I love it when we have these types of conversations — the debates about what ‘works’ and what ‘doesn’t work’. It’s these types of dialogue that help us move forward in our thinking and plans to make education even better. This one discussion about remote learning is particularly interesting during the COVID-19 pandemic — and gaining in some frequency — as we have found some system success along with some real challenges.
Is remote learning the future for public education?
Has the pandemic showed us a better way to teach and learn?
Have we seen the utopian light?
As with most topics in education, one often hears opposing arguments — and there’s certainly no exception with remote learning. There are some pretty strong opinions being generated:
“Remote learning is fantastic. My child is able to focus on their own schedule and terms without the distractions at school.”
“Remote learning is terrible. There is no meaningful social interaction with their peers or teachers. Motivation is difficult and they can’t stay focused on their computers”.
Each opinion is sometimes accompanied by articles or media posts supporting the perspective
I was recently asked to write an article for a local magazine on how we’ve managed our schools throughout the pandemic. There is, without question, a lot of anxiety from this health crisis, but what a great opportunity to share some of the positives we can take from our current situation.
There are always lessons we can learn, changes that are beneficial and momentum that we can use to instill growth. And while uncertainty can breed worry it can also be a springboard for necessary change.
You can find the article from Seaside Magazine on their website, but I’ve also reproduced it for you below.
SAANICH SCHOOLS – CHANGE DURING A PANDEMIC
It goes without saying that COVID-19 has caused some significant upheaval in the public education system – for students, parents, teachers, administrators and support staff. Schools were closed in March, then partially re-opened with an emergency remote learning option in April, a partial opening in May and then fully re-opened in September with an optional transitional remote learning program. All of them complex on their own with each phase requiring different approaches, different resources and different thinking — all in an accelerated timeline.
No … sorry, not you … I’m actually talking to me. It’s been quite the year. But, if you also need to take one … please, be my guest.
I have to admit that I’m feeling pretty worn out right about now — there’s not a whole lot left in the gas tank. All of the change that’s happened this year — it’s been really tiring. As much as I believe in change — and I do — this has been one heckuva year!