketplace without a clearly thought-out plan that has gained the consensus approval of all key players” (p. 291). There just was not adequate time to prepare for the remote learning that we were forced into. Leaders just needed something during this unprecedented time. 

via GIPHY

Pandemic vs Online Learning

Remote learning taught us so much. It taught us how online learning should look and not look. Until now I always used remote learning and virtual learning interchangeably. However remote learning (aka pandemic learning) and online learning (aka virtual learning) are actually different things. In the infographic below,  I compare the two. The biggest thing that stood out to me was the quote by Kressin (2021), that virtual learning “follows many of the best practices that one might find in a personalized learning classroom". This makes learning effective while remote learning did not use best practices due to the lack of opportunity associated with time constraints. Kemble & Risotto (2020) state, “while most teachers have some training around online learning, most haven’t had to use those skills until now”. Teachers were trying to provide education to students with very limited knowledge of how a true online learning platform needed to be run. It was no fault of the teacher or anyone else. They just did not know what they did not know. Myself included. But when we know better we do better.

Virtual learning has the potential to truly make a difference in learning while providing convenience for students. Leaders and teachers are “discovering new ways to engage students and make learning more inclusive and exciting, inside and outside the physical classroom” (CoSN, n.d.). Using a Learning Management System (LMS) to organize material, gather data, enhance communication, and better differentiate instruction can benefit both the student and teacher.

Continuous Learning

When looking at the continuous learning rubric, I noticed a few that I feel like my district is doing well with. Collaboration is something our district prides itself in. We have integrated planning sessions with the technology, math/science, and ELA departments. There are discussions about how we can make assignments switch to online if needed. Curriculum and Instructional delivery method were two other areas that I related to. As a district we have rolled out MODEL (Meaningful and Ongoing Development of Excellent Leadership) teams that create, plan, and turnaround information on math and science specifically. As one of the leaders of this roll out, our goal is to plan for in person and online learning to help mitigate issues that could potentially arise should we need to switch again. According to Simonson et al (2019), “instructors need additional assistance in implementing instructional strategies that are specifically effective in the distance education environment” (p. 309). Through the planning process we are trying to empower teachers and grow their capacity to help lead others through innovative lessons and the use of best practices for our students. 

I do feel that we could grow in the professional development area. We have a plethora of technology and applications. There is something always new happening in the tech world. Most of the time, teachers do not feel adequately prepared to use technology. Simonson et al (2019) state, “the ownership and use of such devices does not imbue these alleged “digital natives” with the skills needed for success in online course” (p. 311). This quote is so accurate. Teachers and students can have access to all the technology in the world but if they do not know how to effectively use it then teachers will not. Professional development can take on the model of online learning through modules or courses offered from various people and places. Why not gain knowledge about online learning using that very platform. 

References: 

Classlink, AASA, AESA, CoSN, & SETDA. (2021). Continuous Learning Rubric. https://docs.google.com/spreadsheets/d/1lXAwsLWBfNslkhIGxHqgojVjmV5n8KIrR7SCmZnNqsA/edit#gid=1587779846

Creating an educational continuity plan. Knowing Technologies. Retrieved May 22, 2022. https://knowingtechnologies.com/educational-continuity-plan/

Giphy. I Get It GIF by Rosanna Pansino. https://media.giphy.com/media/0FHJ363Octui8Emuul/giphy.gif

Kemble, J. & Risotto, S. (2020). Learning continuity guidebook: Develop teacher & student capacity. ClassLink. https://www.classlink.com/blog/learning-continuity-guidebook-part6

Simonson, M., Zvacek, S., & Smaldino, S. (2019). Teaching and learning at a distance: Foundations of distance education (7th ed.). Information Age Publishing, Inc.

The covid-19 crisis changed education. Now teachers are rethinking the future of education. CoSN. Retrieved May 22, 2022. https://www.cosn.org/the-covid-19-crisis-changed-education-now-teachers-are-rethinking-the-future-of-learning/