Continuity of Instruction: Learning During a Crisis

                                                 

    The COVID-19 pandemic disrupted education systems worldwide, forcing teachers, students, and families to adapt to an unprecedented situation. Schools closed abruptly, and educators were faced with the challenge of transitioning to remote learning with little preparation. As a kindergarten teacher during this time, I experienced firsthand the difficulties of maintaining meaningful instruction without established systems to support virtual education.

    Today, advancements like ClassLink and other frameworks recommended by organizations such as SETDA have streamlined the shift between traditional and remote learning, equipping schools with tools to support continuity in education.

The Shift to Distance Learning

    Distance learning became the primary mode of education during the pandemic. Simonson and Zvacek (2024) emphasize that successful distance education requires thoughtful design, appropriate technology, and student-centered strategies (p. 298). However, many schools, including my own, struggled with the transition.

    As a Title I school, most of our students lacked access to adequate technology and high-speed internet. Without the infrastructure to provide school-issued devices, we resorted to creating weekly instructional packets. Teachers made instructional videos and relied on parents to support learning at home. Daily check-ins with families became a critical tool for maintaining engagement and addressing questions.

Addressing Equity 

    The pandemic highlighted disparities in access to education. Simonson and Zvacek (2024) emphasize that accessibility is a cornerstone of effective distance learning. 

    Some solutions included distributing devices and providing Wi-Fi hotspots, as recommended by SETDA (2022). Many schools equipped buses with Wi-Fi and parked them in underserved communities to provide students with reliable internet access. These efforts ensured that more students could participate in remote learning, though the gaps in equity remain a critical area for improvement. 

Supporting Teachers and Students

    Teachers and students were not prepared for what they experienced during the pandemic. The pandemic emphasized the need to support both educators and students in adapting to new learning trends. Teachers were thrust into a digital-first environment with little preparation, highlighting the urgent need for professional development. The programs adopted focused on helping teachers navigate learning management systems, design engaging virtual lessons, and manage digital assessments. 

    Not only did teachers need support, but students needed support to adjust to the demands of remote learning. Simonson and Zvacek (2024) state that "The quality of student support services available and easily accessible to a distant learner will play a major role in determining whether that student learns about the program, enrolls, and persists through to completion" (p. 299). Emotional and social support, alongside academic guidance, became vital components of the remote learning experience.

Conclusion

     The pandemic made it clear that learning is a dynamic process that is not confined to the traditional classroom. Frameworks like those from ClassLink and SETDA have provided educators with tools to design systems that prioritize equity, accessibility, and student-centered learning. 

   Continuity of learning is more than a response to emergencies; it is a commitment to ensuring that all students have the opportunity to learn, regardless of their circumstances. The lessons from the pandemic will continue to influence the way we approach education, equipping schools to be more resilient and adaptable in the face of future challenges.

References

ClassLink | Remote Learning. (n.d.). https://www.classlink.com/solutions/remote-learning

SETDA. (2022, January 12). ELearning - Leadership, Technology, Innovation, Learning |
    SETDA. Leadership, Technology, Innovation, Learning | SETDA.
    https://www.setda.org/main-coalitions/elearning/

Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of
    Distance Education 8th Edition. IAP.

Exploring the Flipped Classroom in Distance Education

 

                                                                                                      UT Austin CTL

    The flipped classroom has transformed modern education. There are many different types of flipped classrooms, and teachers can choose the model that best fits their students' needs. This approach has transformed the way distance education can be presented to students. The flipped classroom focuses on students gaining knowledge before class and the instructors focusing on guiding students through interactive activities to apply their knowledge (Flipped Classroom, n.d).

What is the Flipped Classroom?

    Simonson and Zvacek (2024) state that "Flipping a classroom supposedly refers to recording a class lecture so students watch and listen at home to free up time in the classroom for discussions" (p.236). At its core, the flipped classroom emphasizes active learning during synchronous or in-person meetings and flips conventional teaching approaches by shifting lectures outside of class time. The flipped classroom approach utilizes online resources such as video lectures, readings, and multimedia content, which students engage with independently (Simonson & Zvacek, 2024, p. 236). This method helps teachers fulfill their responsibility to lead their students to higher-order thinking and problem-solving skills (UT Austin, n.d.). In the flipped classroom, the focus remains on the students' learning.

Benefits of the Flipped Classroom

    There are many benefits to a flipped classroom, especially in distance education. According to Ramirez and Buitrago (2022), some of the benefits of a flipped classroom include:

• Student-centered learning
• Students are provided more opportunities for interactive and collaborative activities, and students are actively involved in their learning process.
• Personalized student learning paces
• Students have the opportunity to learn at their own pace. This approach allows students to watch content multiple times and review material conveniently.
• Enhanced Teacher-Student Interaction
• Teachers can focus on individual student discussions due to less time spent on lecturing. (p.16-19).

For various reasons, many educators are opting to flip their classrooms. Giving students more responsibility and ownership over their education, involving them in the process, encouraging peer collaboration, and giving teachers more time to give feedback to students are some of the reasons why teachers flip their classrooms (Flipped Classroom, n.d.).

This approach allows for a more dynamic learning environment where students can engage with the material at their own pace, fostering deeper understanding and retention. Additionally, the flipped classroom model promotes critical thinking skills as students are encouraged to apply what they have learned in collaborative settings.

Implementation

                                                                               UT Austin CTL

  The emphasis of the flipped classroom method is on student learning. You can implement this method in traditional or distance learning using a variety of different strategies. Samaila et al. (2025) suggested using a Study-Summary-Quiz (SSQ) model and the Think-Pair-Share (TPP) model. In the SSQ model, students review material before class, write a summary to reinforce understanding, and then take a short formative quiz to grasp their understanding before class (Samaila et al., 2025, p. 2512). The TPP model is embedded in the synchronous portion of class by having students solve a problem individually, discuss it with a partner, and then share their ideas with their peers (Samaila et al., 2025, p. 2512). 

Both of these implementation strategies allow for students to have accountability, critical thinking, and collaboration among their peers. 

References

Ramirez, M., & Buitrago, C. R. (2022). In-Class flip: A Student-Centered Approach to
    Differentiated Learning.

Samaila, K., Al-Samarraie, H., Tsong, C. K., & Alzahrani, A. I. (2024). A new guided flipped
    learning model for lifelong learning. Interactive Learning Environments, 1–15.
    https://doi.org/10.1080/10494820.2024.2412063

Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of
    Distance Education 8th Edition. IAP.

Flipped classroom. (n.d.). University of Texas at Austin: Center for Teaching & Learning.
    https://ctl.utexas.edu/instructional-strategies/flipped-classroom

Students’ learning journey in a flipped classroom (n.d.)
    https://ctl.utexas.edu/sites/default/files/what-is-flipped_comparison-table-120516.pdf

What is a flipped class? (n.d.). Vimeo. https://vimeo.com/70893101

Distance Education: Learning through Technology

 

    Distance education wasn't something teachers thought about until we had no choice. In 2020, when COVID 19 hit, many teachers, including myself, were not prepared to teach students at a distance. At the time, I was a kindergarten teacher and only had five Chromebooks to use at a center. My students, nor myself, were prepared to go digital for our teaching and learning. 

    The pandemic forced teachers to think outside of the box and teach their students from their homes. In my case, the kindergarten teachers I worked with were in constant communication and sharing ideas and resources to help our students get as much instructional content as possible. Unfortunately, I worked in a Title I school and many of our students did not have access to the internet or a digital device to use while learning at home. Simonson and Zvacek (2024) state, " Even where the Internet is available, many potential students do not have ready access to powerful, modern computers, and if they do, they may not know how to use Internet resources" (p.114). The digital component of distance learning was a struggle for our students because even if they had access to internet, they did not have devices they could use to complete the assignments or even the knowledge of online platforms. 

Growth Opportunity

    This experience gave teachers the opportunity to learn about distance education. Many teachers took the opportunity to introduce their students to online learning platforms in the classroom. The year following COVID, our school went one-to-one with Chromebooks and it gave us the opportunity to teach our students how to use Internet resources. Particularly, we focused on using SeeSaw . Students learned how to upload pictures, complete assignments, and turn in assignments while completing their classwork or their center activities. SeeSaw solved the problem of students not having desktops or Chromebooks at home because "the mobile application can be downloaded at any time from any location with an internet connection to any smartphone or tablet device" (Kusmaryani et al, 2022, p. 55). 

Positive Experience

    Through the chaos of COVID came opportunities to learn. In my district, we were all part of a Blended Learning professional development that was delivered through Google Classroom. Teachers got to experience learning the same way we would expect our students to learn. Simonson and Zvacek (2024) state "The effective utilization of distance education classrooms requires a new set of skills for most educators and learners" (p. 128). By participating in this online professional development, teachers were able to learn how to utilize online-learning platforms to best serve their students.

Conclusion

    Even though teachers were not prepared for distance learning, it forced us to learn how to teach students in the event that something similar happens again. I have learned so much over the last five years to support and teach my students technology etiquette, internet resources, and how to use different platforms. The pandemic was hard for everyone, but I think it made schools think about how technology was being used within schools and change for the better.

References.

Imoogi Graphic. (N.D.). Teenagers Distance Learning Online Education 3D Character
    Illustration. Canva. Retrieved 2025, from https://www.canva.com/p/imoogigraphic/?
    utm_medium=referral&utm_source=creator_share&utm_campaign=creator_share.

Kusmaryani, W., Arifin, & Fakultas Keguruan dan Ilmu Pendidikan, Universitas Borneo
    Tarakan. (2022). PENGGUNAAN APLIKASI KELAS SEESAW SEBAGAI MEDIA
    PEMBELAJARAN DALAM PEMBELAJARAN BERBASIS PROYEK DIGITAL
    [Journal-article]. JURNAL BORNEO SAINTEK, 5(2), 54–62.
    https://www.jurnal.borneo.ac.id

Seesaw. (2024, August 29). Experience 5 powerful ways to use Seesaw [Video]. YouTube.
    https://www.youtube.com/watch?v=nYJAW1FTc0A

Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of
    Distance Education 8th Edition. IAP.

Simm

S

AI in Education (Field Experience 2)

AI by Keley Barnhill

    Artificial Intelligence (AI) is the next big thing to hit the world of education. Not only can AI help develop curriculum and support teaching, but it can also be instrumental in creating personalized learning experiences for students. Jones and Kennedy (2023) state "Technology enables personalized pathways for student learning through active collaborative learning activities" (p.17). AI can help teachers achieve those personalized pathways as outlined in CoSN Standard 2F. 

    With new technology, comes new training. We don't want to use something so advanced in our schools without first training our district leaders, administrators, and teachers. Before we can potentially streamline AI with our students, we have to develop policies for it's usage. There are many trainings available online for teachers to participate in. This year, I participated in the ChatGPT Foundations for K-12 Educators training through Common Sense Media. AI in schools is a scary topic and looking to those who have already piloted the platforms can make it a little less overwhelming. Some schools have already piloted different AI platforms in the classroom, for example, a middle school in Newark Public Schools has used Khan Academy's AI Khanmigo.

    In my opinion, I think that when we learn how to use AI correctly in education, then it will be instrumental in our students' learning paths. AI can be use in many resourceful ways including administrative tasks, such as social media responses (Jones & Kennedy, 2023, p.36). AI-driven platforms automatically analyze individual learning styles, strengths, and weaknesses and tailor a learning path that fit for each individual student (Ejjami, 2024). Many educators do not realize that they are already indirectly using AI in the classroom. Diagnostics, like i-Ready, are creating personalized learning paths for each student after taking the assessment. This is one way that AI is shaping the future of education. Cardona, et al (2023) emphasize that AI can help teachers provide extra support to students when there isn't enough time in the day (p.2). 

    AI is something that is not going away and will continue to gain momentum. School districts need to begin planning for professional development within their schools to prepare their teachers. 

References

Cardona, M., Rodríguez, R. J., Ishmael, K., & U.S. Department of Education. (2023). Artificial intelligence and the future of teaching and learning. https://www2.ed.gov/documents/ai-report/ai-report.pdf

Ejjami, R. (2024). The Future of Learning: AI-Based Curriculum development. International Journal for Multidisciplinary Research (IJFMR), 6(4), 1–2. https://jngr5.com/public/blog/The%20Future%20of%20Learning.pdf

Jones, L., & Kennedy, E. (2023). Effective technology tools for school leadership: Understanding Digital and Data-Driven Strategies. Taylor & Francis.

    

Developing a Professional Learning Network (PLN) Field Experience 1

PLN by Keley Barnhill

     Teaching is one of the professions that are continuously learning. Every year, teachers participate in creating their own Personal Learning Plan (PLP) to help them grow as educators. Sometimes, its not easy to find professional development opportunities while teaching in the classroom. A great way to build learn from others in the profession is to create a Professional Learning Network, PLN for short. Jones and Kennedy (2023) state " Teachers should be provided opportunities to engage in life-learning opportunities that can be utilized in the classroom and shared with colleagues" (p.66). Many teachers feel like excluded due to being isolated to their classroom. Administrators can support their staff through building professional learning communities and encouraging their teachers to participate in professional learning networks (Jones & Kennedy, 2023, p.84).

    Throughout the course Instructional Leadership in Educational Context, EDL 677, I learned how to create a PLN and interact with various professionals through different platforms. I found creating the PLN met the Consortium for School Networking (CoSN) standard 1K that "communicates the effectiveness of technology in professional activities" (CoSN - Consortium for School Networking, 2018, p.3). A PLN focuses on the different connections and tools that an individual utilizes for personal growth, learning, and sharing of knowledge.  

LinkedIn

    Pena, Curado, and Oliveria (2022) describe LinkedIn as "a Professional network which allows users to promote themselves professionally and expand their social networks". If you're anything like me, you have heard of LinkedIn but thought it was strictly a job seeking site. I was not aware that it was social networking for professionals. I have discovered many professionals that offer great ideas and resources to education. 

Pinterest

    Pinterest has been around for many years. I have always used it to save ideas for things that I wanted to use in the classroom but never considered it to be part of a Professional Learning Network.  Lundgren, Curcio, and Schroeder (2021) explain that "Teachers are no longer limited to participating in face-to-face professional development experiences or only resources over lunch or during passing periods. With educational resources easily accessible on social media like Pinterest, Facebook, Twitter, Tik-Tok, and Instagram, we must interrogate the ways teachers share the knowledge they gain online with their colleagues" (p.2). Pinterest is an easy and meaningful way to share your personal ideas and new discoveries with your learning community. 

Flipboard

    Flipboard is something that I had heard of in the past but never researched and used for professional growth. After delving deep into Flipboard, I discovered that it has many uses from saving your favorite resources and articles, to seeing what other educators and professionals around the world are finding as well. 

    Like CoSN Standard 1K, PLNs provide opportunities for educators to engage in ongoing learning through social media, webinars, and collaborative discussions. PLNs offer educators the space to collaborate with other professionals around the world to build on their knowledge. It seems like a daunting task and the acronym makes you think that it's just something else that educators have to do, but building your professional network is probably something that you unconciously have already done just by following professionals on social media. 

References:

Jones, L., & Kennedy, E. (2023). Effective technology tools for school leadership: Understanding Digital
and Data-Driven Strategies. Taylor & Francis.

Lundgren,L., Curcio, R., & Schroeder, S. E. (2021). Are you a team player or a personal pinner?situating pinterest as part of teachers' online and offline professional learning networks.  Innovation and Education, 3(1). https://doi.org/10.1186/s42862-021-00013-z

Pena, L., Curado, C., & Oliveria, M. (2022). The contributions of LinkedIn use to career outcome
expectations. Journal of Business Research, 144. 788-796. https://doi.org/10.1016/j.jbusres.2021.09.047

Finding the Right Technology for Schools.

Design by Keley Barnhill

    Technology today plays a critical role in students' education. We begin introducing technology in classes as early as pre-kindergarten and students begin independent use in kindergarten. However, the struggle to keep up with newer versions of technology can be a challenge. Many schools have shifted to the 1:1 initiative following the 2020 Pandemic. The importance of finding the right technology that is safe and supported by system networks is greater than ever. To begin the search for the right technology, schools have to do their research and look to experts for advice.  

   In order to find the right technology, schools must start with their educational goals. What are students going to accomplish with new technology? Is it user-friendly? Do teachers need to be explicitly trained? According to Frazier and Hearrington (2024) a key consideration is aligning the choice of technology with your school's mission and learning goals. The technology chosen must match your schools mission whether it be collaboration, communication, or critical thinking skills. Many schools have chosen to stick with Chromebooks instead of laptops due to the enhanced risk of security. But some schools with kindergarten choose to introduce a tablet first. 

   

    One of the most important steps in finding the right technology is evaluating the needs of your students. Technology needs in elementary school are vastly different from middle school and high school. Pothireddy (2024) emphasizes the importance of selecting devices that are age-appropriate and support young learners' cognitive development. In elementary schools, having touch screen devices and interactive boards give them more of a hands-on learning experience. Pothireddy (2024) also highlights the importance of connecting school and home through technology. This can be done through educational apps or through a school provided platform such as i-Ready.

     On the technical side of finding the right technology, is ensuring the durability, security, and support of devices. School devices are used daily and in the upper grades are used at home as well as at school. The devices chosen must be able to withstand the wear and tear of regular use. In addition to durability, security should be a top priority. Security features should be included to ensure student privacy is safe while browsing. Not only is student security important, but also the network security. Coggins (2023) highlights the importance of evaluating a device's compatibility with your school's network, software, and digital resources. Frazier and Hearrington (2024) also stress the importance of considering ongoing technical support. When purchasing devices, schools should research the companies customer support and warranty services in the event of technical difficulties. 

    Lastly, schools must consider their budget with new technology. Not only are the devices costly upfront, but planning for the what-ifs in the long term need to be taken into account. It is always best to research any devices being considered for purchase and look into the states purchasing guidelines and E-rate Funds.

References

Coggins, Z. (2023).  How to Choose the Right Devices for your 1:1 Initiative. One to One Plus.
    https://onetooneplus.com/how-to-choose-the-right-devices-for-your-11-initiative/

Frazier, M., & Hearrington, D. (2024). Technology Coordinator's Handbook: A Guide for Edtech Facilitators and
    Leaders. International Society for Technology in Education.

Pothireddy, K. (2024, June 19). Finding the right technology for early elementary classrooms.
    EdSurge. https://www.edsurge.com/news/2024-06-19-finding-the-right-technology-for-early-elementary-
    classrooms#:~:text=1.,the%20needs%of%20their%20students.

Educational Technology Planning

 

        Technology today is changing rapidly. Schools are constantly working to keep up with the updates in technology and new releases. Effective technology planning is not as simple as purchasing newer devices; it's about aligning the tools and resources with educational goals to enhance student outcomes and assist with academic progress.

Importance of Technology Planning

        Technology is transforming the way we teach and the how students learn. We now have the resources to facilitate virtual classrooms and dive into data. Technology provides many opportunities to bring the outside world into the classroom. Even though technology can enhance how we teach and learn, it comes with risks as well. It is important to research all devices and platforms that will be utilized to ensure student and staff safety. "Technology plans go beyond devices and network connections to consider the overall vision of where the organization is trying to go, and ideas of what resources will be needed to get there, and a plan for what will happen when these resources are in place" (Frazier & Hearrington, 2024, p. 182). 

        When schools do not have a plan in place will have issues with device reliability, wifi bandwidth, and wasting funds and resources (Essential Conditions for Effective Tech Use in Schools, 2023). Plans should be in place that outline school policies and partnerships with companies used within the school district (Essential Conditions for Effective Tech Use in Schools, 2023). 

 

How to Plan Effective Technology

        

       When planning for new or existing technology, a team should be in place to analyze current technology and their capabilities. The technology committee should evaluate the existing technology to determine if their are issues with hardware, software, or the internet. There should be questioning about if the existing technology is substantial or if newer devices are needed to achieve technology goals.

        Once the planning team has evaluated the current needs, then they should set clear goals to determine what the school wants to achieve with technology. Some of these goals should include digital literacy, digital citizenship, increasing student involvement, and classroom implementation. 

Budget

        The technology committee plays a crucial role in budgeting for technology. Frazier and Hearrington (2024) state, " One of the first steps in the budgeting process is data collection and needs assessment" (p. 185). The committee must work together and relay information to the technology coordinator to identify technology needs and upgrades. Once the needs have been assessed, then the coordinator can create a budget for the district. The budget would them be submitted to the Board of Education for review, bid, and approval. 

Purchase

        After the budget has been approved, school districts will work on a bid. If your district is in the state of Alabama, then schools may go through Alabama K-12 Joint Purchasing process. The ALJP eliminates the need for bid approvals through the board of education. The "ALJP leverages collective purchasing power to secure competitive pricing and reduce procurement complexity" (Alabama Joint Purchasing Program (ALJP- Danmark Technologies, n.d.)

Professional Development

        The last step in technology planning is professional development. In order for teachers to effectively use new or existing technology in the classroom, they must be properly trained. Teachers need to know how to properly use the technology available not just for emails and websites. 

References

             Alabama Joint Purchasing Program (ALJP) - Danmark Technologies. (n.d.). Danmark Technologies.
 https://danmarktech.com/aljp/#:~:text=Streamlined%20Procurement:%20Benefit%20from%20ALJP's,to
 %20deliver%20the%20right%20solutions.           

            Essential conditions for effective tech use in schools. (2023, July 26). ISTE. https://iste.org/essential-
conditions-for-effective-tech-use-in-schools

            Frazier, M., & Hearrington, D. (2024). Technology Coordinator’s Handbook: A Guide for Edtech
Facilitators and Leaders. International Society for Technology in Education.