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/
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.
Distance Education 8th Edition. IAP.
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Keley,
ReplyDeleteGreat post about continuity of education in a crisis. We all were thrown into a very scary situation with the onset of Covid-19 and had to begin crisis schooling. With so many unknowns and new experiences, education was forever changed during that time. Like you mentioned, there were so many factors that need to be considered when creating policies and protocols for crisis schooling. Simonson and Zvacek (2024) state, “Students at a distance, however, can be at a greater disadvantage if they are without easy access to campus-based disability resources and advocacy for web-based resources.” (p. 306).
I also believe that we need to consider the parents during this time as well. Thompson-Robinson, M. & Traylor, D. (2024) mention, " A large, positive correlation existed between stress and depressive symptoms, implying that parents were more
likely to be depressed when levels of stress increased during the COVID-19 school closures when their children transitioned to remote schooling." (p. 62). There are so many factors that need to be considered when creating these policies if further crisis schooling ever occurs. Great post!
References
Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Charlotte, NC: Information Age Publishing, Inc.
Thompson-Robinson, M. & Traylor, D. (2024). Stress and coping among parents with children enrolled in remote schooling during covid-19. International Journal of Child, Youth and Family Studies 15(3). p. 50–68. DOI: 10.18357/ijcyfs153202422163