To properly prepare the school community for the instant switch back and forth from remote to in-person teaching and learning, it is important to continually train teachers and students on any instructional technology tools that can and will be used. Providing job-embedded professional development is one of the best ways to support teachers who may struggle while implementing new technology tools. An instructional technologist or coach can provide support to teachers as a peer in a non-evaluative manner. Studies have shown that teachers who have access to a peer who can come into their classrooms and assist them with new technology tools feel better, more supported, and are able to implement the tools quicker while increasing both teacher and student experiences.

By setting the expectation that teachers can utilize instructional technology tools in their daily practices, teachers and students will have an easier time transitioning to remote instruction than during the early days of the COVID-19 pandemic. One of the major pain points for teachers and students at the start of remote learning was the need to quickly adopt and learn new technology tools. Teachers and students who are constantly exposed to (and who expect to utilize) school-approved applications on a semi-regular basis will have the skill sets needed to transition instantly to remote learning.

Even though the tools selected will vary by school or by district they should include an easy portal that provides the student with SSO capabilities to access curriculum applications, video conferencing applications, Google Workspace with MEET or Office 365 with Teams, PDF annotation, and other tools determined by school leaders. Many schools already utilize Clever or Classlink for this purpose. Both support rostering services for various applications and provide one place for students to access all their education technology applications, decreasing student frustration since all applications are housed on one personalized webpage.

Providing hardware to students who do not have a device at home was a challenge for many districts in 2020, and continues to be a bit of a problem. However, most schools now provide or have devices available to all students who don’t have access to devices at home. By providing this ready-access inventory, student devices are up-to-date and are configured properly for remote learning. Home devices may be outdated, infected with viruses, or not able to access all the technology tools utilized by a school. Providing access to school devices helps close the technology equity gaps that exist.

Providing hardware to students who do not have a device at home was a challenge for many districts in 2020, and continues to be a bit of a problem. However, most schools now provide or have devices available to all students who don’t have access to devices at home.

Preparation for remote learning should be a part of a school’s regular professional development plan. Teachers and students should not fear remote instruction. While the goal will always be to return to in-person as quickly as possible, having a contingency plan will cause less chaos to a school calendar. Communication with teachers, students, parents, and guardians about a school remote teaching plan is essential to the program’s success. For example, if inclement weather is approaching, remind everyone to take home a device before the weather system arrives. If a school needs to be closed for another reason, communicating a plan for device distribution quickly and efficiently will limit distribution to students who lack home devices.

About the author

Kevin Dorsey Ed.D. is a Strategic Solutions Engineer at Beacon, and the host of the (ET) Magazine podcast, Dr. D and (ET): The Podcast.