Concerns about digital equity are on the rise among IT leaders in K–12 education. Nearly every respondent in a recent survey said he or she had heightened worries about students' home access to devices and the internet, to support remote learning.
- By Dian Schaffhauser
COVID restrictions have had a negative impact not just on students’ learning progress, but also on their emotional well-being, according to a report issued this month by MUSE Academy.
Students have been moving around quite a bit during remote learning — sometimes studying at friends houses, sometimes studying from multiple states.
The Federal Communications Commission has finalized rules for a $7.17 billion program that will reimburse schools for 100% of the “reasonable” cost of equipment and services to give students the access to technology they need for remote and hybrid learning.
As virtual learning is continuously being evaluated, there is a need to look back to life before the 2020 pandemic to see if there has always been a need for virtual learning and compare it to the reality of today.
Broadband access and speed aren’t the only technological concerns for students engaged in remote and hybrid learning. The quality of the student device itself also plays a key role, according to a new study.
The United States Department of Agriculture is awarding grants ranging from $50,000 to $1 million to organizations supporting distance learning and telemedicine in rural communities. The deadline for this competitive grant program is June 4.
Starting this summer, Clever will be providing automated rostering for Google Classroom. Clever provides a single sign-in portal, roster syncing and other services used by 65% of K–12 schools in the United States.
Follett today released MyDestiny, a new “digital classroom library” that provides a range of books and resources for learning in remote, hybrid and in-person environments.
With no immediate return to normalcy in sight as vaccines are slowly rolled out, teachers’ stress level appears to be rising. So is their feeling that others—from administrators to the general public—aren’t taking their concerns to heart, beyond lip service about how valued teachers are.