No doubt 2020 has become a year of surprises, challenges, and, for some, uncertainty. Schools began school year 2019-2020 with regular opening routines; teachers prepared their classrooms and lessons as normal. Schools completed the first semester with ease; however, the second semester would not have the same storyline. Educators were forced to resume their teaching virtually, which was a challenge for some teachers, but for teachers who consistently integrated technology into their instruction it was “business as usual.” These teachers consistently integrated technology into their classroom instruction, providing opportunities for their scholars to interact with content via laptop, desktop computer, or tablet; sometimes smartphones. These educators used digital learning platforms such as Google Classroom, Schoology, Canvas, Edmodo, etc., and their scholars were taught how to access information through the various learning platforms or management systems. The schools at which these educators taught, supplied technology to students and teachers, and encouraged the use of these devices in daily or weekly classroom instruction. On the other hand, there are those schools with limited resources and do not have access to a large supply of technological devices. These schools could not place strong emphasis on implementing technology into the classroom instruction because of their lack, and are now facing tremendous difficulty with transitioning to an all-virtual learning environment, including communicating with families during this time of distancing. Unfortunately, these are the schools serving low-income or disenfranchised populations of students. The teachers at these schools are feeling overwhelmed and anxious about transitioning to an all-virtual learning environment because of lack of resources at their schools.
Before Technology in the Classroom
When I first began teaching, 23 years ago, I did not have a computer in my classroom; I did have a cellphone which was the old” flip out” model, and it got super hot after a few minutes of use (I wonder how much radiation my brain absorbed?). I had chalkboards throughout my first classroom and an overhead projector that I used with various transparency sheets; instead of creating Power Point slides, I created various transparency sheets and projected them on my overhead projector. Instead of Sharpie Permanent markers, I bought colored chalk and decorated my chalkboards. I also used a green records book, which is where I housed students’ grades and attendance; no Power School, or Aspen. I also used a planner book to create my weekly lesson plans; we wrote down everything with an ink pen or pencil. My technological tools were the chalk boards (and chalk), an overhead projector, transparency sheets, records book, planner book, and writing utencil. With technology quickly making its way into the various sectors of the world, I soon began to realize that I needed to prepare myself for the shift that would be coming to education in the very near future – The Technology Shift in Education (TSE).
The Technology Shift in Education (TSE)
The technology shift in education began slow, but quickly gained momentum in the early part of the 21st Century. Initially, I was introduced to the World Wide Web, which allowed me to connect to the entire World with just a push of a button. Then, teachers were taught how to navigate the Microsoft Windows platform and the various programs offered by Microsoft such as Word, Power Point, and everyone’s favorite, Excel Spread sheets; I wasn’t a fan of the spread sheets. This was an area not taught in teacher preparation courses, at least not in my courses. Learning Power Point changed the dynamics of my classroom instruction. I was not just using a textbook and transparency sheets, Power Point allowed me to enliven my instruction. Then, I learned about the world of Google and email, wow! I also participated in professional development sessions that focused on information literacy and learned that I needed to check facts before using the information; not all information found on the internet is true. The TSE pushed me outside of my comfort zone and I knew that I had to educate myself more in the area of technology, and I needed to learn how to integrate it into my classroom instruction. Besides, how could I be a science teacher without integrating technology into my classroom instruction. So I registered for any workshop or course that focused on integrating technology into classroom instruction, and I spent countless hours learning, on my own time, various programs, such as Power Point, Share Point, Word, Google Docs, Google Slides, and the list goes on. Now, I am an avid Mac user too, so I am fluent with both Windows and Mac. There are still so many programs and applications I need to learn, but I will learn them because the more I know, the more my scholars will now, too. How much a person wants to learn is solely up to that person. There are some people who shy away from technology and don’t want to bother with it. Educators cannot be people who do not want to learn about technology because we are life-long learners; WE ARE THE TRAILBLAZERS! Educators not only teach young people, but we teach to and learn from each other, and we should be open to learning new things, especially now.
Transitioning to Virtual Classrooms
Now, more so than ever, educators must should stretch themselves for the sake of their students. We must become solution-oriented and stop focusing on the many problems that plague the education system, right now; we must be the solution to the problems. So now, instead of complaining, let’s begin collaborating; instead of saying “I can’t”, let’s say, “I will learn how to…” Educators are today’s innovators, so let’s innovate and discover new ways to engage our scholars. Learn about the different learning management systems and learning platforms. Learn the difference between synchronous learning (live lessons) and asynchronous learning (independent practice). Let’s do what we do best, TEACH!
In conclusion, Teaching and learning go together and they don’t change because we are moving to a virtual environment; teaching and learning continue, we just have to do them differently, now. Moving to a virtual environment does not mean we lower our expectations of learning for our scholars. Virtual learning does not mean we make our classroom instruction less engaging and rigorous. Our virtual classrooms should be inviting, exciting, and a community dedicated to learning together. I have challenged myself to create a virtual classroom environment that will make learning fun and stretch my scholars’ thinking. Let’s make this school year the best ever!