it failed to deliver the transformational experiences that ed-tech proponents had envisioned for widespread adoption of 1:1 learning. Because of resource disparities and inconsistencies in implementation, it likely led to heightened gaps in achievement and rich learning opportunities.
Struggles of teaching following COVID - Lack of supplies for students to properly complete their work. Also lack of a safe school environment
systems spent in crisis operations, we observed some common themes unfold.
COVID - How teaching is completely different now because of it
Only a few hundred districts and charter networks in the United States had learning models and infrastructure robust enough to shift to a new mode of learning so quickly and efficiently.
Change from Covid - Sudden shit for teachers, students and parents leaving all confused and with a lot of responsibility.
While most school districts will likely snap back to traditional operations this fall, I anticipate an additional half-million students will remain in new learning models, including co-learning and homeschooling, online schools with cooperative supports, and private microschools.
Learning models have changed making it beneficial but also more difficult for teaches to suddenly change with them
“ALL children, families, and staff must be embraced, valued equally, and served with equity—regardless of race, ethnicity, religion, sexual orientation, gender, socioeconomic circumstance, or disability” (2021).
Equity work - when people work as a unit and give everyone equal opportunities all parties will be succesful
Learning advocates have long been promoting the skills and dispositions required for success in the 21st century.
Teaching changing with the times, which is a good thing but also poses a problem when schools do not receive adequate funding to give each student the tools they need to keep up with the times
with collaboration and agility skill-building and a greater emphasis on equity.
Collaboration with colleagues is bound to leave both successful
In K–12 education, the pandemic increased interest in new strategies for credentialing learning. The Aurora Institute recently noted signs of progress, both in practice and policy, in 28 states in competency-based education—with a commitment to meeting learners where they are, providing the time and resources to achieve, and supporting authentic demonstrations of mastery
New forms of teaching and learning
the lack of preparation for the shift to online learning, the weaker historical performance of online schools, and some of the family concerns or challenges associated with the choice of online learning,
No time to prepare before the pandemic because it was unexpected
chool closures revealed that one in five teens didn’t have reliable internet access at home—and neither did a surprising percentage of teachers (Auxier & Anderson, 2020).
Unable to reach smooth operations remotely making teaching an even more difficult job
Schools that didn’t have take-home devices for every learner quickly scrambled to find and distribute them.
Change from in person to remote learning and making it accessible for all students