Many Connecticut School Districts are Struggling to Implement Distance Learning

With the advent of the Coronavirus, many school districts are seeking to initiate distant learning (DL) by providing a laptop for each student. They are also seeking to verify that an internet connection is available in their home. Schools must install one where one is not available. Finally, teachers must be trained in the delivery of lessons in real-time over the internet. The problem appears to be most acute in the largest districts, like Hartford, New Haven, and Bridgeport.

I have a number of concerns. First, is the availability of laptops, like the popular, low cost, highly reliable Chromebook. These are being purchased by the thousands by districts throughout Connecticut and elsewhere. I suspect, there will be a shortage, at least initially. The high demand may result in price increases and delayed delivery.  Another concern is teacher preparation. They are being called on to instruct using a system that is foreign to most educators. And, they are expected to implement DL within a short timeframe.

Another concern is the response of students. DL puts the responsibility of lesson participation directly on the student as oversight by an adult may be absent. Hopefully, parents will take a more active role in seeing that each child participates faithfully. Consequently, a DL transition should include a parent briefing.

A third concern is logistics. Computers must be distributed to students and staff. Some may need training in the use and care of laptops in a DL setting. Laptops must be modified to prevent students from accessing certain sites, like pornographic. The homes of all students must have an internet connection. Personnel may be needed to assure that school and home connections are operating efficiently. Also, each computer must contain applications needed to complete assignments. Fortunately, Chromebooks have these preinstalled. However, students and teachers must be familiar with the use of applications, like word processing.

Obviously, initiating DL is a challenging order for all involved, especially in districts that have been slow in the use of computers for instruction.

Distance Learning in PK-12 Education, A Transformative Event

Distance learning in PK-12 Education, A Transformative Event

Ronald L. Abate
April 12, 2020

The current pandemic has resulted in public school closings throughout the
Nation. Districts have been hastily assembling distance learning (DL) programs
in order to provide continuity to every student’s education and avoid conducting
school during summer vacation. Distance learning has been successful at the
college level; some institutions are totally online. Three conditions are required
for a PK-12 transition: (1) a laptop for every student (1:1 distribution), (2) a home
internet connection, and (3) teacher preparation. The high cost of computers
has been a barrier to DL. Fortunately, the arrival of low-cost, cloud-based
laptops, like those with the Chrome operating system, have made 1:1

distribution more common. Many homes today have an internet connection, but

districts must provide one for homes that do not.

Advantages and Disadvantages of Distance Learning

Some educators erroneously see DL as a temporary fix with many limitations, but
there are many possible advantages. These and the disadvantages are
summarized below:

Advantages:

(1)   Instruction (learning) modules, once prepared by teachers can be saved in
the cloud and used repeatedly by students at any time and from any place. 

(2)  Students may rerun modules as often as needed for improved
comprehension.

(3)  Learning modules can be improved and refined continuously as feedback
is provided by student progress.

(4)  Instruction delivered at a prescribed time (synchronously) for a class can be
provided online with full-class interaction between students and teachers. Teachers
may work from home or other locations.

(5)  Problems with disruptive student behavior that occurs during in-school
classes can be minimized resulting in less time lost to disciplinary actions.

(6)  The cost of building maintenance can be reduced when students learn at
home.

(7)  Parents can be encouraged to take a more active role in their child’s education.*

(8) Improved communication between teachers and parents can be done online

individually or en-masse. 

(9)  More capable students could have the option of accelerating their learning
by moving faster through the curriculum via learning modules provided 24/7.
They may earn their diploma sooner.

(10)  Students who are homebound will have more time to continue their schooling
at their own pace.

(11)  Through the use of technology, instruction can be more personalized
according to the needs of the student.

(12)  The use of virtual and augmented reality can be used to reduce the need for
field trips and school laboratories.

(13) Classroom guest speakers may present online rather than in-person making

them more prone to participate in supplementing instruction.

(14)  The need for school buses may be reduced as schools use DL.

(15)  Student assessment may be performed more expeditiously online.

(16)  DL instruction may continue when schools close due to weather or

other interruptions.

(17)  Faculty meetings and in-service training may be delivered online.

Disadvantages:

(1)  Less face-to-face contact between students and between teachers and

students.

(2)  Less student home supervision, especially in households where both

parents work.

(3)  Disruption of meal programs provided by school cafeterias.

(4)  Problems associated with subjects that require student group projects.

(5)  On-line testing needed to determine final grades or State and National

assessments will need monitoring.

(6)  The added cost of purchasing and maintaining laptops can be significant.

(7)  Efforts must be made to prevent students from visiting inappropriate sites.

Some of these problems could be reduced with a “blended” schedule where

students receive a combination of instruction online and in their school building.

Cost Savings Provided by Distance Learning

Significant economies can be realized by:
(1) reducing the need for textbooks as school districts provide online learning
modules. Textbooks can be expensive, become outdated, worn out, lost, or
abused. Further savings can be gained when districts share modules and utilize
free online resources. Learning modules, being an online resource, will last
indefinitely but will need to be revised periodically.
(2) The need for school laboratories and the equipment required can be replaced by
modules utilizing virtual and augmented reality.
(3) A reduction in staff as schools transition to a blended schedule reducing
the number of days per week that school is in session.
(4) An additional reduction in staff can be realized when motivated students graduate
earlier as they progress through the curriculum at an accelerated pace.
(5) The closure of some school buildings as districts transition to an online or

blended schedule. The transition could be gradual as teachers retire. Alternatively,
more teachers can become available to assist needy students.

I foresee distance learning as a transformative event that will continue long
after the Coronavirus subsides. It will probably take the form of blended
learning where the best of both online and in school learning thrive.

*Checkout Soliday's excellent article, "6 things no one tells you about teaching online."

(Mr. Abate, now retired, served in public education as a teacher, psychologist, and

district computer coordinator.

Also, served as a research associate at Yale University and a computer instructor at

Briarwood College.)