As if we haven't heard enough about the coronavirus...it's plastered all over every news channel, social media platform, newspapers (if you still read them), and it's what all casual conversation has moved to. This thing has spread more than we expected and has had unprecedented impacts on every industry. My hat is off for the people who continue to go to work despite risk of exposure: healthcare workers, basic state and local government service employees, etc. I know teachers are exposed to those adorable little germ factories on a regular basis, but to be exposing yourself knowingly and willingly during a pandemic is another ballgame.
The CDC recently announced that school closures of 8 weeks or more would be more effective in controlling the spread of the virus. With that in mind, some states have already announced cancellation of state testing, knowing there is no way we can adequately prepare our students to be successful after (a minimum of) three weeks off. With state testing and ACT/SAT season coming up, the importance of continuing student learning is clear. However, this is an extenuating circumstance. In Michigan, Governor Whitmer announced all schools must close for a minimum of 3 weeks. That is a long time to be out of school in the middle of the year. Our two-week winter break wreaks enough havoc on routines and procedures, so I wince at the thought of having to come back from 3 or more weeks and reteach all of those things. Keeping in mind that we may or may not return to school after three weeks, teachers everywhere are working to make packets and provide online learning resources. Many K-12 schools and universities are scrambling to train teachers on these opportunities and disseminate information on these to families and students.
To create an online classroom for students in districts where there is one-to-one technology is easy. But for many districts, this option doesn't exist. I've worked primarily in districts and schools that are low-income and Title I-eligible, and I have witnessed the lack of access to basic resources, let alone internet and computers. It is no secret that many of our students depend on school to provide at least two meals per day, among other things. Parents who cannot afford to stay home during these closures and cannot work from home are left without many childcare options. Older students may be babysitting their younger siblings. If the family has internet and a device, it is likely being shared among three or more people. The presumption that our students have access to these things comes from a place of tremendous privilege, and it is on that presumption that many districts are opting for online learning during these closures.
As I prepare to go into work tomorrow to be trained on Google Classroom, I wonder if my efforts and time are going to waste. The percentage of parents that will be home to enforce online learning even if they have the necessary resources is low. Older students who are becoming child care-takers don't have the time or energy to take advantage of these opportunities. Not to mention that the priority for many families is keeping food on the table during this time, not logging in to complete assignments online. So what is the best option? Should we be required to print off packets of work? If we did, how would we get these to our students? What if they can't come to the school to pick up the work during operational hours because the parents are at work? All of these questions come up during this unparalleled time.
If anything, this national emergency has exposed the many holes in our education, healthcare, and labor laws. The fix will not happen overnight. The upcoming election will be crucial in determining a president for whom a solution is a priority. But for now, educators everywhere will be doing what we can. Whether it is creating packets, creating optional online learning opportunities, providing meals, or allowing our students to just focus on getting through these next three weeks, it is clear that teachers are thinking of our students during this time. We wonder whether they will be fed properly, whether they will have an adult at home, whether they have books to read. The worries of a teacher for her students never ends.
The COVID-19 pandemic is going to continue to present more and more challenges as the virus continues to spread. Challenges in the world of online education, among others, will hold us all accountable for creating higher standards of living and learning for our communities. Hopefully, all of this troubleshooting will serve as preparation for future disasters. For now, we are doing the best we can with what we have.
The CDC recently announced that school closures of 8 weeks or more would be more effective in controlling the spread of the virus. With that in mind, some states have already announced cancellation of state testing, knowing there is no way we can adequately prepare our students to be successful after (a minimum of) three weeks off. With state testing and ACT/SAT season coming up, the importance of continuing student learning is clear. However, this is an extenuating circumstance. In Michigan, Governor Whitmer announced all schools must close for a minimum of 3 weeks. That is a long time to be out of school in the middle of the year. Our two-week winter break wreaks enough havoc on routines and procedures, so I wince at the thought of having to come back from 3 or more weeks and reteach all of those things. Keeping in mind that we may or may not return to school after three weeks, teachers everywhere are working to make packets and provide online learning resources. Many K-12 schools and universities are scrambling to train teachers on these opportunities and disseminate information on these to families and students.
To create an online classroom for students in districts where there is one-to-one technology is easy. But for many districts, this option doesn't exist. I've worked primarily in districts and schools that are low-income and Title I-eligible, and I have witnessed the lack of access to basic resources, let alone internet and computers. It is no secret that many of our students depend on school to provide at least two meals per day, among other things. Parents who cannot afford to stay home during these closures and cannot work from home are left without many childcare options. Older students may be babysitting their younger siblings. If the family has internet and a device, it is likely being shared among three or more people. The presumption that our students have access to these things comes from a place of tremendous privilege, and it is on that presumption that many districts are opting for online learning during these closures.
As I prepare to go into work tomorrow to be trained on Google Classroom, I wonder if my efforts and time are going to waste. The percentage of parents that will be home to enforce online learning even if they have the necessary resources is low. Older students who are becoming child care-takers don't have the time or energy to take advantage of these opportunities. Not to mention that the priority for many families is keeping food on the table during this time, not logging in to complete assignments online. So what is the best option? Should we be required to print off packets of work? If we did, how would we get these to our students? What if they can't come to the school to pick up the work during operational hours because the parents are at work? All of these questions come up during this unparalleled time.
If anything, this national emergency has exposed the many holes in our education, healthcare, and labor laws. The fix will not happen overnight. The upcoming election will be crucial in determining a president for whom a solution is a priority. But for now, educators everywhere will be doing what we can. Whether it is creating packets, creating optional online learning opportunities, providing meals, or allowing our students to just focus on getting through these next three weeks, it is clear that teachers are thinking of our students during this time. We wonder whether they will be fed properly, whether they will have an adult at home, whether they have books to read. The worries of a teacher for her students never ends.
The COVID-19 pandemic is going to continue to present more and more challenges as the virus continues to spread. Challenges in the world of online education, among others, will hold us all accountable for creating higher standards of living and learning for our communities. Hopefully, all of this troubleshooting will serve as preparation for future disasters. For now, we are doing the best we can with what we have.
No comments:
Post a Comment