Empowering Teachers Through Impact Cycle: Technology and Trust in Professional Learning

     Teachers should be empowered through professional development that helps them refine their craft and see tangible results in the classroom. When instructional coaching follows Jim Knight’s Impact Cycle—Identify, Learn, Improve—professional development becomes a continuous process rather than a one-time event. My recent Number Sense in K–2 training offered a clear example of how these phases guide teacher learning and how technology can amplify engagement and reflection throughout the cycle.

(Shah, 2023)

From Training to Learning

    During the first quarter of school, I facilitated a professional development session for our school’s 18 K–2 teachers focused on strengthening early number sense routines and modeling student thinking during daily number talks. Each grade level met separately during their PLCs to ensure that discussions and examples were developmentally appropriate. Teachers practiced conducting mock number talks and explored routines such as Which One Doesn’t Belong? and Math Flip—activities they could immediately bring into their classrooms.

This phase represented the LEARN stage of Knight’s (2017) cycle, in which the coach helps teachers master a specific strategy before implementing it. Teachers valued the session’s hands-on approach—seeing and practicing new strategies rather than simply hearing about them.

Technology also played a vital role. Canva visuals supported conceptual understanding, the Smart Panel made modeling more visible, and QR codes linked participants directly to ready-to-use classroom resources. These purposeful design choices demonstrated how technology can enhance professional learning by making it more interactive, accessible, and relevant.

Liao et al. (2021) highlight that authentic, classroom-connected coaching experiences—especially those that foster engagement—help teachers integrate new strategies with greater confidence. After this session, many teachers expressed that seeing number talks modeled and signing up for a modeled version in their classrooms helped them visualize instructional flow and student dialogue more clearly.

Coaching Characteristics Matter

 The most meaningful outcome of this professional development was entering the session with teachers’ needs at the forefront. Because teachers felt comfortable sharing their questions and uncertainties, our discussions became richer and allowed us to identify and address misconceptions about early number sense.

According to Gallagher et al. (2024), effective instructional coaches exhibit strong relationship-building, thoughtful questioning, and responsiveness—qualities that align closely with Knight’s (2017) partnership principles. Establishing trust created a safe environment where teachers could honestly examine and collaboratively improve their practice.

This environment also opened the door for differentiated support. Some teachers quickly mastered the routines, while others needed more guidance, such as micro-modeling number sense routines within their own classrooms. In future sessions, I plan to incorporate extension activities and small-group coaching to meet varying readiness levels—an approach consistent with Knight’s emphasis on personalized, job-embedded learning during the LEARN phase.

 

 Improving Through Reflection and Feedback

  The IMPROVE phase of the Impact Cycle emphasizes applying new strategies, gathering data, and refining practice. To extend this phase beyond the training day, I will use a digital reflection form so teachers can share their experiences after implementing routines. Their reflections will highlight both successes and challenges, helping guide future coaching cycles.

Many teachers requested additional examples of number talks for students with varying levels of number sense. Through digital follow-ups and shared collaboration spaces, I can collect classroom examples, curate videos, and facilitate peer feedback to help teachers strengthen their routines. This aligns with Knight’s (2017) concept of improvement through evidence and reflection and echoes Liao et al.’s (2021) findings that ongoing, job-embedded coaching enhances technology-supported pedagogy.

Lessons for Technology-Enhanced Coaching

   Reflecting on this experience through the lens of the Impact Cycle revealed several key principles for designing effective, technology-enhanced professional learning:

• Model before requirement. Teachers need to see strategies in action—especially when technology is involved.

• Prioritize reflection. Provide structured opportunities for teachers to analyze outcomes, share feedback, and adjust practice.

• Use tech as a connector, not a distraction. Interactive panels, digital visuals, and online links enhance engagement when tied to clear instructional goals.

• Coach through partnership. As Gallagher et al. (2024) note, impactful coaching is relational. Teachers embrace technology more readily when they feel supported rather than evaluated.

Conclusion

The Number Sense in K–2 training reaffirmed the power of the Impact Cycle in guiding meaningful professional growth. The LEARN phase came alive through modeling, collaboration, and purposeful technology integration, while the IMPROVE phase continues through structured reflection and feedback.

Research by Liao et al. (2021) and Gallagher et al. (2024) underscores that authentic practice, trust-based coaching, and intentional technology use are key to helping teachers implement new strategies effectively. When professional development follows this model, teachers don’t just attend training—they grow through an ongoing, evidence-based partnership that elevates both their confidence and classroom impact.

References

Gallagher, T., Susin, N., & Grierson, A. (2024). Impactful digital technology coaches: Identifying their characteristics and competencies while delineating their role. Journal of Educational Research and Practice, 14(1), 10–23. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1886&context=jerap

Instructional Coaching Group. (2023, May 23). Principles of Instructional Coaching - feedback [Video]. YouTube. https://www.youtube.com/watch?v=oSfCuv9BCRg

Knight, J. (2017). The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching. Corwin.

Liao, Y., Ottenbreit-Leftwich, A., Glazewski, K., & Karlin, M. (2021). Coaching to support teacher technology integration in elementary classrooms: A multiple case study. Teaching and Teacher Education, 103384. https://doi.org/10.1016/j.tate.2021.103384

Shah, K. (2023, May 17). Curious about the Jim Knight Coaching Model for Teachers? Let's Break it Down - Edthena. Edthena. https://www.edthena.com/jim-knight-coaching-model-teachers/

Building Confidence Through Coaching: Supporting Teachers in Making Math Hands-on

When I first started using manipulatives as a classroom teacher, I felt uncomfortable and unsure. I often worried that students would misuse them or get distracted, and I questioned whether they were really helping students understand math. However, over time, I realized that manipulatives weren't just "extra tools"; they were a crucial way for students to make abstract math concepts concrete and visible. That personal experience shaped how I approach coaching today, especially when I work with teachers who feel hesitant or uneasy about using manipulatives in their classrooms (Knight, 2017, p. 22).

Turning Hesitation into Discovery

Many teachers view manipulatives as "toys" that distract students rather than tools that support understanding. This viewpoint is understandable, especially in kindergarten and first grade. Students may not know that manipulatives are tools for learning. One of the best pieces of advice I received as a new teacher was to give students the manipulatives for the first two weeks of school to explore and play with. This gets the students time to "play" before using the manipulatives as tools for learning. The teacher I'm currently coaching is not resistant to using manipulatives, but is uncertain about how to introduce them to the class. She had never been shown how manipulatives can reveal student thinking and make abstract concepts visible.

Following Jim Knight's Impact Cycle, we co-identified a clear goal: help her students explain their mathematical reasoning more clearly (Knight, 2017, p. 30). Instead of pushing her to use manipulatives immediately, we co-planned and engaged in reflective dialogue (Knight, 2017, p. 14). When her students began using manipulatives to demonstrate their thinking, she was able to see who struggled and where the misconception was. To sustain growth, I will incorporate co-teaching, notice and name, and encourage incremental success (Sweeney & Harris, 2017, p.78).

Implementing Research-Based Technology Coaching

Schachner et al. (2024) highlights how coaching, when implemented systematically, strengthens teaching practices across contexts. Effective coaching depends on strong, trusting partnerships where feedback is individualized and responsive ( Schacher et al., 2024, p. 12). Coaching cycles with clear goals, observations, and reflective dialogue align with Knight's (2018) Impact Cycle and allow teachers to practice new strategies in context.

This study also emphasizes job-embedded learning opportunities. Coaching is most effective when it happens in teachers' daily work, with immediate feedback and chances to adjust practice. Finally, coaches need content expertise and ongoing professional development to support meaningful change (Schachner et al., 2024, p. 27). 

These principles reinforce that coaching manipulatives and technology isn't a one-time training; it's a sustained, evidence-based partnership.

The Coach I Strive to Be

I aim to be a collaborative, reflective math coach; a partner who empowers teachers to explore, experiment, and take ownership of their growth. Guided by Knight's partnership principles — equality, choice, voice, dialogue, reflection, praxis, and reciprocity — I build trust and foster curiosity (Knight, 2017, p. 44).

Sweeney and Harris (2017) emphasize the use of student-centered approaches, including invitational language, inquiry-based conversations, and reflection, all aligned with learning goals (pp. 60-63). In practice, this means I don't "tell" teachers what to do; I help them see what's possible and feel supported while they try it.

Becoming an Effective Coach

In my school, I hope to shift teachers from "we use manipulatives because we're told to" to "we use manipulatives because they deepen understanding" (Sweeney & Harris, 2017, p. 112). I hope to contribute to a movement that prioritizes student sense-making, productive struggle, and conceptual fluency.

Effective coaches listen deeply, ask reflective questions, follow through consistently, and celebrate growth. Real growth happens when schools allocate time for collaboration, reflection, and shared leadership (Schacher et al., 2024, pp. 24-25).

Reflection, Growth, and Support

As I engage more deeply with The Impact Cycle, I want to refine my skills in goal-setting, observation, and reflective questioning (Knight, 2017, p. 57). My biggest anxiety lies in addressing teacher resistance or systematic barriers, but research reassures me that trust and persistence can overcome both (Schacher et al., 2024, p. 31).

As a new math coach, having a coach of my own allows me to stay reflective and grounded. Even coaches need coaching to stay curious, challenged, and connected (Knight, 2017, p. 19). Coaching helps teachers see what's possible, take intentional risks, and unlock deeper learning for themselves and their students.

References

Diane Sweeney Consulting. (2025). Getting Started with Student-Centered Coaching by author Diane Sweeney. Student-Centered Coaching. https://www.dianesweeney.com/getting-started-with-student-centered-coaching/

Knight, J. (2017). The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching. Corwin Press.

Schachner, A., Yun, C., Melnick, H., & Barajas, J. (2024). Coaching at Scale: A strategy for strengthening the early learning workforce. https://eric.ed.gov/?id=ED658814

Sweeney, D., & Harris, L. S. (2016). Student-Centered Coaching: the moves. Corwin Press.

TheOpenWindow. (2022, September 14). Jim Knight’s impact cycles explained [Video]. YouTube. https://www.youtube.com/watch?v=8i2hAB6JczA

Designing with Purpose

 

    Designing professional development can feel overwhelming, especially when you move beyond the traditional "sit and get" sessions and create experiences that truly impact classroom practice. As teachers, we all despise losing precious time in our classrooms to sit in a professional development (PD) that may not be engaging and beneficial to our classroom setting. As I began planning a professional development for teachers, I tried to put myself in their shoes. This Number Sense PD challenged me  to rethink what good instructional design really looks like (Brown & Green, 2024). I learned that good instructional design isn't about the cutesy slides or rigourous agenda, but is solely centered around the learner, sets clear goals, and thoughfully connects each component of the learning experience back to the classroom. Throughout this process, I've discovered that purposeful design can transform a traditional PD from a one-time event into a meaniful, continous learning opportunity.

Good Instructional Design

    According to Brown and Green (2024), effective instructional design begins with a systematic approach. They describe instructional design as "a deliverate process for creating learning experiences that help learners achieve specific outcomes" (p.4). This includes identifying the learners and the learning environment, clarifying goals, and carefully selecting specific instructional strategies. When planning my Number Sense PD, this meant clearly defining what I wanted teachers to walk away with; not just knowledge of number sense routines, but the ability to implement them confidently and adapt them for their students on a daily basis.

    Brown and Green (2024) emphasize the importance of the learner analysis phase of instructional design. I've been apart of many professional developments where the presenter assumed what teachers needed without considering our existing knowledge. Through my experience, I chose to begin with teacher knowledge and asked myself more intentional questions such as: What do teachers already know about number sense routines? What challenges are they facing? How can this PD support their existing number sense routines? Brown and Green (2024) emphasize, understanding your learners "improves relevance and increases the likelihood of success" (p. 35).

Discoveries

    Before this course, I underestimated the importance of a needs-based assessment to design an effective professional development. Recently, I attended an Emerging Math Coaches training through AMSTI that outlined the importance of always starting with a needs-based assessment before walking into a classroom. This made me rethink my original professional development idea. Originally, I had planned to educate teachers about number talks and then have them design one on their own. I realized that teachers already know what a number talk is and looks like, but may have trouble with a daily number sense routine. I restructured my thinking and chose activities that centered around modeling, practicing, feedback, and planning. This mirrored Brown and Green's (2024) "learner-centered design," where learners are actively engaged in the learning rather than just listening to a presenter (p. 78). By incorporating engaging activities, the PD shifted away from traditional lecture-based PD towards a more continous learning model.     

Additionally, Ali and Sadat Academy for Management Sciences, Cairo, Egypt (2020) demonstrate a needs-based framework for PD. This includes conducting a needs-based assessment with teachers before designing a PD to ensure it is meeting the needs of the teachers. Ali and Sadat Academy for Management Sciences, Cairo, Egypts' (2020) study revealed that when PD is tailored to teacher knowledge and their specific needs, the PD becomes more responsive and meaningful. Through personal experience, I deliberately incorporated collaborative planning and peer coaching based on actual classroom evidence. 

Number Sense in K-2 by Keley Barnhill (additional resources)

Reflecting

    In the future, one change that I will make in designing PD is building an ongoing formative evaluation. It cannot be assumed that a PD was successful simply due to attendance. In the next PD, I will organize check-ins, exit tickets, and post-session surveys to evalute whether teachers found the information effective and if they are actively using it in the classroom. Brown and Green (2024) emphasize that formative evaluation is essential to identifying weaknesses in design and making improvements before implementation (p. 148).

Conclusion

    Throughout the designing process, I have learned that good instructional design is not just about the presentation and implementation but about clear planning, constant reflections, and learner-centered development. By turning my focus on what teachers need, how they receive it, and how to support them post PD, we can create a professional learning experience that is fluid.

References

Brown, A. H., & Green, T. D. (2024). The essentials of instructional design: Connecting fundamental principles with process and practice (5th ed.). Routledge.

Ali, A. D. & Sadat Academy for Management Sciences, Cairo, Egypt. (2020). A framework for an inclusive Education Professional development program. In MEXTESOL Journal (Vol. 44, Issue 3).

Motivating Teachers to Learn

    When planning for a professional development, one of the most important components is keeping participants motivated and engaged throughout the experience. As a teacher, you've likely sat through trainings that were informative but failed to capture your attention. To create a learning experience that is both effective and enjoyable, it's essential to use a variety of instructional strategies. The goal is for teachers to leave the training ready to implement what they've learned- not confused about where to begin. Successful professional development should inspire, not frustrate. Two strategies I have found impactful and successful are Think-Pair-Share and Discovery Learning. These approaches foster an engaging environment that motivates teachers to participate, reflect, and apply new knowledge. 

 Think-Pair-Share

   

    Think-Pair-Share is a collaborative learning strategy where learners first think independently, then discuss with a peer, and finally share their insights with a group. Brown and Green (2024) emphasize the importance of students learning from one another (p. 140). This strategy "provides students with the opportunity to reflect on the question posed and then practice sharing and receiving potential solutions" (Rathakrishnan et al., 2019). It encourages deeper understanding by giving participants time to process their thoughts before engaging in discussion. Think-Pair-Share also supports a variety of learning styles and provides quieter individuals a more comfortable way to contribute.

   In my own experience teaching kindergarten and first grade, I’ve used Think-Pair-Share often. I might pose a question to my students, give them time to think about it, and then have them turn to a partner to share. I’ve also participated in this strategy during professional development. At a recent math training, the facilitator asked us to define number sense and discuss it with our table partners. This approach kept everyone engaged and helped clarify misconceptions, especially for new teachers. By encouraging both individual reflection and collaborative exchange, Think-Pair-Share proves to be an effective tool in both classroom and adult learning settings.

Discovery Learning

    Discovery learning is the idea that learners build knowledge through active engagement. Young (2024) states "discovery learning posits that students learn more effectively and retain information longer when they discover facts and relationships on their own". Brown and Green (2024) describe it as an enactive experience, where learning happens through direct, hands-on exploration (p. 124). While discovery learning promotes critical thinking and problem-solving, it can be time-consuming to plan and implement (Young, 2024). Nonetheless, it equips learners to transfer their knowledge to real-world situations

    In K–2 classrooms, discovery learning is especially common in mathematics. Students often need concrete materials to help grasp abstract concepts. This hands-on approach is also useful in professional development, helping teachers experience learning the way their students do. This approach deepens content knowledge and improves instructional practice. 

Final Thoughts

    Think-Pair-Share and Discovery Learning work effectively compliment each other by fostering both collaboration and experimental learning. Think-Pair-Share encourages reflection and collaboration, while Discovery Learning promotes exploration, critical thinking, and problem-solving. Together, they create a dynamic and engaging professional development experience that not only informs but inspires teachers to take action in their own classrooms. When used in combination, they not only increase engagement but also deepen understanding, helping teachers leave training sessions feeling empowered and ready to implement what they've learned.

References

Brown, A. H., & Green, T. D. (2024). The essentials of instructional design: Connecting Fundamental Principles with Process and Practice. Taylor & Francis.

LabXchange. (2025, January 29). Inclusive teaching activity: Think-Pair-Share [Video]. YouTube. https://www.youtube.com/watch?v=2qzOe8zDCAE

Rathakrishnan, M., Raman, A., Sarjit Singh, M. K., Northern University of Malaysia, Yassin, K. M., & Universiti Utara Malaysia. (2019). The effectiveness of using Think-Pair-Share (TPS) strategy in developing students’ critical thinking skills. In Conference Paper.

Sikkema, K. (2017, January 30). toddler’s playing building block toys. Unsplash. https://unsplash.com/photos/toddlers-playing-building-block-toys-JRVxgAkzIsM

Young, N. (2024, March 22). What is Discovery Learning? Exploring the Interactive Approach to Education. Teachfloor. https://www.teachfloor.com/elearning-glossary/discovery-learning#:~:text=Benefits%20of%20Discovery%20Learning,-This%20approach%20offers&text=It%20enhances%20motivation%2C%20curiosity%2C%20and,%2C%20critical%20thinking%2C%20and%20creativity.

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