COVID-19 disrupted our lives and as learning went online we wondered how our students would cope, especially the girls who were anxious about math. Not all children thrived on remote learning, but it made a contribution, especially for those girls who were motivated to improve their math.
Young people, with the right guidance, have the drive and passion to make a big impact on the world.
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.
As education institutions aim to become more flexible to meet modern demands, teachers will continue operating under hybrid learning models — making the need for disruption-free virtual lessons and network access all the more critical. To best accommodate these needs, investing in a flexible IT infrastructure that can support remote-learning, especially as our country undergoes one of the most pivotal time periods in history, will be an important factor.
At San Bernardino City Unified School District, our wellness multi-tiered system of support is a comprehensive approach to providing students with the physical and mental health support.
With so much material to wade through, finding the right STEM tools and products for young girls can be daunting. This excerpt from Amanda Sullivan's book Breaking the STEM Stereotype: Reaching Girls in Early Childhood will provide educators with examples of tools, games, and products currently available that can be used with girls as early as preschool to practice foundational STEM skills.
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.
Managing classrooms in today’s distance-learning environment has changed and has taken on new importance since the pandemic hit.
Here’s how a district leader stays connected with her community, her students and herself.
The COVID-19 pandemic has had a profound and wide-reaching effect on students, from the quality and nature of the instruction they have received to their social and emotional well-being.
The pandemic and resulting seismic shifts in school models opened the eyes of many to see technology use through a new lens. Now, armed with these experiential sightlines, many K-12 teachers, principals, administrators, and staff are investigating how to more effectively use technology resources to drive greater efficiency and effectiveness, including in teaching and learning.