K12Digest - Covid 19 Special

COVID-19 SPECIAL

INTERNATIONAL EDITION

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FEATURING INSIDE

FEATURING INSIDE

Amy Johnson, USA Christine Nasserghodsi, UAE Dr. Damian Bebell, USA Dr. Steven Stemler, USA Hatem Slimane, Tunisia Hidekazu Shoto, Japan Jason Wilmot, USA Jeremie Rostan, USA Joel Medley, USA Kihyun Park, South Korea Dr. Leonilo B. C, Philippines Dr. Lilian Bacich, Brazil Liljana Luani, Albania Dr. Mehool H S, MBE, UK

Michael Spencer, USA Nam Ngo Thanh, Vietnam Dr. Poonsri V, Thailand Shady Elkassas, UAE Shiva Sagar, India Shourie Chatterji, India Stephen Cox, Finland Thanbeer Kaur, Malaysia

Rania Lampou

Global Teacher Prize Finalist 2019, 14 International Awards on STEM, STEM Instructor, Greek Neuroscience Researcher, Educator, Trainer

MAY-JUNE 2020

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K12 Digest May-June 2020

K12 Digest May-June 2020

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May-June 2020

Vol - 1 Issue - 2

Covid-19 Special Editor in Chief

Dr. Manoj Varghese

Managing Editor Rose Mary

Consultant Editors

Dr. Johny Andrews Andrew Scott Joseph Alex

Naomi Wilson Stanly Lui Emma James

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Art and Design Charlie Jameson

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Jennifer Anderson Rachel Roy

Monica Davis Annie Smith

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K12 Higher Digest Education Digest May-June March 2019 2020

MANAGING EDITOR’S NOTE

Re-inventing Tomorrow’s Education

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he COVID-19 pandemic has put a giant spotlight on young schoolchildren and their education. The widespread, long-term closing of schools has now revealed several options that were “not-doable” a while ago. As most parents around the world have been forced to work and learn from home for the past two, or more, months, separated from colleagues and community, a huge spotlight has been turned on to K12 Education models that favour personalization, small group learning environments, high-quality virtual programming and other innovative alternatives.

As parents experience a growing cultural embrace of teleworking that can create more workplace freedom and flexibility, they may also look to grant this freedom and flexibility to their children, seeking educational options beyond a conventional classroom.

Through this issue, we have collated articles from experts around the world. These experts have pooled in their resources, ideas and insights to comment on the future of K12 Education post COVID-19.

We hope that this COVID-19 special issue of K12 Digest stands as a resource tool for all the stakeholders of the K12 Education community. We thank the contributors for their time and acumen.

Happy Reading!

Rose Mary

INTERNATIONAL ADVISORY BOARD Maarit Rossi Founder & CEO - Paths to Math Ltd, Former Mathematics Teacher and Principal, Global Teacher Prize Finalist, Finland

Dr. Stuart Grant Colesky Principal, Rundle College, South Africa

Zeljana Radojicic Lukic

Chris Wright Former International School Principal, Former Group Project Director at a World Class Learning Group, Education Consultant - Wright Solutions, United Kingdom

Exceptional Educator from Serbia, Founder of Association of the Best Teachers of the Former Yugoslavia, Founder of Magical Intercultural Friendship Network, Founder of Creative Magic - Children’s International Festival, Founder of Magic Village, Serbia

Asst. Prof. Dr. Poonsri Vate-U-Lan Assistant Professor in Education, Ph.D. Supervisor and Researcher, Thailand

Elena Shramkova

Liljana Luani Senior Teacher ‘Pashko Vasa’ school Shkodra, Exceptional Volunteer, Albania

Ralph Valenzisi Chief of Digital Learning and Development, Norwalk Public Schools, Connecticut, United States

Servatius (Servee) Palmans Former Director School Administration & Business Operations (Large Education Group), Chief Operating Officer - BBD Education, Dr. Lilian Bacich Netherlands & UAE Senior Educationist, Author, Keynote Speaker, Co-founder Tríade Educacional, Brazil

English and Literature teacher, Owner of “The Smart Teens Studio of English” in Belgorod, Russia

Hidekazu Shoto

Dr. Venus M. Alboruto Angus Duthie

Master Teacher, Researcher, Innovator, Trainer, Philippines

Former Vice President Security (Large Education Group), Former British Army Officer (Airborne Forces), Senior Advisor – Resilience and Crisis Management (Emerald Solutions Group), United Kingdom & UAE

Innovative English and ICT Teacher, Author, Japan

Ian Deakin Deputy Head and Dean of Faculty, Dalton Academy, Beijing, China

Shady Elkassas Assistant Principal, Sharjah American International School, United Arab Emirates

Stephen Cox

Fethy Letaief

Chief Education Officer, New Nordic School, Finland

Distinguished Senior EFL Teacher, ISA Coordinator with the British Council, Motivational Speaker, Tunisia

Herwin Hamid EdTech Specialist, Speaker and Teacher Trainer, Innovative ICT Educator, ICT learning multimedia developer, Indonesia

Ha Nga Revolutionary English Educator, Globally Connected English Studio - Hanoi, Vietnam

Dr. Leonilo Basas Capulso Master Teacher, Speaker and Researcher, Philippines

Kihyun Park Innovative Educator of Online Classroom, Pungsaeng Middle School, South Korea

Dr. Manoj Varghese Senior Director of Strategy & Partnerships – Connecta Education Ltd., Former Global Director - Technology & Risk Management - GEMS Education, Former Regional Committee Member – Varkey Foundation, UK, UAE & India.

Mr. Ngô Thành Nam Technology Academy Manager, Microsoft Learning Consultant, Global Trainer, Vietnam

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Amy Johnson, Head of Schools, Arkansas Virtual Academy - USA CHARTING A COURSE FOR BLENDED LEARNING

Christine Nasserghodsi, Managing Partner, Mirai Partners - UAE

CONSIDERING SCHOOL’S PURPOSE IN AN EDUCATIONAL CRISIS

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TURNING CANNOT INTO WHY NOT

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Dr. Damian Bebell, Assistant Research Professor, Boston College and Dr. Steven Stemler, Associate Professor of Psychology & Chair of the College of Education Studies, Wesleyan University - USA LEARNING OPERATION DURING COVID-19

Hatem Slimane, Founder & National President, ATAST - Tunisia

HOW JAPAN IS ARMING ITSELF TO FACE POST COVID-19 EDUCATION

Hidekazu Shoto, Innovative English and ICT Teacher, Ritsumeikan Primary School - Japan

REMOTE LEARNING EVERYWHERE!

Jason Wilmot, Senior Director, K12 Education Industry Lead, Microsoft - USA WHY ARE SOME STUDENTS THRIVING ONLINE DURING THE COVID-19 PANDEMIC?

Jeremie Rostan, CAS Coordinator and Psychology Teacher, IB School, Brooklyn - USA PACESETTERS NOT PHILOSOPHERS: THE NEED IN DIGITAL LEARNING

Joel Medley, Director Leadership Development, K12 - USA WHAT COVID-19 LEFT FOR SOUTH KOREAN EDUCATION

Kihyun Park, Innovative Educator of Online Classroom, Pungsaeng Middle School - South Korea

BRAVING THE K-12 EDUCATION IN THE PHILIPPINES AMIDST THE COVID-19 PANDEMIC

Dr. Leonilo B. Capulso. PhDc, SMRIEdr, Master Teacher, Speaker and Researcher - Philippines PERSONALIZED LEARNING AND EMERGENCY REMOTE TEACHING

Dr. Lilian Bacich, Co-founder, Tríade Educacional - Brazil EDUCATION IN TIME OF A PANDEMIC IN THE HILLS OF RURAL ALBANIA

Liljana Luani, Senior Teacher - ‘Pashko Vasa’ School Shkodra - Albania 5 PREDICTIONS FOR EDUCATION FOLLOWING COVID-19

Dr. Mehool H Sanghrajka, MBE, Founder and Chief Executive, Learning Possibilities Group - UK

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COVER STORY

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Rania Lampou

Global Teacher Prize Finalist 2019, 14 International Awards on STEM, STEM Instructor, Greek Neuroscience Researcher, Educator, Trainer

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HOW COVID-19 HAS CHANGED THE INTERNATIONAL EDTECH MARKET

Michael Spencer, Founder and CEO, Global Expansion Strategies - USA COVID-19: CHALLENGES AND OPPORTUNITIES FOR EDUCATION

Nam Ngo Thanh, Master Trainer, Nguyen Hoang Group - Vietnam ACTIVATING MENTAL IMMUNIZATION FOR COVID-19 A TIME FOR SOLIDARITY, NOT STIGMA

Dr. Poonsri Vate-U-Lan, Assistant Professor, Assumption University of Thailand - Thailand 7 HABITS OF HIGHLY EFFECTIVE DISTANCE LEARNING EXPERIENCE

Shady Elkassas, Assistant Principal-Academics Head of Science Dept., Sharjah American International School - UAE HOW CAN TEACHERS MAKE REMOTE LEARNING MORE INTERACTIVE AND ENGAGING

Shiva Sagar, Teacher, Christel House - India

THE RELEVANCE OF DIGITAL LEARNING PLATFORMS DURING A PANDEMIC, AND IN THE FUTURE

Shourie Chatterji, Head - Digital initiatives, Schoolnet India Ltd. - India EDUCATION PANDEMIC – IS THERE A CURE?

Stephen Cox, Chief Education Officer, New Nordic School - Finland REOPENING SCHOOLS: SOME OBSERVATIONS AND THE WAY FORWARD

Thanbeer Kaur, Senior Educator, Malaysian Ministry of Education - Malaysia

GREECE

Rania Lampou Global Teacher Prize Finalist 2019, 14 International Awards on STEM, STEM Instructor, Greek Neuroscience Researcher, Educator, Trainer

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s the coronavirus pandemic deepens and as education is reshaped, children are getting more and more acquainted with digital and education technology. Education is relying increasingly on technology since remote learning has replaced formal learning. Learning shifts rapidly from in-person to online learning. During this crisis, two very different fields of research, the brain and the internet can find a point of convergence. Hyper-textuality, multimodality, multireferentiality, complexity of activities, authentic experiences, metacognition are basic principles governing both fields at the same time. It is a great opportunity to

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combine brain and technology powers in order to cultivate what Marc Prensky defines as “digital wisdom� expanding our online universe.

This change has advantages and drawbacks that are associated with online remote learning. Children acquire digital skills as long as they have the financial and social background to keep up with the newest developments in education. Other children who come from an underprivileged social background can get totally disconnected even from basic and elementary learning. Under these circumstances, the digital divide becomes even more obvious and has more serious consequences on children’s education.

Besides, we should have in mind that the new way of approaching education places more demands on students’ learning skills. Some of them will not be able to follow their classmates since they lack the skills needed for attending e-classes and participating to online learning.

At the same time, great changes in the human brain take place because of the increased use of digital tools in the learning process. Learning is a process that takes place in the brain. It can be defined as the transformation of already existing cognitive structures or the construction of new ones. In recent years, the aim of neuroeducation and neuropedagogy is to modify the methodologies

used in teaching according to the progress of functional neuroimaging that allows us to visualize the inner workings of the brain when it learns.

Furthermore, the psychosocial impact of the confinement is undeniable: elevated rates of stress, isolation, loneliness. The coronavirus pandemic affects the mental health of children, a factor that can inhibit effective learning. A child’s brain has a lot to process: the fear of the virus, school closure, the abrupt interruption of routine activities, the lack of the physical presence of friends, risky final school exams, and even the financial distress of the family. All the above can interfere in the learning

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process, which requires concentration, peace of mind and dedication.

According to neurobiology, fear and threat response are complex phenomena. The brain regions involved in threat response and fear are not organized into a single fear circuit but by several circuits in parallel. The major regions where fear stimuli take place include: the sensory cortex (stimulus awareness), hippocampus (memory of associated stimuli), amygdala (quick evaluation of danger), prefrontal cortex (integration and conscious decisionmaking), and hypothalamus (release of stress hormones).

The most important role during fear processing is played by amygdala, a component of the limbic system, the centre of emotions.

Furthermore, a part of the brain that is involved in scanning the environment for danger and in filtering useful information for fear is the Reticular Activating System (RAS) which is nowadays more developed in children than in adults. The reason is the fact that children are more exposed to constant messaging and a fast-pace of everyday life, therefore they process information more quickly.

Therefore, children are more vulnerable to fear.

According to recent research, people during confinement show anger, anxiety, depression, frustration and confusion, symptoms similar to post-traumatic stress disorder. A traumatic situation is usually violent, it is a distressing event that overwhelms an individual’s ability to

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cope, breaks its expectations about his life causing feelings of helplessness, reduces their sense of self and increases uncertainty. Traumatic stress influences brain development and is usually associated with lasting changes in the brain areas.

We are living through the world’s largest homeschooling experiment and at the same time an unprecedented social experiment revealing our need for human connection. In this new reality, new challenges are being created that are causing tensions in the educational process, a process in which one finds it difficult to maintain the balance and equality of opportunity between students.

Although remote learning cannot replace classroom teaching, it is the only tool we have at the moment. It is a new process in relation to which most teachers have no experience. The methodology, techniques and procedures are completely different from the formal teaching in the classroom.

Below there are some suggestions to teachers in order for them to cope with these difficult times and help them go through this transitional phase with success.

1.

Apply Brain-Based Learning/Teaching Strategies During this crisis, it is more important than ever to associate teaching strategies with the principles of the brain-based learning and recent findings of neuroeducation. Brain-

compatible learning is a set of principles based on the underlying biology of learning and explains how the brain learns. Times we are going through are challenging for the human brain, so brain-based teaching is the key to success.

2. Create Communities and Support System The lower the stress is, the better the learning process is. The most rational decision-making part of our cortex, the pre-frontal cortex, is affected in a negative way by hormones during prolonged stress. Therefore, our capacity of decision-making and critical thinking is partially disabled by fear and stress. For this reason, it is important to create communities and enable social caring measures, prior to teaching sessions. When students are isolated, they face psychosocial challenges that need to be addressed.

3. Take Action to Counteract Powerlessness Action is the best remedy for teachers and students since fear causes feeling of powerlessness which in turn causes inactivity and passivity. By encouraging students to take action, you train their brain to repeatedly release dopamine, enhancing their energy levels.

4. Establish a New Routine It is important to implement a new routine. Children need structure in their daily lives and a well-organized schedule in online classes is important so children will keep making progress. Remote learning is aimed at a student who is in the environment of his home, an environment that until now was not associated with structured and planned activities such as those that take place in the school.

It is important for the teacher to organize the work with his students in a way that reminds them at least a little, of the structure and organization they experienced in the school space. Therefore, asynchronous training must be combined with the synchronous with a regular program. Structured activities can help children feel more secure.

Rania Lampou

5. Develop Social Skills Teachers should place emphasis on teaching students how to develop empathy, solidarity, and altruism.

When somebody feels alone, focusing on other people’s needs is the first line of their defence. Our brain is social, it evolves and learns through interaction and experiences with others. Learning cannot progress

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well when students feel isolated and lonely. The brain seems to like learning from others. Natural development alone is not enough. Social distancing is only physical, and it should not lead to isolation.

Through online collaborative platforms children can develop communication and collaboration with their peers.

Communication tools, like bulletin boards, chat channels and discussion groups foster interaction and peer-to-peer support. Furthermore, the value of teacher collaboration within the framework of the new global education landscape is of critical importance.

6. Be Honest and Straightforward in Your Communication Try to explain to students in ways suitable for their age about the current events that make it necessary for people

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to stay home. Teachers should speak to their students with sincerity, honesty, and simplicity about the situation we are experiencing today. In this way they will fight the panic and the vague fears that a child may have, and they will help them accept the new reality. Our goal is to minimize fear because it is a deterrent to learning. Parent groups can also be a good way to support teachers’ tasks during home schooling.

7. Create Positive Emotions COVID-19 crisis takes an emotional toll on children. It is crucial to create positive emotions and this suggestion has a universal significance; it is not only restricted to coronavirus pandemic. The role of emotion in learning is very important. Everything we learn is influenced and organized by emotions and states of mind. Feelings and

thoughts shape each other, and they cannot be separated. Teachers should start teaching enthusiastically, make sure everyone in the e-class feels comfortable and everyone understands.

Such teaching suggests that we care about the learning of each learner separately.

8. Make Learning Pleasant Human brain seeks pleasure. The pleasure centre of the brain, where the reward circuit is located, tends to desire the repetition of the stimulus or experience that causes pleasure. Every pleasant piece of information can cause the release of dopamine, a neurotransmitter that causes feelings of euphoria in the brain with the production of endorphins and activates the limbic system.

Learning is reinforced by challenge and inhibited by threat. Challenging activities could increase attention and improve memorization.

Human brain learns optimally-makes a maximum number of connections- when it is intrinsically motivated. Intrinsic motivation is also necessary for student creativity.

The difficulties that currently exist make even more urgent the need to offer knowledge in a way that is understandable and enjoyable. In this way, students will be mobilized, and higher goals will be achieved than expected. After all, the human brain quickly erases what is not useful, pleasant or what is not meaningful to the person who is learning 9. Develop Self-Awareness Encourage students to express their feelings and promote self-awareness and self-management. In this way, tension will be reduced, and learning will reach an optimal level. Teaching students about self-care will give them a sense of control during a very uncertain time. Therefore, social and emotional learning as well as the development of emotional intelligence should be priority during teaching not only for students but also for teachers who should spend time on their own self-awareness, practice empathy and share with others their personal concerns and internal thoughts.

10. Create a Safe Environment Our brain seeks security, so we have to reassure students that everything is going to be alright.

Furthermore, students are spending a lot more

time online and this presents risks and dangers, such as exposure to cyberbullying, harmful content, and violation of their personal information. Teachers in collaboration with parents should inform children about healthy device use and help them learn how to keep personal information private, especially from strangers.

11. Plan Your Sessions Carefully During this crisis planning is very important.

It should depend on the situation and students’ needs. The planning of remote learning sessions may not resemble the regular schedule of schools before crisis and tends to reshape the existing curriculum. It is also of utmost importance for teachers to explore the varied ways that they can support their students online and offer them a wide range of interesting and useful resources.

During the phase of designing they should keep attention spans in mind. According to research, students lose interest in taking notes after 10-15 minutes and the human brain usually stays alert for 10 minutes. The challenge is to find a way to maintain and develop people’s attention during a given time. In order to ensure students’ engagement teachers could include virtual break-up rooms, the use of polls and the creation of narratives for each class. They should set clear rules of interaction from the beginning and promote peer interaction through debates and exchange of ideas.

12. Adopt an Appropriate Methodology Great emphasis should be placed on choosing the appropriate methodology because what works well in the classroom may not be suitable for remote learning. Appropriate methodology is what fits best to the needs, rhythm and interests of both teachers and students. The coordination of synchronous and asynchronous teaching is very important because with the help of teleconferencing the teacher can discuss the tasks assigned to the children.

Assignments and activities given to students should not need special intervention from parents, should respect the material already taught and should not require skills much above average so that the parents are not forced to intervene as teachers because in this case we will have students at different speeds.

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Rania Lampou

13. Give Your Students Feedback Feedback to students is important because according to neuroscientists positive feedback puts more energy into our behaviour, increasing our self-efficacy. We need constant feedback and interaction with our students.

However, overloading students and parents with excessive amounts of challenging homework should be avoided. Our goal should be quality and not quantity. The lesson should be interactive because it is very easy for the student to lose contact with the lesson especially when microphones are turned off and the teacher teaches “ex cathedra�.

14. Discuss Discrimination and Stigma A state of emergency like the pandemic of coronavirus causes discrimination and stigma. Explain to your students that these are natural expressions of fear and that they should not take it personally.

Encourage them to express their feelings and teach them to avoid discriminating people because discrimination and stigma can make the situation worse. You could also share narratives, or stories that humanize the experiences of individuals affected by the coronavirus, highlight the importance of an inclusive language that respects and empowers people and correct misconceptions.

15. Be a Brain Changer Remember that teachers are brain changers and great teachers can restructure human brains under any circumstances. Moreover, we should bear in mind that the preponderance of digitalization should not lead in a completely artificial and virtual world, but it should respect human aspects.

COVID-19 has changed lives in unimaginable ways. When the pandemic is over, we do not know if we will go back to our usual routine or if our life will be radically transformed. It is very probable that we are going to see rising unemployment and recession that will certainly place demands on the school system. School is a part of society and it has to follow all the changes that take place.

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USA

Turning Cannot into Why Not Amy Johnson, Head of Schools, Arkansas Virtual Academy

Amy Johnson graduated from Missouri State University in Springfield, MO with a B.S. in Secondary Education and later completed her Masters in Curriculum, Instruction, and Assessment from Walden University. Amy began teaching in 1997 and spent the next 13 years instructing students, leading teachers, and serving as a school-wide Curriculum Coordinator. Amy began her virtual education experience as a curriculum writer and reviewer for various online curriculum providers.

In 2015, Amy began as an English teacher at Arkansas Virtual Academy, a K-12 open-enrollment public charter school housing over 2,800 students. She went on to serve as an Instructional Coach before stepping into the role of Academic Administrator. As an AA, Amy led to a change in teacher effectiveness, student relationship building, and clear process and procedure creation. Amy accepted the position of Head of Schools at Arkansas Virtual Academy in 2018 and is currently leading the charge for individualized learning and growth for students and teachers alike.

She is passionate about student achievement and is known as an innovator and creative thinker in student achievement and success.

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n the last 3 months, the world as we know it has changed dramatically.

What once were simple tasks, like getting groceries or scheduling a haircut, have now moved to events that require a certain amount of logistical planning, if they are even allowed at all.

This shift in mindset was not lost on the world of education, with schools closing and alternative methods of instruction flying in every foreseeable direction. As we live through what are considered short-term effects of COVID-19, we would be remiss if we didn’t begin to think about the long-term effects. All of the things we cannot do at this time, will deeply affect what we will do in the future.

If they do not, we’ve missed the point entirely.

This frozen moment in time has allowed some retrospect in the world of education. Suddenly a wild shift has taken place to virtual learning as if it is a brand-new land to be discovered and pioneered. However, virtual learning and instruction have been in play for over 20 years, yet it was simply not respected or needed by the machined educational establishment. A system that was created during the industrial age of manufacturing, specializing in mass identical products for output, has struggled to recognize the unique and individual approach of virtual education. And while it should not be argued that virtual education is for everyone, it can be for anyone.

While virtual education is full of challenges and difficulties, it does recognize a student’s individual strengths and weaknesses. It allows for every single student to learn uniquely and effectively, while also honoring their interests and passions in and out of school. This approach is one that must move to the forefront of education in the future, no matter what form it takes. Students first rather than system first. And shouldn’t it have been that way all along?

Many will argue that relationships cannot be built via a virtual platform. The response should be, “Why not?” Those relationships may look different, they may have a different context, but they are no less deep or meaningful. In fact, most students and families report that their relationships are just as strong or even more so than what they experienced in a more traditional education setting. Some will move that students aren’t socialized in a virtual setting. Again, the response, “Why not?” Virtual schools, such as ours, offer student organizations, prom, graduation, dances, community service projects, outings, and study groups that all provide face to face socialization opportunities

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Ultimately, the larger question of “Why not?” must be applied in a wider swath when considering educational options for students

for community building. And that doesn’t even take into consideration those schools that offer blended learning opportunities, another great way to marry traditional classroom environments with virtual learning.

Ultimately, the larger question of “Why not?” must be applied in a wider swath when considering educational options for students. The body of educational research about what works for instruction and mastery learning is wide and deep. Yet, there has not been a proven, singular, consistent method that has risen to the top as the correct way. The reason? No two students are the same.

They don’t learn, understand, absorb, or communicate identically. So multiple practices must be utilized. We must ask the question, “Why not?” Why could a student not learn exceedingly well online? Why could a student not be successful in a traditional school setting? What’s missing? What is needed? And why, for goodness sake, would we not investigate and employ what would work to help a child be successful? Even if it seems outside of the box.

In our latest pandemic, over one-third of the population in the United States alone shifted to a work-athome arrangement. In so doing, companies will begin to

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investigate the positive shifts that could be applied longterm for a work-at-home arrangement for their companies.

Twitter just recently announced that their employees will now work from home, forever. It is highly likely that a large spike in telecommuting, virtual, or work-at-home jobs is inevitable as the world begins to roll back to “normal”. How will we prepare our students for a future of working virtually? The soft skills required in a virtual world, while similar, are also very different from that in a face to face environment.

The need of the student and the future of work must drive the direction for educational institutions moving forward. Additionally, we must be prepared for a lesser disruption in the future, should the need arise again. For many years, the perspective of what we cannot do inside of education has diminished the why-not mentality. It is time to shift the question if we truly want a different answer and begin to explore outside of the lines we’ve held ourselves to. Instead of barriers, we must see opportunities. Instead of systems, we must see students.

We must move from cannot to why not to embrace the variety of learning and instruction that is needed to experience success for all.

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UAE

Charting a Course for Blended Learning Christine Nasserghodsi, Managing Partner, Mirai Partners

Christine Nasserghodsi has worked with international companies, schools, and government agencies in the United States, Europe, India, Africa, and the United Arab Emirates to develop highimpact leadership, learning, and organizational transformation programs. Christine is a partner at Mirai, a learning innovations consultancy, and a doctoral candidate at the University of Pennsylvania in organizational learning with a focus on leadership for innovation. In her previous roles as the Vice President for the TELLAL Institute (GEMS Education) and Head of Innovation Strategy for the Innovation, Research, and Development Department at GEMS Education, Christine was responsible for leading professional learning and development, educational research, and strategic partnerships for schools and corporate entities across the UAE. In this capacity, Christine developed Creating Communities of Innovation, a project run with Harvard University’s Project Zero focused on transforming schools through pedagogical, technological, and leadership innovation. Christine served as the GEMS Chair for the Learning Innovations Laboratory at Harvard University, was a Harvard University Project Zero Classroom faculty member, and is a board member at several leading schools.

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here has been greater change in education in the past four months than in the past fifty years.

COVID-19 school closures, in most cases, happened in a matter of days and, in some cases, in a single day. What resulted was extraordinary. Students in parts of India accessed textbooks by QR code, while some were messaged learning playlists. Students in Nigeria attended radio classes while teachers led follow-up activities through messaging groups. The United Arab Emirates built a microsite with relevant, free resources for learning. Where students and teachers had internet and device access, schools went fully online in less than a week using free or freemium platforms like TEAMS and Google Classroom. Education technology companies have offered their products free-ofcharge. New global online schools have sprung up - some with SMS as the primary medium of instruction, others with their own platforms and live teaching.

Of course, there were challenges. While working from home, parents had to take a high level of responsibility for their children’s learning, especially those with young children. Schools and parents struggled to support students with special education needs. Traditional assessment seemed all but impossible and many national exams were cancelled.

Countries, regions, and schools struggled to meet the needs of students with limited

or no access to devices or data. As a result, these students have lost months of schooling.

Closures that were initially announced for two weeks to a month became term-long. Some private school operators faced or will face insolvency due to lack of fee payment. In countries that rely on the private sector to ensure that all students have access to school, the permanent closure of some private schools may result in a long-term dip in school enrollment.

The return to school will be more complex than closing school. First, it is clear from the diversity of re-opening strategies that there is no one blueprint.

Germany reopened for senior students who must take three COVID-19 tests per week. Denmark reopened for primary students so that parents can return to work.

Conversely, in Australia, a limited percentage of students from each grade attend each day (New York Times, May 10, 2020). While there may be no conclusive evidence on the best way to reopen, we know that students will need to maintain social distancing guidelines and are unlikely to attend school every day. Moreover, in the US, close to 60% of parents reported that they do not feel schools are ready to reopen and may continue to keep their children home for the foreseeable future (New York Times, June 6, 2020). As a result, conversations that were once about distance education have become about blended learning.

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Assess your students and your And, unlike the rapid emergency program regularly.

Many response of distance learning, students have already lost schools, states, and nations four months or more of have the opportunity to learning. According to thoughtfully consider research by McKinsey, and plan for the best students may lose over possible delivery, a year by the time despite ongoing they return to school uncertainty.

According to research by full-time, creating We, at Mirai McKinsey, students may lose learning inequities that Partners, have could last a lifetime been working with over a year by the time they (June 1, 2020). As schools on distance such, identifying and and blended return to school full-time, addressing learning gaps learning since 2015. creating learning inequities is paramount. Students We responded to should be assessed COVID-19 early by that could last a lifetime regularly so that interventions partnering with HP and can be launched. the Learning Management Focus on key milestones System, Classera, to support and transitions. Students who were schools and governments across reasonably independent and familiar with the Middle East, India, and Africa with their academic targets and working expectations distance learning. In the process, we have can choose projects which they can work on their own helped improve the learning opportunities and outcomes or in groups. Students, for example, transitioning from of over 5 million students. primary to secondary or into exam years may need more support. Parents of early childhood and younger primary Here are our recommendations as you prepare to students should be made aware of critical milestones, such reopen your classrooms. as learning to read and be provided with specific targets Start early. You do not need all of the answers to and learning activities. begin to plan for a range of scenarios. Establish a core Understand the importance of literacy in a blended team including representation from school leaders, learning environment. Students with weaker literacy parents, and teachers. Set success criteria for 2020-2021 skills will struggle in a reading-intensive blended learning and determine how this criterion can be achieved given a environment. First, screen students for reading difficulties range of scenarios including a phased return to school and using an assessment tool, such as Lexplore. Then, provide the possibility of additional closures. daily intervention to students reading below average and Shift from a teaching mindset, to a learning reassess in 1-3 month. Finally, use tools like Immersive mindset. Do not think about teaching as the core function Reader to allow students with reading difficulties to access of a school; think about learning. Map the learning the same content as their peers. outcomes that your students will need to achieve over the Build community. At Mirai, we have found that course of the year and decide how these can be delivered students attend school for opportunity and community. across a range of platforms. Note what learning needs Opportunity may emerge from academic performance, face-to-face interaction or on-premise resources, such as but it can result from participating in competitions or labs, and ensure that your students’ possibly limited time internships. Likewise, community is built by teachers in in school is used wisely. the classroom as well the school at large. Endeavor to Consider asking teachers who are effective in a live, maintain traditions like birthday celebrations, concerts, distance learning classroom to deliver lessons to multiple and graduations whether or not students are present classes. At the same time, teachers with underlying health in school. issues can deliver small-group online interventions, while Ultimately, schools will need to create a new story with others may focus on building community by leading labs their students, staff and parents. Let it be one of resilience and practical assignments with those students present and hope, one of new opportunities and abundant care. at school.

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USA

Considering School’s Purpose in An Educational Crisis Dr. Damian Bebell, Assistant Research Professor, Boston College and Dr. Steven Stemler, Associate Professor of Psychology & Chair of the College of Education Studies, Wesleyan University

Dr. Damian Bebell Dr. Damian Bebell, for over 20 years, has helped schools and policymakers use data, technology, and empirical research to study and support a wide variety of educational initiatives. As a research professor at Boston College’s Lynch School of Education and Human Development, Damian provides research and evaluation services to help schools evolve their teaching and learning practices, improve formative and summative assessment practices, and better align outcome measures to their broader mission. Dr. Damian is a frequent speaker and author of numerous articles, book chapters, as well as The School Mission Statement (Routledge Press), with Dr. Steven Stemler.

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Dr. Steven E. Stemler is an Associate Professor of Psychology and Chair of the College of Education Studies at Wesleyan University. Steve’s research focuses on the development of innovative methods for assessing and measuring core purposes of schooling such as creativity, ethical reasoning, citizenship, and practical intelligence.

Steve has developed a number of tools for measuring creativity, cultural competence, practical intelligence, and ethical reasoning.

Steve has published more than 50 peerreviewed articles, books, and chapters including the Journal of Educational Psychology, Educational Psychologist, Contemporary Educational Psychology, and Intelligence.

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s the COVID-19 pandemic disrupted nearly the entire global population of 1.5 billion K-12 students, communities have struggled to create and maintain “school” without physical campuses. Since March 2020, nearly every teacher, student, and parent has found themselves unwilling participants in the world’s largest experiment of educational technology and distance/home learning.

Although this new reality is still unfolding in many communities, early reports suggest several well-resourced and effectively managed schools have used their existing technology to successfully transition into various forms of home-based teaching and learning. As we

Dr. Steven Stemler

would expect, school communities and classrooms with lesser resources and leadership have struggled to pivot and keep pace during this sudden and unprecedented challenge.

For generation, inequities in resources and experiences have posed major problems within and across all educational systems. The variety of educational approaches and outcomes long reported in international research studies (Mullis, Martin, Foy, & Hooper, 2016; OECD, 2016) has traditionally been the domain of Policy makers, educational leaders, and academics. With the world’s entire K12 student population no longer attending physical school, these topics and discussions have entered our quarantined homes, literally. Parents are seeing first-hand the wide range of expectations and

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experiences in materials, communication, resources, and support their local teachers and schools have been able to provide in this challenging time. And of course, parents are freely sharing their frustrations and satisfaction alike via social media.

For most stakeholders, this experience has been difficult and stressful. Emerging research suggests that home-based learning results in teachers working longer hours with only a fraction of the emotional and professional rewards. Without daily affirmative connections to their students, many teachers feel disconnected and unsatisfied. Similarly, students are also experiencing a range of emotions and feelings that may be hard for them to verbalize or express.

Researchers are only beginning to examine how this extraordinary public health, economic, and educational fallout will impact this entire generation of students, especially those in at-risk and other highneeds populations.

As households and school communities alike come to terms with our new educational reality and struggle to replicate a meaningful school experience at home, many find themselves asking: What exactly is the purpose of school? How can newly deputized parents better align their home efforts with the objectives and ideals of their children’s classroom?

In over two decades of educational research, we have found that school mission statements often provide an accessible signpost to the values, priorities, and commitments of a school to its constituents. As researchers, we have identified, categorized, and even quantified a

number of distinct themes from a school’s mission statement. Through this work examining thousands of K12 school mission statements, we developed a rubric cataloging 12 distinct themes and various sub-themes typically found across school mission statements.

As parents and educators continue to curate educational experiences without classrooms, the concepts and themes from their local school mission statements provide an important touch point. As such, parents, teachers, and school leaders may wish to consider and frame home learning experiences by asking: What themes are present in your child’s school mission statement? and How can each theme be cultivated in home-based learning?

Repeatedly, our research has shown that schools typically include four to six distinct themes in their mission statement. This means that nearly every school espouses an array of broadly constructed themes and goals. So, even in the most academically rigorous communities, school almost always means more than just curricular content and academic/cognitive learning. Below, we highlight the four most common themes articulated in K12 mission statements and offer a few connections and suggestions how different themes may relate to current home learning.

Academic/Cognitive Development Within days of campus closures, many schools sought to provide students access to class materials in subjects like reading,

Schools often work to cultivate students’ civic engagement and create responsible citizens through resources and programs like community service projects

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mathematics, arts, and science. With countless books, worksheets, websites, and entire learning management systems, there is no shortage of resources designed to strengthen students’ academic/cognitive development and provide subject-specific content. Effective school leaders and teachers must help parents navigate this maze of resources to ensure congruence with the objectives and approaches most familiar to students. Clear communication between school and home on the most appropriate books, websites, Apps, and other resources will help to ensure academic pursuits at home will be most helpful and applicable when campus life resumes.

Emotional Development Emotional development is the most common theme we have found across different types of schools’ mission statements. Policy makers and school leaders nearly all universally recognize the importance of students’ learning to recognize and express their emotions and their ability to manage relations across all stages of child development. Emotional learning in school often focuses on the development of self-discipline, confidence, respect, and cultivating positive attitudes and habits to foster student’s capacity for life-long learning and a joyful life. During this time of global uncertainty, we can easily imagine the difficulty for many children suddenly losing contact with teachers, friends, and the extended school community and routine developed expressly to support them. Now more than ever, parents must set aside their own worries and challenges to prioritize and support their children’s mental and emotional health. Again, effective schools and teachers will help parents identify appropriate stories, films, games, and other activities and opportunities to foster emotional development at home.

In addition, many schools have introduced simple reflection procedures like surveys to help track students’ emotional wellbeing (and other experiences) over the pandemic.

Social Development The real-world importance of collaboration, communication, and teamwork is reflected in many K12 mission statements and globally recognized across professions and industries.

Like emotional development, many K12 activities and structures have been intentionally designed to cultivate students’ social development. As digital natives, we know most students can easily leverage technology and social media platforms to maintain connections with their friends and family. Parents should recognize that positive social activities play an important role in child development, however, collaboration and teamwork in school activities and assignments should also be encouraged as much as possible given current circumstances.

Civic Development Our research has shown the majority of secondary schools (and many primary schools) also include civic development as a central theme in their mission statement. Schools often work to cultivate students’ civic engagement and create responsible citizens through resources and programs like community service projects.

Given the likely interruption of these schoolbased efforts as well as the critical role of civic responsibility in public health, the current health pandemic provides an especially salient time for parents, teachers, and students to discuss and develop activities around such themes.

Looking back at the first months of 2020, each and every educational institution and stakeholder has been disrupted by the COVID-19 pandemic. Even as school-life resumes and economic and social impacts begin receding in some locales, there is little certainty for students, parents, and schools in the months and years ahead. As parents and schools continue to support our displaced students in the uncertain future, it becomes increasingly critical to ensure our home-based resources and efforts fully represent and align to those same themes, qualities, and domains that provide your child’s schools inspiration and foundation.

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TUNISIA

Learning Operation During COVID-19 Hatem Slimane, Founder & National President, ATAST

The national president of the Tunisian Association of the Future of Sciences and technology (ATAST), the biggest STEM foundation in TUNSIA, Hatem Slimaneis the general director of (IFEST²) the international projects competition in Tunisia and the general secretary of MILSET Africa and recently BRISECC member. He is a multiple medal and award-winning individual at the national and the international level. An innovative and passionate Tunisian Educator, he started many initiatives in the field of education. Hatem’s qualifications include a Masters degree in GPPM field. He believes that an educator is much more than a teacher. He has been invited at many big events in the national and international level to share his vision.

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ducation, the main pillar on which the future of an entire generation is based, depends on several factors, all cogs in a well-oiled machine, which have been affected by circumstances and unforeseen events that we could not prepare for.

COVID-19 changed everything in the world in record time, forcing everyone into self-isolation in their homes without a clear plan in sight. The severity of COVID-19’s impact on a certain country depended on its ability to adapt to this dire situation with few resources available.

If we look at the statistics and the evolution of the suspect case curve, the Tunisian experience has been somewhat unique, in that the pandemic’s effects were much less severe than in other countries Thankfully, the government’s reaction was swift, where full containment was imposed just a week after the first few reported cases.

Schools shut down despite the fact that the total number of cases did not surpass 1050, at the rate of 17 cases per day, the maximum of which was fifty cases in one or two days. Tunisian families found themselves in an unconventional situation when it came to schools being closed, since this is a society where education is sacred, where its importance is imprinted in children from a young age.

Before doing an analysis, it is important to mention that education in Tunisia is predominantly public despite the number of private establishments that is steadily rising.

This is a determining factor especially in terms of means, flexibility and number of the target audience.

We can divide the behavior curve of the learning operation during this pandemic into four phases: Observation Phase: from the first hours of total confinement, nearly everyone arranged their priorities: Health and Safety in first place, then comes everything else, even the education of children was in question: what to do, how to react, how to be safe. We spent our time following the statistics and observing what is happening elsewhere through the screens of televisions, PCs or smartphones. Our favorite activities and pastimes were practiced to occupy ourselves, not for the purpose of acquiring any new knowledge. It was a period of doubt and fear that lasted a week.

Followed by a rest period that did not drag on very quickly, everyone quickly began asking about the way to learn without putting anyone at risk?

And what should be done about national exams in 6th grade, 9th grade and baccalaureate?

It was time to begin the search for an adequate solution.

Learning and Adaptation Phase: Due to the large use of online education; some of private schools make

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It is important to mention that education in Tunisia is predominantly public despite the number of private establishments that is steadily rising

Hatem Slimane

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this choice, others are following the path but the rest did it to because parents asked for it. Finally, a large number of students follow planned and structured online courses Although the availability of technological solutions which are sometimes free. The result depended on the skills of the educator, because of lack of practice. The Ministry of Education appealed to educators to produce digital lessons. The objective was the development of a free educational platform for the benefit of learners as well as educators.

Regardless of the quality and impact of the platform; this step was essential to move to digitalization and pooling of resources. This was also an opportunity to discover talented and innovative teachers with a futuristic vision, especially that they made a great effort as volunteers Action Phase A marathon of interactive courses has started,: Webinars to train the trainers and parents, Startups of free and paid educational platforms was there, exchange of courses; televised lessons which have been specially made and broadcast on the national channel to offer more chances for everyone, it was new challenge to enter.

A Favorable Ecosystem Even if the conditions are not adopted totally with the needs; willingness and ability to adapt has given excellent results. This is due to the existence of an ecosystem that promotes volunteer work and values the role of NGOs that organize training and run programs to help government.

Social Media Impact Social networks, was a strong tool allowing rapid circulation of the

information, sharing of experiences and the classification of expertise and skills in groups Optimization Phase Post COVID With zero new cases and patients hospitalized for almost one month; government made decision to end containment, now in Tunisia life is almost normal.

The Ministry of Education decided to restart school for the final grades before taking the national Baccalaureate exams. Severe precautions and safety measures have been taken like the daily control of students as well as teachers, wearing masks etc. The classes were planned for two groups. It does more work for the teachers, but less risk for everyone.

Although the BAC classes found their path, the other levels are still looking for ways to finish their lessons.

During this pandemic, the educational ecosystem went through difficult times.

At the same time, the educational staff showed adaptability and learning skills with the new techniques.

Some schools have helped in the fight against COVID with the realization of protective equipment, even with simple visors; but the social side of the school is still important to give it more importance. The online course was the go-to solution during the Corona, but research is needed to optimize impact and profitability; to make it an excellent choice not an obligation.

At the same time and to fill the training gaps of this year, some schools have chosen to work on scientific projects, where STEM allows them to get out of it perfectly. The lessons to be learned from this experience: Education, scientific research and the development of educator skills will be the challenge of future years

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JAPAN

How Japan Is Arming Itself to Face Post COVID-19 Education Hidekazu Shoto, Innovative English and ICT Teacher, Ritsumeikan Primary School

An award-winning educator, Hidekazu Shoto works at Ritsumeikan Primary School, Kyoto, Japan. His teachings have been recognized with a Minecraft Education Award from Microsoft, a Microsoft Innovative Educator Expert certification, and the best-practice award twice from Ritsumeikan Academy in 2011 and 2017. Author of 4 books, Hidekazu was nominated as one of the Global Teacher Prize 2019 Top 10 finalists for his innovative & outstanding contribution to education.

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apan’s IT-based education is said to lag far behind the world’s standards.

It is said that traditional teaching methods are utilized in almost all classes and that the style has not changed in about 120 years. PCs and smartphones are not allowed in the classroom, and the experience of connecting to the world from the classroom via the Internet is something most students do not have. Japan is an economically fortunate country, and almost every household has a PC and Internet environment. However, in schools, the environment is not yet ready, and some schools have multiple teachers using a single PC. I believe that one of the reasons for the lack of ITenabled education in Japanese schools is that they are “too busy”. The level of education of Japanese teachers is remarkably high and most children are calm and obedient learners. However, the teachers are busy. There is a lot of overtime work, and teacher overtime has become a social issue in Japan. In such a busy situation, they cannot afford to introduce new IT into their schools.

And the fact that Japan’s IT education is lagging behind has never been a major issue in its history as it is now.

COVID-19 came at the same time as one grade change. Due to the pandemic, many schools have been closed since March.

This is an unprecedented situation in the history of Japanese education. The Japanese

education system has been programmed to start in April. The first thing we thought of was the “guarantee of learning”.

How do we provide opportunities for learning in a situation where people cannot come to school?

Many schools sent out handouts and other materials by mail and instructed them to do homework. However, the period of school closure was longer than we had imagined, and many of the students said that they were not comfortable with “print learning” alone. Handouts alone did not motivate children to learn, and many families worried about the quality of learning. Ritsumeikan Primary School has been in discussions since the end of March and has switched to distance learning since April, using Zoom to communicate with the children every morning and YouTube to allow them to view the lessons anytime, anywhere, over and over again, and Microsoft Teams to allow for daily communication. There are several schools in Japan that are using this type of online learning support. However, some data show that it is less than 10 percent.

Japan’s government has come up with a plan to prepare one tablet for each student. Despite taking time, many schools, by the end of May, began to embrace distance learning. We looked at each family’s PC retention rate and whether or not they had Wi-Fi in the house, and gradually began to incorporate distance learning.

Through trial and error, the teachers are also distributing videos of their classes and conducting remote classes. There are a lot of

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Through trial and error, the teachers are also distributing videos of their classes and conducting remote classes

difficulties, but the “introduction of IT education”, which had not progressed at all in the history of the country, has been greatly advanced by COVID-19. Japan’s education was in a situation where it had no choice but change.

In Japan, the damage caused by Covid-19 is slowly diminishing, and the state of emergency was lifted at the end of May. The school holidays ended, and schools were slowly reopening. Although it was nice to see students coming to school, we should not let our guard down. With the prediction of a second wave of Covid-19, it was important for Japan as a whole to ensure that children’s learning does not stop when schools are closed again through remote learning and other methods.

Thanks to the government’s cooperation, the PC and Internet environment are gradually improving. We, the teachers, are slowly building up our know-how, so there will not be as much chaos as there was in March. This experience, in my opinion, is going to be a huge one.

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The impact of Covid-19 has led to the evolution of IT education in Japan. What this has made us realize is that video classes such as YouTube are sufficient if they are just for imparting knowledge. There is no reason to bother taking the time to come to school. In light of this, we must consider what it means to come to a place called school to learn. School is not just a place to give/receive knowledge.

In the era of Post Covid-19, the very nature of schooling, including the meaning of learning with friends and the importance of experiencing, must change.

In Japan, there are children who do not come to school, which is called “truancy”. They are unable to adjust to the school environment and are missing out on learning opportunities. As IT education in Japan evolves, it should be possible to provide learning opportunities for children in these environments. This evolution is valuable and will lead to the guarantee of learning opportunities for every child.

Learning in school can also be exploratory, collaborative, or experiential. This is because the

Hidekazu Shoto

“knowledge-giving education” of Japanese education has proven that it is possible to do without coming to school.

I believe that this will be a chance to fundamentally change the way we teach in Japan. The learning that comes with knowledge can be done at home, and based on that knowledge, new and creative learning can be done with classmates in the classroom. All over Japan, flipped learning may become possible.

Post Covid-19, Japan’s education has a chance to change the learning environment. However, the most important thing remains at the end. It is an update of the teacher’s mindset. It is actually difficult to change the mindset of teachers. This is because, as noted above, teachers are “busy”. Until now, IT skills were not required of schoolteachers at all. That is why there are so many teachers in Japan who are not good at IT. It is unreasonable to ask busy teachers to become proficient in IT. Over time, we need to improve the IT skills of teachers while seeking their understanding of the new era of education. Also,

college students who are going to become teachers need to learn new teaching skills and jump into the school world.

I am convinced that in these times when we cannot predict what kind of disaster will happen, what teachers need to be able to do is to be able to respond flexibly.

The times are changing so fast, who could have predicted such a thing as Covid-19? In Japan, the Great East Japan Earthquake of 2011, a major natural disaster, also disrupted education at that time. At that time, we didn’t yet have the option of “distance learning. But now it is different. We have a new weapon in our hands: IT. We learned in 2011 that no matter what the circumstances, it is important not to stop children from learning.

Japan’s IT-based education is said to lag far behind the world’s standards. When the Post-Covid-19 era arrives, Japanese education will change dramatically, and a new era of education will come. I would like to continue to play the role of a leader in leading IT education in Japan, so that I can offer many pieces of advice at that time.

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USA

Remote Learning Everywhere!

Jason Wilmot, Senior Director, K12 Education Industry Lead, Microsoft

Jason Wilmot is the K-12 Industry Lead for Worldwide Education. In his role leading the worldwide execution of the primary and secondary education vision, Jason Wilmot works to ensure Microsoft is a global leader in education transformation around the world.

He works directly with the various Product Group leaders, Account Executives, and Strategic Partners to improve student outcomes in the classroom with the support of technology. A recognized education executive is known for crafting transformational education deals that span devices, software, and cloud services, Jason offers a unique blend of experiences. Jason has been with Microsoft since 2004. He has held a variety of leadership roles at Microsoft ranging from operations management, technical product management, and sales leadership. Prior to taking this role, Jason was the Director of Education, supporting our Modern Classroom efforts driving execution of product sales across schools and universities.

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emote learning is where the student and the educator, or information source, are not physically present in a traditional classroom environment. Information is relayed through technology, such as discussion boards, video conferencing, and online assessments. Remote Learning can occur synchronously with real-time peer-to-peer interaction and collaboration, or asynchronously, with self-paced learning activities that take place independently of the instructor.�

The last few months have been challenging on our family like many around the world as we set up a remote classroom in our house for 2 kids, middle school and elementary-aged. My wife is the proxy teacher and I provide technology support daily as we help administer the lesson plans provided by our teachers. This probably sounds familiar. I admire and commend the school Administration, teachers, parents, and technology providers all around the world that have stepped in to support the shift to remote learning overnight.

All types of remote learning have been utilized over the last few months as teachers and students around the world have been forced to leave the school to continue teaching beyond the physical walls of the classroom. With forced remote learning across the world, I often get asked about technology and how to use technology in a secure manner to deliver remote learning at home. How do we get computers for our students at home? How do we provide every learner a safe connected experience at home? How do we bridge the technology divide in non-equitable situations? How do we ensure students are on track via Technology?

Technology is often seen as a unicorn that can solve remote learning. However, Technology is not the most important asset in a remote learning environment. Improving learning outcomes will never be solely about the technology in or out of the classroom. The technology will always be at the forefront of debates on Facebook, but behind the debate, the teacher pedagogy, parental support, and student willingness to learn will ultimately determine the success of any learning environment.

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Over the last few months, I have seen my 9-year-old son work on physical worksheets that we printed out at home; watch short videos explaining how to do an assignment; engage in live chat with his fellow students and educator. I have helped my 12-year-old daughter submit assignments through a learning management system; read online books and submit short videos. All these technology platforms can and should be used to facilitate remote learning.

Unfortunately, they are not solely going to solve the future of education. They will be debated at length over the next few years as to which medium is best suited for remote learning. However, in the end, it will be a balanced approach. It will be different activities that focus on individual and group work administered by teachers through various means of technology. Teachers were forced into this environment and teaching in a remote learning environment requires technical and pedagogical

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skills to integrate digital devices into daily instruction.

Most teachers were trained exclusively to teach in a physical classroom and have limited training on how to teach in a remote learning environment. Therefore, teachers tried to port the physical classroom into a virtual experience. This has led to a sub-optimal experience for many students around the world. Teachers will need to be empowered to create new materials and be flexible in the delivery of these materials. They will need to focus both on individual work that can be assigned through technology and small group engagements where students interact with one another.

Technology will become more important in the delivery of content and help teachers find new ways to be creative, but technology is not a unicorn for remote learning. Teachers are still the most important asset in any learning environment.

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USA

Why are Some Students Thriving Online during the COVID-19 Pandemic?

Jeremie Rostan, CAS Coordinator and Psychology Teacher, IB School, Brooklyn

Jérémie T. A. Rostan is a French humanist with over 10 years of experience in education. A graduate from La Sorbonne, where he obtained the prestigious Agrégation, Jérémie has taught a number of humanities subjects and held different middle leadership positions in various international schools.

Passionate about educational psychology, Jérémie has authored several books and contributed to many publications on a large variety of topics. Through his reflections, Jérémie T. A. Rostan is looking for synergies between his philosophical background and an exploration of social sciences. Most recently, his work has focused on educational leadership and ways in which scientific research can help inform the best innovative school practices.

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s school buildings closed all around the world and schools transitioned to online learning in response to the Covid-19 pandemic, students had to adapt to an entirely different educational paradigm. In my limited experience with my own classes, this has created challenges that translated into an overall deterioration in engagement and performance. Indeed, a common narrative is that the current situation has demonstrated the limitations of online learning, all of which stem from the fact that it lacks the “human dimension” of traditional learning. As plausible as it sounds, this theory does not account for another phenomenon which, I am sure, many other educators have observed: the fact that some students are doing much better (or even better) online than they did at school. This seems to be especially the case at both ends of the spectrum. Why is it that some of my weakest and strongest students benefited from the transition to online learning when most struggled to adapt? My answer to this question will obviously be very tentative, as it is based on a small case study. Nonetheless, I hope that it will help start a conversation that could provide insights into effective ways to differentiate instruction once our schools return to campus.

This conversation might even inspire new models whereby, not unlike businesses, schools allow some of their students to work partially from home. Interestingly,

this could also be a way for school leaders to limit social interactions, thus creating a safer environment for their community in the fall.

In my case, an important reason why online learning has been so effective for some students precisely seems to be that it misses the “human dimension” of traditional schooling. This might sound paradoxical, but it is not. As important as interactions with peers are to students’ holistic development, the school social environment also creates conditions and incentives that don’t always support learning. For some of my students, working in isolation has clearly helped improve their focus by reducing potential distractions. Indeed, it might also have helped keep “multitasking” under control. Since students tend to go off-task despite direct teacher supervision at school, it seems like online learning should make it even harder for them to stay engaged.

In reality, the fact that students can freely check and send messages, glance at their friends’ Instagram, etc. when they work from home makes it possible for them to satisfy their social media needs and even organize their own breaks in more efficient and less disruptive ways. Put simply, students might have less of a drive to “like” their friends’ latest Tik-Tok performance once they start their homework if they have already had ample time to do so and know that they will be able to do it again as soon as they are done.

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More generally, some of my students have definitely collaboration is certainly a valuable teaching method: it benefited from the changes to the learning environment can be very effective and helps develop important lifebrought about by online learning. I am well aware that long skills. However, it can also be detrimental to both part of these benefits might not be directly linked to online weaker and stronger students, be it only because of the learning, but rather to social distancing, which made it well-known disincentives created by group dynamics, much easier for some parents to support their children. such as social loafing. I haven’t completely abandoned Still, it is almost tautological to say that an online learning collaborative activities, but online learning has allowed environment is better adapted to a certain category of me to set up more effective ones, for instance with greater students: those who fit a traditional school environment the individual accountability. least. Critics often point out that online learning provides Compared to traditional teaching, transitioning less structure, making it harder for students to manage to online learning has also dramatically increased the their time or even feel encouraged to do their work. That frequency of formative assessments. Indeed, automation, might be the case for many, but it is also true that greater and a lighter schedule have made it possible for me to autonomy enabled some of my students to thrive, for assess virtually everything my students have been doing instance by scheduling their work in ways that worked for the past two months. There could be an important best for them or simply by experiencing a greater sense lesson here. Contrary to what is commonly thought, online of control. Indeed, online learning can provide both more learning does not necessarily create a distance between freedom and more support to students who need them the students and teachers. As a matter of fact, the particular most. This is especially true for those with the poorest model adopted by my school has allowed for much more organizational skills, as online learning makes it much one-on-one and small-group interactions than usual. harder to lose important handouts, forget assignments, etc.

From receiving constant feedback to being able to send Like many of my colleagues, I would assume, my short “quick question” emails and drop in video chats, assignments, as well as the corresponding lessons, had my students have effectively been provided with a 9-4 to look quite different online. My school implemented individual support hotline. a blended model combining independent study and All in all, there seem to be simple reasons why some optional office hours. In this new context, students had of my students thrived when we transitioned to online to be active and do the cognitive lift almost 100% of the learning. For the stronger ones, the explanation is quite time. This did not change much for most but did make a obvious. They were always going to thrive. It was simply dramatic difference for some who were easily passive and easier to allow them to, and not be held back by the rest of disengaged. Likewise, my lessons had to be much simpler the class—something we always aspire to but is often hard than usual. Not in terms of content, but in terms of design. to implement in a traditional setting. For the weaker ones, Having to adapt to online learning myself with strict time my observation is that online learning mostly benefited constraints, I definitely adopted a “less is more approach”, those who had the potential but lacked the study skills, and which translated into more focused learning outcomes motivation. Online learning helped with both. In the end, and more straightforward teaching strategies. it largely boils down to Self-Determination At the same time, and like many of my Theory, which states that motivation colleagues, I have played around is a function of four different and experimented with some of feelings: autonomy, control, the innumerable online tools competence, and relatedness. made freely accessible by Through online learning, educational companies. these students experienced This has allowed me a greater sense of to create even more freedom, responsibility, diverse and engaging and ability. They also There seem to be simple experiences than those strengthened their reasons why some that took place in my relations with their classroom. Interestingly, teacher, and discovered, of my students thrived when online learning has or re-discovered, that forced me to rely much learning can be enjoyable, we transitioned to online less on group work especially in these learning-self determination than I usually do. Student dire circumstances.

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USA

Pacesetters not Philosophers: The Need in Digital Learning Joel Medley, Director Leadership Development, K12

Joel Medley, the son of a high school dropout, became the 3rd person in his family to graduate from high school and the 1st to receive a degree from a four-year university. He has a Bachelor’s in Social Studies Education, a Masters in History, a Masters in School Administration, and a Ph.D. in Leadership. He has taught history in both middle and high schools while also teaching at the community college level. With administrative experience in both charter and traditional schools, Joel became the Director of the NC Office of Charter Schools tasked with overseeing the expansion of those public schools in his home state.

In 2015, Joel became the Head of School at the North Carolina Virtual Academy, a K-12 powered public charter school serving nearly 2,500 students. He stayed with the school during its first four years and then transitioned into a new role at K12. As Director of Leadership Development, he leads a small team focused on inspiring school leaders to ignite the passion of their students through innovation in the virtual education sector.

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he current worldwide pandemic has demonstrated a need for change within the education sector. Students and teachers are receiving a heavy dose of online learning, and as the crisis continues, so too will the cry for instructional change, with many families and educators calling for more – or better – digital options.

Because let’s be clear: the virtual education being delivered this spring has been an emergency response to an unforeseen crisis. I applaud the efforts of educators and families who are doing their very best to do what they can in an unbelievable situation. But effective online education takes years of training and work to produce success. You simply cannot replicate that model by (in the best of cases) distributing computers, providing Wi-Fi hot spots, and wishing everyone good luck.

We are at a critical crossroads and must ask ourselves what we want the future of education to become. If our reflection does not lead to action, we are merely philosophers. If, however, our reflection translates into action, then we become pacesetters.

Now is the time for action. So, how do you create a comprehensive digital learning environment that sets up educators and students for success? Here’s how to start and keep P.A.C.E.

Personalizing You may wonder if the wrong word was selected because, surely, it must be personnel.

But personalized is the right choice. To be effective, online education must be personalized for students and teachers.

If we focus on developing people in the right way, then they will be inspired to teach in ways that meet students’ needs and inspire lifelong learning. I have met students that chose a digital school because they struggled in their former school due to a medical diagnosis that resulted in bullying. After time in the digital school, that student’s performance dramatically improved because teaching matched their learning style.

To personalize instruction, teachers must receive personalized development that blends skill with core principles in both synchronous and asynchronous formats. Far too often, we speak of professional development but that focus misses the point.

Developing a person’s skill is admirable, but the true change comes when we develop a person’s being. Better people will make better professionals and, together, they create better results. We have accomplished this through university partnerships while creating internal teacher and leader development teams.

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Adaptation Every aspect of our world is changing at seemingly lightning speed. Online education can adapt quickly to promote student achievement by tapping into a wealth of student data that enables nimble decisionmaking required to drive student success.

The North Carolina Virtual Academy collects family satisfaction surveys seven times a year and from teachers four times a year.

Administrators, teachers, and support teams pour over the results and together translate data into action directly benefitting instructional practices and student performance.

Reading the open-ended comments from a survey led staff to create new social and emotional supports for students and families.

The counseling team established a monthly series of live sessions with age-appropriate themes (e.g. managing emotions, overcoming anxiety, or coping with grief). While attendance was optional, the turnout was solid.

My children attended this school and selfselected sessions that helped them with their anxiety, fueling their personal and academic success for years to come.

Connection Effective online education does not allow students to hide or fall through the cracks; relationship-building is a must. School leaders must seek out ways to connect with families and when the connection is not happening, consider new strategies to reach the family.

Heading into high school, Blake was a successful student. All that changed when his father became unemployed. The job loss created chaos as the family was evicted from their home. Being homeless, Blake was losing hope as school ranked last on his list of concerns. When one of Blake’s teachers at Michigan Great Lakes Virtual Academy discovered the family’s situation, she quickly rallied the school to provide support. Thanks to her encouragement and connection, Blake was able to reignite his love of learning and beat the odds. In his valedictory address, he offered an inspiring example of how students,

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with the help of a dedicated teacher, can overcome challenges.

Equitableness Every school serves students with diverse needs.

Online schools can and do serve students with varying disabilities well, filling an important role in the overall fabric of education. Even when faced with challenges, learning does not stop, and teachers do not give up.

Born with scoliosis, the physical demands of brick-and-mortar settings became an academic distraction for Amelia. The pain of sitting in a hard chair all day reduced her to tears. Though she had spinal surgery at the end of eighth grade, she was left with pain, discomfort, and even anxiety that affected her grades. Her family decided she could no longer attend a traditional school. Enrolling at Indiana Digital Learning School allowed Amelia to learn in an environment where she is comfortable, getting her grades back on track.

Online education can transform the learning experience for families of students with disabilities. Parents play a vital role in their student’s education and can interact with teachers in real-time. The live classes and constant communication enable the statelicensed teachers to create personalized learning plans, accelerate change for student benefit, and connect with their needs.

These students’ needs – just like those across the world – will continue to evolve.

Academic, personal, and professional success will require strong interpersonal skills and the ability to adapt to the rapid pace of a changing world. When done right, online education nurtures these skills, helps students build connections with others, unlocks their potential, and prepares them to enter a dynamic and increasingly digital global economy.

The best way to prepare students for that future is by offering education options that mirror it today. The time is now. No longer can school leaders operate as philosophers about online learning; rather, they must become pacesetters. They must decide on a course of action. Philosophers discuss.

Pacesetters decide.

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SOUTH KOREA

What COVID-19 Left for South Korean Education Kihyun Park, Innovative Educator of Online Classroom, Pungsaeng Middle School

Kihyun Park is an innovative English teacher in charge of International Students Exchange program in Pungsaeng Middle School, South Korea, designated as ‘Innovation School’ where new educational & experimental programs have been implemented and he is leading it. With the motto, ‘The World is My Classroom’, he has helped his students to be equipped with the good communicative competence, to raise awareness of different cultures, and to develop the global citizenship by connecting classrooms face-to-face in different manners. Park majored in Pedagogy and English education and he graduated from Hongik University.

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n the summer of 2019, many teachers throughout the subjects in my school had discussed the topic; “The Fourth Industrial Revolution and the Change of Education and Job� either from the request of the curriculum or the related subject matter. The students were impressed with the role of AI and its influence that covers a wide range of infrastructure, types of occupations, or even computer games. Yet, they were quite sceptical if the approach or methodology to education can keep pace with the development of AI, because the education policies that they had seen were too limited on the specific part of the exams, or the extended right of subject choice, although most of them agreed that the current education system needed to be improved, expecting to adopt the overall change of platforms suitable for the demand of the society.

In January 2020, COVID-19 hit South Korea in a flash, and the number of the infected patients increased at a dreadful speed, which paralyzed all parts of our society, most importantly the schools. The academic

school calendar, which was prepared for the new school year, rendered useless because the Ministry of Education announced the closing of schools.

Moreover, the school opening dates were postponed several times and even the date of the national college entrance exam was delayed, which is unprecedented in South Korea.

As the school opening was deferred again and again, all provincial offices of Education and schools, as well as the Ministry of Education, implemented measures to overcome the chaos of school education which caused learning loss of our students at home. Listening to the people from all walks of life, and considering school parents, online platform seemed like the right option to meet both parts; to complete school hours and to make home-schooling possible.

All well-known online companies started to engross themselves in creating the attractive online education platform to meet the needs of the consumers; schools, students, and teachers, which accelerated the improvement to the decent online platform.

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Korean education has been partly changed occasionally but not as much as it is said to be called ‘revolutionary’, but COVID-19 is changing this narration.

Kihyun Park

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When the teachers started to teach in a new online platform, they came to think of the notion of Self-directed learning since the teachers were teaching online just as they used to in a classroom, which looked exactly the same as before, but the students were in a totally different condition. They need to control themselves at home so that they can concentrate and achieve the class goals with the support of their teachers. The teachers put more time into encouraging their students to focus on the assignments, maintaining the optimal level of students’ motivation, and providing the individual feedbacks than preparing the classes by uploading video-films or simultaneous interactive classes. This is because the ability of students to actively participate in the class and achieve class goals depended on the kind of feedback the teachers provided, how much information needs to be included in the feedback, and when was the most appropriate for them to be given the feedback.

On the first week of the online school opening, the homeroom teachers were seen to call some students who didn’t sign in the online platform or who was not watching the class videolectures uploaded. The teachers could technically monitor whether they are watching the video or not. To make this platform work to a purpose, the voluntary participation of our students was required. Therefore, we planned to offer continuous motivation, provide delicate feedback to check their progress, and fair evaluation based on the system to confirm if they made it on their own.

After COVID -19 subsided, our students came back to schools.

However, the Wi-Fi system was

upgraded, and the students’ use of mobile phone become more flexible for them to accomplish some assignments.

It feels as if the online platform comes into the classroom. The platform is not a temporary device to make up for the class skipped anymore; instead, it has been more than a tool.

Actually, a week ago, Samsung had the applicants take the online test for GSAT (Global Samsung Aptitude Test).

Moreover, many colleges have joined the trend, running the online platform for the test. It is not hard for us to anticipate the side effects which follow the hasty transition to the new system.

Nevertheless, this flow of the education is expected to keep going on because above all, the consumers of education, our students were content with the new platform. So, I think it would be good for them to move forward in the way of upgrading rather than abolishing them.

Korean education has been partly changed occasionally but not as much as it is said to be called ‘revolutionary’ probably because of its conservative characteristics centring around the system of the college entrance exam as well as the social structure. And it goes against saying, “Could the current movement have been made possible without COVID-19? No, it couldn’t have.” Just like the old movie, ‘Back to the Future’ in 1980’s, we might have been to the future, experienced the developed education and came back.

The decision to go to the future was not from our voluntary will, and in addition, we do not have to invalidate what we have ever proved effective while we stayed there.

We have a choice: we can go back to our past or stay here and now.

Do you really want to go back?

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PHILIPPINES

Braving The K-12 Education in The Philippines Amidst The COVID-19 Pandemic Dr. Leonilo B. Capulso. PhDc, SMRIEdr, Master Teacher, Speaker and Researcher, Philippines

A multi-award winning Filipino Master Teacher, Speaker and Researcher from Pampanga, Philippines, Dr. Leonilo Basas Capulso is a Senior High School Master Teacher at San Matias National High School, School Division Office of Pampanga, Region 3 of the Department of Education in Philippines with over two decades of teaching experience.

He is the recipient of Asian Achiever Award (2019), Gawad Pat National Award (2019), Outstanding Research Advocate of The Philippines Award (2019) and Most Outstanding Teacher Award (2018).As a research advocate, it has been his advocacy to promote the culture of research by developing school-based research management in the region.

He has initiated research capacity building for new researchers in the government and private schools. His network with other international organization became a bridge in hosting international research conferences in the Singapore, Bangkok, Philippines and Vietnam.

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he record high of COVID 19 cases in the Philippines reaches to 20,382 consisting 4,248 recoveries and 984 death cases as of June 4, 2020. Most of these new cases recorded were a by-product of the backlogged test results which were not accounted for on time due to the limitations of testing materials and the fact that some personnel of the agency in charge of verifying the test results were themselves hit by the same virus.

Lately, many testing facilities were accredited by the Department of Health that resulted to the production of more up-to-date results, both positive and negative one. As the government started to loosen its grip in the Community Quarantine in the Metro cities started this week, the different agencies and industries are gradually starting to gather and re-organize to regain resources and capital lost during the lockdown. At the same time, other aspect of society, like education has to start reassessing itself in order to move forward.

Secretary Leonor Briones of the Department of Education (DepEd), in charge of the K-to-12 Education in the Philippines announces the Opening of Classes this August 24, 2020. This is not the typical opening of classes in the basic education which normally starts in the first Monday of June every year. This decision of DepEd, the education agency, was based on the recommendation

of Inter-Agency Task Force which was in charged to oversee the general welfare of all sectors of society especially concerning health issues.

Moreover, this is also in according with the Republic Act 7797 which dictates that school opening should not be beyond the last day of August of every year. However, this reality did not leave the department some challenges brought about by COVID 19. Hence, Educational Leaders of the Central Office in consultation with other stakeholders both from public and private agencies crafted some policies and guideline in order to sustain the quality of K12 education despite the pandemic.

The Learning Continuity Plan A concerted effort in the department gave birth to bigger framework known as the Learning Continuity Plan, that will serve as the guiding principles of the whole K12 Educational System. As mentioned by Dr. Nicolas Capulong, DepEd Region III Director, the Learning Continuity Plan is the major response & commitment in ensuring the health, safety & well-being of learners, teachers, personnel in time of COVID 19 while finding ways for education to continue amidst the crisis for the upcoming school year. This educational framework is composed of different important pillars such: School Readiness, Human Resources, Infrastructure readiness, Transition Program.

Building Partnership, Teaching and Learning Modalities and Assessment centered on

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the Development of the Most Essential Skills and Values of the learners. The same continuity plan is taken charge by the School Governance and Management adopted by every region and school’s division offices around the countryside. Contextualization brought about by differences in culture and tradition are however taken into consideration in the local school jurisdiction. Private Institutions in every region are also allowed to draft their own Learning Continuity Plan based on their own needs and practices. Furthermore, the same private institution are even allowed to open classes earlier than August 24 provided the same institution ha properly laid down their LCPs. The Most Essential Learning Competencies The three months delay in the opening of the classes in K12 Education requires the Department of Education to adjust the learning competencies of the students. Hence, the Most Essential Learning Competencies was crafted.

Here, the curriculum makers and other stakeholders identified only the most essential competencies that can be covered within the school year considering the shortened number of school days. In Senior High School, for example, a typical 20-week sessions per subject were trimmed down to 16 weeks making it eight (8) weeks per term. To do this, some competencies that will require students to do some performance output were removed from the original competencies. One factor that can also be seen here is again the limitation of possibility of performing the tasks due to the modality of instruction ( online or distance learning) that will make it possible for students to do the required tasks. Moreover, the cooperative learning which usually became the mode of students performance will also be a limitation since most of the learners will be doing the competencies alone at home, or if allowed to be face-to-face, requires a social distancing system.

The Four Teaching Learning Modalities The Department of Education adopted a four (4) teachinglearning modalities such as: (1) face-to-face; (2) blended learning; (3) distance learning and (4) home-schooling.

The first two modalities, face-to-face and blended learning will be adopted in areas of the country where there is no Enhanced Community Quarantine (ECQ) and General Community Quarantine (GCQ). However, the last two modalities, distance learning and homeschooling, will apply in all areas under ECQ or GCQ. Face-to-face modality, when adopted, is still subject to physical distancing & minimum health standards.

Moreover, a minimal class size of fifteen (15) to twenty

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(20) students per classroom will also be observed. This class size is almost half, if not less than, the average 50 students class adopted in all government schools in the countryside. A blended learning modality is a combination of face-to-face and online distance learning, modular distance learning, and /or TV/radio-based instruction. A distance learning modality which will be observe in areas under ECQ or GCQ will make use of either Modular distance Learning, Online Distance Learning or TV/ Radio-based Instruction. Modular distance learning is consisting of using printed materials crafted by some teachers and authors will be delivered to household by the teachers or through the Local Government Officials.

Online Distance Learning may make use of the modalities provided by the Department such DepEd Commons- a consortium of online materials developed by teachers and personnel of the Department placed in one website. The same materials can even be accessed by students using their own laptops or gadgets free of charge courtesy of the local telecommunication companies. The use of local TV/ Radio stations can also be an alternative in coordination with the Presidential Communication Operations Office.

The fourth modality is Homeschooling. This modality is facilitated by qualified parents, guardians or tutors who have undergone relevant trainings and subject to regulation. Moreover, the policy to be used here is still under review.

Some Actual Steps in Facing the Challenges Despite the opening of the classes by the last week of August, teachers were asked to report to school beginning June 2, 2020, virtually or physically. The purpose of this is to prepare teachers in the possible changes in the teaching learning modalities, strategies and even the physical situation in the school. This coincides with the annual “Brigada Eskweala” – a school brigade program to prepare the school and the “Balik Eskwela” or Back to School Program, all to provide a safe and friendly atmosphere both to learners and other stakeholders.

A series of webinars were also provided to teachers and administrators sponsored by the Department of EducatorOffice of Information Technology, Open Education Resources and other private organizations and book publishing companies. Most of these capacity building webinars were provided for free or with a very minimal fee. Majority of the topics discussed in the sessions are on the use of multi-modal and flexible learning deliveries using Information and Communication Technology flat forms, both online and offline. Dr Abram Abanil, DepEd Information & Communication Services, May 1, 2020 shared the initiative of the department of creating 60

Modular distance learning is delivering printed materials crafted by teachers and authors to houses by teachers or through the Local Government Officials

Dr. Leonilo B. Capulso. PhDc

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eBooks per week done by their 1700 trained personnel which are all deposited in the DepEd Commons and its websites. The same division also trained 70,000 out of 900,000 teachers in the Online training through Webinars.

As mentioned earlier, a volume of printed materials were also provided to be used by learners of schools that have very weak internet connectivity or whose households have the scarcity of gadgets to be used.

19. The first A is to ADAPT to the Situation. Filipinos are known for being flexible even in times of calamities.

The smile in the faces of Filipinos manifest their being optimistic is embracing the challenges of life that made them survive and start a new beginning. The second A is to ADOPT the new ways of addressing teaching and learning. Just like a Philosopher Heraclitus who once said, “No one can step the same water twice”, teachers, administrators, parents and other stakeholders The Role of Parents and Other Stakeholders should realize that change is part of growth. Sometimes, Since the education of young is the responsibility of accepting change is painful and difficult yet it will bring the whole community, parents, Local Government about a new realization that will bring about newness Officials and Private Sectors also play an important and stability. This is very much captured by my favorite role. Undersecretary Sevilla of the Department adage which states, “A man who refuses to lose of Education emphasized that parents sight of the shore will never see the should continue to teach children beauty of the ocean”. The last A is problem-solving skills and to be ADEPT with the new ways preparedness in case of of addressing the teaching emergencies while at home and learning needs of the during the time of the learners. This skill needs pandemic. On the other a lot of repetitive hand, children, who movement towards are digital native, can perfection. Many of teach older people the teachers, parents on the proper use and guardians might The smile in the faces of Filipinos of technology. The have a hard time Local Government embracing this new manifest their being optimistic is Unit officials, normal of education embracing the challenges of life however, need to reyet gradually we align their resources will all be used to that made them survive and start & education goals it and eventually within each community discover a much better a new beginning to support ecosystem of way to helping the you to students, teachers & parents. become better persons they Mr. Jorge Ching, in a local are expected to become. newspaper, uttered that the LGUs At the end of the day, as should assist in adjustment to new mentioned by Jorge Ching, the New normal such as home schooling, parents as Normal in education is not just about teachers training, providing community internet centers operating in an environment that secure health of and Citizen Watch for Education, and establishing LGU students & transitioning to online modalities. However, Leaders as education champions. According to Edric it is “using technology to increase efficiency in areas Mendoza, Chairman Homeschool Global Learning, with the capacity to do so, while empowering learners parents should be trained to be facilitators of learning & communities to create positive learning environments (technology) in the home-based learning. in which the student can grow.” Moreover, “It should not sacrifice quality but continue to provide equal Final Thoughts & Reflections opportunities, most especially to the marginalized and Despite this seemingly evil phenomenon of COVID 19 vulnerable sectors of society”. As St. Francis of Assisi pandemic, Gelix Mercader, a Filipino Educator offers once said, “Start by doing what is necessary; then do what simple ways in embracing the new normal in education is possible; and suddenly you are doing the impossible! in the Philippines. He shares\d the 3-As to brave COVID For at the end, “All Shall Be Well”.

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BRAZIL

Personalized Learning and Emergency Remote Teaching Dr. Lilian Bacich, Co-founder, TrĂ­ade Educacional

Dr. Lilian Bacich is a passionate senior educator who has 28 years of experience in working with basic education, undergraduate and graduate education and is Coordinator of the Active Learning Post Graduation Course at Instituto Singularidades. Author of two books, Lilian believes that changing the mindset to use technology and active learning in favor of the school and teaching depends on personalized teacher training. She knows that this process is not easy and engaging teachers to implement an innovative and personalized project involves all the school community. She holds a doctorate degree in School and Human Development Psychology from University of SĂŁo Paulo (USP).

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tudies on personalization usually generate doubts and indicate a certain impossibility of implementation when we are faced, for example, with the number of students in the classroom and think of teachers who teach for many classes in one or even more than one educational institution. In addition, a recent survey (PANE, 2017) carried out in schools that indicated personalization as one of their main strategies in the last two years, demonstrated difficulty in identifying which approaches that involved personalization were used in institutions and, for this reason, did not present conclusive results. Conceptualizing personalized learning, in this case, would be one of the main needs. What are we considering when talking about personalization? What, indeed, is the role of students and educators? How can digital resources be combined in this approach?

One of the possible definitions is in line with the proposal of Miliband (2006, p.24) when stating that personalizing is not a return to student-centered learning theories, it is not letting students learn by themselves, it is not abandoning the curriculum, or the learning objectives designed for a particular year or segment of education, and it is not about letting students choose the learning path they want to follow, at their own risk.

The proposal is centered on the design of the educational path according to a context that makes sense to students, through the provision of learning experiences that are aligned with the possible needs to be addressed within a field of experience indicated for the age group and that, in some way, favor protagonism and the development of autonomy. Personalization is related, in this aspect, to the identification of the students’ real learning needs, individually and collectively, and of the interventions that the educator will carry out in order to enable his students to learn more and better.

To highlight the role of educators in this approach, it is important to analyze the use of digital resources related to personalization: personalized learning is different than personalized practices. Clarifying this point: we often find digital resources, adaptive platforms, which offer activities designed according to the needs of students and that, from an initial test, offer individual courses, with videos and activities to check progress.

These activities, in some of the schools analyzed in the study by Pane (2017), characterize personalized practices, but we cannot say that they guarantee personalized learning. Let me explain this point: just offering practices that have been designed according to what the student needs to solve a particular mathematical problem or interpret a sentence in English will present opportunities for

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the student to practice, but does not identify what were the real lessons learned, or what conceptual advances the practice provided.

Two elements are essential in this respect, without devaluing, but without placing any possibility of personalization on adaptive platforms: the design of experiences that can offer opportunities for personalized learning and the evaluation that makes learning visible and that, from it, can new learning experiences can be designed.

Designing learning experiences transforms the role of the teacher, who ceases to be someone who transmits contents and verifies if they have been apprehended, for a designer of educational paths. In order to design these paths, it is important that the educator has data in hand, data that is obtained through a formative assessment, digital or not, and that may include adaptive platforms, online questionnaires, in addition to observation, discussion, interaction “face-to-face�.

Several researches have emphasized this look for personalization in which students can be stimulated to get in touch with different learning experiences, the ones they need, because they have difficulty, and those that can offer the opportunity to go further, as they are not related to their difficulties, but to their facilities. These experiences can involve different elements, digital or not, that favor communication, collaboration, problem solving, critical thinking.

Personalization occurs when, when in contact with different experiences, designed according to the needs identified in the whole class, students are involved in proposals that make sense to them. In addition, they build knowledge collectively by interacting with their peers.

The teacher, at this moment, is no longer in front of the class, but beside groups of students, or following one of the experiences that he considers most challenging, for example. It is worth mentioning that, when organizing these experiences with large classes, some students may not identify the conceptual need for a given experience; what happens is that they must be designed not only with a conceptual focus, but involving procedural and attitudinal objectives.

Currently, when analyzing the general competencies of the educational standards, we see the wide range of opportunities for enriching the experiences designed by educators. Including general competencies and skills from different subjects are challenging when thinking about personalization but offer many possibilities to make the approach effective and relevant for students.

Thus, considering personalization in the planning of innovative classes by enabling protagonism and the

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development of autonomy in educational institutions is a possibility to achieve the transforming potential of educational practices and further strengthen the adoption of active methodologies in education. And, what about remote teaching experiences? How to transform these learning experiences into moments that consider personalization?

Blended Learning Let us think about how blended learning shows a way to personalization in remote teaching experiences.

Enriched-Virtual Model In this model, students conduct studies on all curriculum components in the online format, and attend school for mandatory face-to-face sessions with a teacher, one or more times a week. In these meetings with the teacher, discussions about aspects that deserve further study, clarification of doubts, or follow-up to assist in the next steps, such as personalized mentoring, are deepened.

The difference between what was offered by most of our schools at this time of remote classes and the proposal of the enhanced virtual is the possibility of personalizing the learning. In other words, online proposals through videos to explain concepts, texts for reading from different angles of each concept, allow the unfolding so that students get deeper into the aspects that individually generate greater engagement. Expanding the instruments for data collection, then, becomes essential, mainly to enable this personalized monitoring.

Dr. Lilian Bacich

The difference between what was offered by most of our schools at this time of remote classes and the proposal of the enhanced virtual is the possibility of personalizing the learning

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What about remote teaching experiences?

How to transform these learning experiences into moments that consider personalization?

In a more restrictive scenario, this model would work with schedules of teachers dedicated to smaller groups of students, who would meet, respecting all health guidelines, for the sharing of essential learning, those that were selected as essential to be worked on this school year. In a less restrictive scenario, this model would work with the group of students who would meet to carry out sharing strategies in larger groups, such as debates or problem solving that apply the previously studied learning in individual format. In this model, we see an association with the blended learning named flipped classroom. For this model to make sense as personalization of learning, data collection is essential, and face-to-face meetings are supported by this information.. À La Carte model In the à la carte model, according to the definition of the authors (Horn and Staker, 2015), learning a discipline is done completely in the online model and, according to the authors, it is more efficient in high school, in elective courses. In a more restrictive scenario, specifically for

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high school, elective courses could completely migrate to the online format, allowing tutored monitoring by teachers, with tutoring taking place in online format, in videoconferences.

Assessments would also take place in this format. In a less restrictive scenario, some of the previously selected subjects would migrate in an online format, closely monitored by the teachers, in videoconferences for discussion and further study, but with the delivery of content in the online format. The assessments could be carried out, by group, in face-to-face meetings.

In the different scenarios I presented in this text, it is important to reflect on the role of online in lesson plans. More than considering that face-to-face and online classes will be lectures, it is relevant to establish the function of each moment. The online presents an excellent space for lectures, when in the format of recorded classes, video classes. The recorded lessons (with the attention of not being dated with comments like: it’s cold today, for example), can become a repository of explanations about concepts and can be reused in the recovery of the gaps that, eventually, some students will present.

The synchronous, when online, or face-to-face should not be a space for the lectures, but for contact with the others, students and teacher, with the exchange between people, with light for issues as relevant as empathy, argumentation, critical thinking.

Receiving content should not be the focus of this moment, but the possibility of solving problems and putting into action the learning that was built in a previous exhibition gives more meaning to what we call blended learning, which is more than the union of brick-andmontar and online learning, but it is the possibility of personalizing learning. The personalization of learning is conceived as a set of pedagogical and didactic strategies aimed at promoting and reinforcing the meaning of school learning for students. Perhaps, this is our moment to think about how to do it, resuming the discussion that innovation will be increasingly methodological, and not technological.

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K12 Digest

69 May-June 2020 www.fusionvle.com

ALBANIA

Education in Time of a Pandemic in the Hills of Rural Albania Liljana Luani, Senior Teacher - ‘Pashko Vasa’ School Shkodra

Liljana Luani is a world-famous Albanian multi-awardwinning teacher with over 38 years of teaching experience and out of which past she has spent the last 15 years volunteering to educate children held by blood feud. She has been honored with several awards and certificates for her work with children and families isolated by blood feud phenomenon. In 2012, she was honored with the Universal Peace Ambassador Award and in 2013, the Golden Rose Award in the field of Education. Later in 2017, she was honored with the Courageous Woman Award, presented by Ambassador Donald Lu on behalf of the US Secretary of State. In October 2018, she was awarded the National Teacher of the Year Award in Albania. Later in the same year (December 2018), she was selected as one of the 50 best teachers in the world by the organizers of the world-famous Global Teacher Prize, an annual US $1 million award.

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s in the rest of the world, Albania too is exploring online teaching, as it is the only solution in these unusual times that we are going through. I am convinced that education, from primary to university and postgraduate, is all about testing not only in Albania but all over the world.

I think that after this pandemic is over, access to technology will become a vital necessity for education around the world, and online learning will be the go-to form of education in the future.

In Albania, online learning is taking place at all levels of education, with its own successes and difficulties. Learning online or remotely has made a big difference between teaching and learning, but with children, whose families are the victims of the blood feud, with whom I have been working for 15 years voluntary, it is even more difficult.

Blood feud is a medieval phenomenon that refers to the customary codes of the Kanun and is applied in the mountains of Albania in its northern and north-eastern areas during this long period of transition that we are going through. But due to the demographic movement of the population, blood feuds have spread to other areas of the country.

The children of the parties to the conflict may also be affected by these inter-ethnic conflicts,

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Learning remotely has so they are also obliged to follow the usual rules, often deviating from the social life and made a big difference, but from the school.

Children in blood feuds are generally with children, who are the accustomed to social distancing for the reasons victims of the blood feud, it explained above but distance learning is quite difficult for them as most of them lack internet is even more difficult and technology to use and we are forced to work with phone calls.

These children, in addition to the extremely difficult economic situation, where in some cases the most basic things in life are missing, lack social interaction and my presence as a teacher there and my colleagues who have been joining my mission for 2 years, is necessary, as it conveys to these children not only a part of the world from the outside but the close communication with them has many positive effects which have always been eagerly awaited.

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We have followed some steps to successfully realize the learning competencies of these students.

1. Compilation of individual plan for each student 2. Creating learning situations with circumstantial teaching aids which serve for the development of all competencies of the student.

3. Maximum engagement of students in creative work by highlighting their stimulating and encouraging skills in order to develop their career.

A special importance for these children has been the psychosocial emotional and academic treatment for children, giving effective instructions for cognitive

development by offering programs that improve morale, reduce stress, increase self-confidence and security. We also work with these children to be able to solve problems without violence and to overcome difficulties.

All of these affect the growth and development of children’s active potentials for better teaching and educational development.

I think that we should invest in equipment with technological and internet tools of this contingent of children as it enables not only online learning and new connection with knowledge but also the connection with the real world virtually.

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UK

5 Predictions for Education Following COVID-19 Dr. Mehool H Sanghrajka, MBE, Founder and Chief Executive, Learning Possibilities Group

Dr. Mehool H Sanghrajka MBE is a serial entrepreneur in education and has over 20 years’ experience in start-ups, in public companies and in charities.

He is currently the Founder and CEO of Learning Possibilities, a global social enterprise focused on improving learning outcomes using education technology. He has started and built SMEs that have worked with governments in the UK as well as in developing and emerging markets. These have been leading edge businesses with disruptive and transformative solutions for education, the last two being acquired by FTSE250 companies.

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stimates of 3bn people or more globally in lockdown make the speed and depth of this pandemic unfathomable. Even when the virus became public knowledge in January, there were no indications that life would cease as we knew it.

Since then Governments have stopped people commuting to work, family gatherings have become virtual and schools have closed. Education reformists have, for at least the last 20 years, talked of the need to develop ’21 century skills’, and enable school technology to allow self-paced learning, online collaboration and learning from home.

All attempts so far have struggled because the exam systems rarely look for these skills and teaching to the test is still the norm in many parts of the world.

It is well known that digital learning both engages learners and provides skills necessary for employment.

However, connectivity, devices and classroom management all pose real world challenges in developing and emerging countries. Even in developing countries, the utopia of every pupil having a device is still some way from being a reality.

The COVID-19 virus may yet be the catalyst to make this an eventuality.

Cambridge University’s announcement in May that it will conduct classes online

only for the 202021 academic year is significant as it signals the real timelines for this pandemic.

Most of us have been living with the hope that by the summer, or September at the latest, we will be back to the ‘old normal’ that we knew at the start of this year.

What Cambridge’s announcement does is move this timeline from weeks and months, to years.

We now know that the virus is here to stay, and schools will need to replace the ‘sticking plaster’ they hastily applied to their learning with a mixture of free digital services and content, with longer term secure strategies. These will need to include content, learning platforms, devices, and connectivity as a minimum. Whilst there are many free digital solutions on the market from tech giants such as Microsoft and Google, there is a need in schools for wider considerations. The emerging reality is that schools will have to become like workplaces, many of whom have realised that employees working from home will become the norm.

What are the considerations that schools will need to consider specifically? I thought it would be useful to list my top five below, before discussing my predictions for education following COVID19.

1. Data Security Security of learner data is paramount, regardless of the solution. Wherever your data come from (SIS, MIS, LIS, spreadsheets, databases etc), it needs to work seamlessly with your digital platforms, providing learners

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with correct access to classes and the right user privileges. Equally important is where your platform data is stored. Do you know who has access to it?

Can it be used by others for marketing or advertising?

Does it meet legal and other security requirements?

2. Which platform should I choose?

There are many digital platforms, it is important to pick the right one. Distance teaching and learning is one of many potential uses. Content management, assignments, collaborative projects, testing and communications are some of the many functions of a good integrated platform. It should also consider local needs with multiple languages, interfaces for different ages, strategies for poor connectivity (or offline learning) and ease of use for the teacher. It’s important to build CPD strategies and develop areas that are important to your school and appropriate for your infrastructure.

3. Efficacy Until the Corona Virus outbreak shut schools, remote teaching (in most schools) had been largely a theoretical phenomenon. Schools saw clear benefits in learners accessing work from home, submitting assignments or contributing to projects, but these were largely supplemental to the work that happened in class. A good solution must have proven efficacy, be easy to use and give the teacher a range of tools to suit different teaching styles. This will encourage both platform adoption and skilling-up for teachers.

4. Stakeholders Apart from the teachers and learners, there are many other important stakeholders. Direction from the leadership is critical for any digital project to succeed, let alone one that needs fundamental change management. This should be at government, regional and school level. Equally important is the training and support teachers receive, as well as the availability of devices and connectivity.

5. Hurdles In my experience, all digital projects face similar hurdles. Policy funding is usually critical, as it an understanding of ongoing funding requirements.

Likewise there has always been unjustified fear that technology will replace teachers.

In the ‘new normal’, as our planet is now widely being called, our radical departure from last year’s

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education model will become the reality for many years. Until there is a viable treatment for this pandemic, social distancing will determine how teaching and learning can continue, which means schools and colleges will have to learn to operate in new ways.

The inability of students to travel on public transport or even aeroplanes means that the economic models of many schools and universities will now be tested, and I suspect many will struggle.

In the drive to find viable solutions, many education establishments are realising that their current education technology has been procured on the basis that its there to support classroom teaching.

The new normal requires technology that also supports learning from home.

This is more the case when we consider that the current global issues of population growth, environmental destruction and rising temperatures; as well as the social issues of growing human inequality, inhumane farming methods and regional conflicts continue to prevail and therefore it seems to be very possible that such pandemics will also sadly become more regular.

In this ‘new normal’ I have made fiver predictions on the direction of travel we will all need to take to get schools and colleges operating again.

• Firstly, schools will have to develop hybrid models for many months or even years. A combination of learn at home with some face-toface teaching.

• Secondly, this means that teachers will need support to become more familiar with technology, and in teaching learners remotely.

• Thirdly digital skills will become even more critical; not just for learning from home, but in the new economy where working from home will also become the norm.

• Fourth our current exam systems, which were the first casualty, early in this pandemic, are unlikely to survive the pandemic and will need to be reevaluated.

• Lastly, focus in education will move towards platforms, content, devices and connectivity as governments consider how to support all their learners.

Of course, these outcomes may develop as we get firmer timelines for COVID treatment. It’s more likely that they will become the foundations of the ‘new normal’.

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USA

How COVID-19 Has Changed the International EdTech Market Michael Spencer, Founder and CEO, Global Expansion Strategies

Michael E. Spencer is Founder and CEO at Global Expansion Strategies, an international investment and advisory firm that helps early-stage education technology companies expand internationally. He is a former cofounder & CEO of ASSIST Education, senior director of international business at K12, and senior vice president of The American Education Corporation.

An ed-tech industry veteran, he has been president and founder of One2OneMate and vice president and co-founder of QuickPAD Technology Corporation and H45 Technology.

At these and other award-winning Silicon Valley startups, he has led aggressive domestic and international expansions.

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s a result of the COVID-19 pandemic, schools around the world were forced to pivot and deliver their education entirely online. Students in some countries return to class, education is not the same as it was. I’m seeing a blended model that combines in-class instruction with online components.

Where schools once developed their curricula for faceto-face instruction using online resources for support, this hybrid model is based on group instruction or individual study online, with in-class time focused on a one-on-one or small-group support. I’ve seen several international institutions make tremendous progress towards hybrid and blended learning, but what does that mean for the publishers and technology companies that are reeling from the onslaught of recent changes and trying to find their place in a transformed tech landscape?

Relationships Before Sales When schools first closed, there was a concerted, industry-wide effort to move content online and provide teachers the tools they needed to keep the learning going. Many companies showed themselves to be good corporate citizens by offering their resources for free, while schools soon concluded that the balance of this year was going to be spent troubleshooting the new online model.

As we near the end of the academic year in the U.S, schools are starting to look downstream. I wouldn’t say they’re back in the business of looking at new technologies, but they’re starting to explore what might be available out there. Of course, this comes at a time when many schools in all parts of the world are facing daunting budget cuts, so it would be my highest recommendation to education companies that they understand not only how to sell their technology to a school, but also how to make it available in multiple blended learning models.

The goal is not to make a sale but to establish a relationship with that school, to keep the dialogue going.

As an ed-tech provider, you have to be very transparent at this stage, and the most effective way to get buy-in from the decision-makers at the school is to go the extra mile to help them understand how your product or service fits into their hybrid/blended learning environment.

What Do Schools Need Now? In this market, schools will be looking for SaaS products featuring content that can be engaging on its own, putting less of a burden on live session instruction while still moving each student down their learning path.

I also see the device business picking up.

Chromebooks, notebooks, and tablets are an essential tool in blended

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learning. In essence, they serve as thin clients, Internet-enabled devices that students use to log onto the platform that houses the content they need to learn.

Addressing Digital Inequity Whenever educators talk about online learning, equity is an issue.

There’s going to continue to be inequality all over the world, be it lack of devices, lack of Internet access, lack of money to pay for other resources. However, what I am seeing internationally is a tremendous amount of corporate involvement from entities that provide communications, Internet access, devices, and even publishers in getting content, devices, and access to those populations that didn’t have access in the past.

They’re doing so to provide a philanthropic resource to the schools, but they also know that, at some point, these resources won’t continue to be free. The calculation they are making is that if they grow their user base and create goodwill now, there will be a larger base to pay for their products and services down the road.

“Free for now” is a legitimate business model, but with schools facing tremendous budget cuts in the coming months, there’s potential for a considerable disconnect there. It’s something edtech companies will have to be cautious and tactful about.

The goal is not to make a sale but to establish a relationship with that school, to keep the dialogue going.

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Diversifying Revenue Streams In my work with edtech companies looking to move into the international education market, I see tremendous opportunities outside the United States for online content. Companies just need to understand what they need to do—often, it doesn’t take a lot of heavy lifting.

The sales cycle is a year to a year-and-half, just like in the United States. But in the international space, you have less likelihood of getting to the end of that sales cycle and being told there’s no more funding or hearing other various versions of “no.”

In the United States, the decision-making is fragmented. In my experience, the more people involved in a decision, the better chance that one of them will be unwilling to leap into working with a new company or technology.

In the international space, by contrast, the decision-making is usually led by a very small team, which gives edtech providers a better chance to establish that all-important relationship and offer a comprehensive vision of what they can offer. When we take products internationally, not only do we present the value proposition to the entire management team at the school, but we also talk to them about economics and academics. In a time when not only budgets but the very structure of education is in flux, extolling the features of your product just won’t cut it. You’ve got to be ready and eager to explain how everybody that touches it— teachers, students, parents, administrators—will benefit.

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VIETNAM

COVID-19: Challenges and Opportunities for Education Nam Ngo Thanh, Master Trainer, Nguyen Hoang Group

Nam Ngo Thanh has authored multiple articles, and he has been nationally and internationally recognized for the implementation of creativity and the integration of technology into his teaching.

He is the founder of many global projects Five Safe Fingers, Kindness Everyday, Stem, SGDs in actions, etc. In 2015, he was presented with the Microsoft Innovative Educator Expert Award, and in the same year he represented Vietnam at the Microsoft Global Forum. He is Microsoft Master Trainer, Skype Master Teacher, and Microsoft Learning Consultant. He works passionately to develop creative approaches to delivering quality education to his students in ways that inspire them to learn. He has been selected into top 50 Global Teacher Prize Finalist and he is also the winner of Asia Educator of the year 2017, 2018 Global Innovation Collaboration Award and Digital Citizenship Champion.

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oronavirus has impacted many countries in the world and Vietnam is no exception.

To ensure the safety and health of children, all schools in Vietnam have been closed for nearly 2 months. The Vietnamese government is extremely concerned about not letting disease spread because Corona outbreaks are strong. They are constantly raising people’s awareness about protecting themselves and protecting those around them. Every day, the health ministry sends messages to citizens’ phones to update information and instructions on how to stay healthy.

People who have symptoms or a history of contact with an infected person are isolated and are given special medical care.

The outbreak of this epidemic has turned the daily lives of people here (Vietnam) upside down. For the students, this is the longest Tet holiday in history with a series of holidays lasting from January 26 to May 4, 2020. In my school, Nguyen Hoang Group, we are asking students to stay at home until we are sure that the epidemic has ended.

Let COVID-19 Not Stop Your Learning With the motto of “Stop going to school, not stop learning”, we have implemented an online learning plan, teaching on TV, distributing homework sheets, etc. In addition, to

“No students will be leave behind”, we apply the final form is to the student’s home when the above forms do not have conditions to perform. With these actions, we ensure the safety of students while helping them consolidate their previous knowledge and at the same time learn new lessons under the Ministry of Education and Training’s curriculum.

From important subjects such as Math, Literature/ Vietnamese, English to subjects with interesting social knowledge such as History, Geography, Science; and even aptitude-focused subjects like Music, Fine Arts, Physical Education, STEM, Value - Life skills are also integrated through challenges and experiences.

Effective Support From Technology We are using technology to make students’ learning no different from when they are at school. We are also using a variety of tools for different purposes to interact with students during their absence. Microsoft Teams has been extremely helpful in giving out assignments and responding to student work.

The most difficult thing for effective online learning is maintaining students’ interest in learning for a long time. To do this thing, we are using tools like Microsoft forms, Quizizz, Kahoot! to create fun interactive tests. While this confinement period is on, we are working with our students to gradually get used to this form of learning. Both teachers and parents are working together and are supportive of this turn to online teaching.

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Nam Ngo Thanh

Just sitting at the desk, with a few clicks, students can connect with teachers and classmates.

Although learning online, we make good use of the time when students are at home. We organize many activities for students to participate like when they go to school such as holding a painting contest called “Staying home but drawing”, successfully preparing Nano silver dry hand sanitizer qualified with the World Health Organizations standards, producing bilingual videos to share about COVID-19 preventative measures, introducing Vietnamese traditional Tet culture to international friends through the Skype, Microsoft Teams application.

The Companion of the Student’s Parents At first, many parents were worried about the effectiveness achieved when their children attended online learning.

Understanding that, we always create opportunities to have the support of parents. We have proactively adjusted the program, arranged specific schedules for each class, each student and specifically informed parents and students. Teachers and schools communicate regularly with parents via email to update information, coordinate promptly. In this way, we have created a connection between the family - the school. We always encourage parents to participate in the lessons with their children so that they can understand the efforts of teachers and schools in maintaining student motivation as well as checking their children’s learning. In particular, we also hold online parent meetings with technology support. It can be said that all educational activities at our school were as normal as before the outbreak of COVID-19.

Positive Results from Effort With constant efforts from the school, teachers, parents and students, we have achieved proud results. Through

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For students, this is the longest Tet holiday in history with a series of holidays lasting from January 26 to May 4, 2020

the survey, 90% of students said that they enjoyed online learning. Moreover, they have built up the skills to selfstudy that were previously limited. We will continue to maintain and develop online communication and online learning methods. These methods will continue to be maintained, even after the COVID-19 epidemic is over, students will return to normal education.

The Big Lesson After the COVID-19 Season The COVID-19 pandemic has helped us identify many lessons that we have never thought of before: • Enhancing the capacity to use technology: Perhaps we never think that one day all teachers and students will not go to school but must use online teaching and learning instead. In order to adapt to social isolation, every teacher, student needs to improve their ability to use technology equipment, which they previously had no need. Obviously, this skill becomes a mandatory requirement for the online education process. I am glad that after the COVID-19 pandemic, many teachers have become excellent at using technology in their classroom.

• Improve students’ learning skills: In order for online learning to be effective, students need certain skills such as self-study, information selection, decision making, etc.

COVID-19 created opportunities suitable for building these skills for students that they will use throughout their lives.

• Flexibility in adjusting programs and methods: Many schools and teachers sometimes remain conservative in applying programs and methods at their schools and classrooms. However, during the COVID-19 pandemic, if conservative, education would surely fail. You can only succeed when you are flexible in all circumstances. This is the skill you need to teach your students.

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THAILAND

Activating Mental Immunization for COVID-19 A Time For Solidarity, Not Stigma Dr. Poonsri Vate-U-Lan, Assistant Professor, Assumption University of Thailand

With over two decades of research experience in e-Learning, m-Learning, Phygital Learning and Blended Learning, Dr. Poonsri Vate-U-Lan is a Ph.D. supervisor and researcher in Technology-Enhanced Learning, Educational Technology and Innovation. She has guided and supervised more than 15 doctoral candidates to obtain their degree and more Ph.D. students are in the process.

She was the presenter of “Empowering Education by Artificial Intelligence� in The Belt and Road Shanghai Autumn 2019 Study Project: Policy and Practice: Teacher Professional Development at International and Comparative Education Research Institute, Shanghai Normal University, Teacher Education Center, UNESCO during 5-19 October 2019. She was the member in the panel discussion of Pedagogical Innovation in Education ICT Forum 2019 hosted by Ministry of Digital Economy and Society of Thailand on April 25-26, 2019 at Centara Government Complex Hotel & Convention Centre, Chaeng Watthana, Bangkok. Currently, Asst. Prof. Dr. Vate-U-Lan is a Full-time Lecturer for Ph.D. in eLearning Methodology Program (English Program) which soon will be Ph.D. in Technology, Education, and Management at Graduate School of Advanced Technology Management, Assumption University of Thailand.

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une 2020, all eyes are on efforts to develop a treatment to immunize people against COVID-19. The novel coronavirus is not the most aggressive pathogen that disease-fighters have ever faced.

But it is fast and elusive. The strategy for fighting it must be as novel, agile, and global as the virus itself.

The battle starts in the lab, but it will be won or lost in the delivery. Thailand was dealing with the third-highest number of confirmed coronavirus infection cases after China and Singapore, within four weeks of reporting its first confirmed case of the COVID-19. The Ministry of Public Health works very seriously to control the outbreak.

COVID-19 infected situation of Thailand was 3,102 cases, remedied 2,971 cases, hospitalized 73 cases and decreased 58 cases while worldwide confirmed cases are over 6.4 million cases.

Even though it is a difficult time, the future is still bright, during waiting for a COVID-19 vaccine, it is important to activate mental immunization from the insight out. People should not lose hope.

As an expert in social science in particular educational technology, Asst. Prof. Vate-ULan has continually explored what she can do to unleash the spirit to fight against COVID-19. In this short article, she would briefly offer the findings from her current research to make this idea a reality.

As a full-time lecturer at Assumption University of Thailand, she can share her experiences in two aspects: 1) a current higher education environment in Thailand and 2) an idea to activate mental immunization for COVID-19.

Consequence in Activating Mental Immunization According to the United Nations Children’s Fund around the world, the COVID-19 pandemic is overstretching health services, medical goods are in short supply, and transport disruptions have left supply chains facing “historic strain”. Mental health plays a major impact on the life of a post-pandemic.

Consequently, stress behavior for many, many people bring a lot of problems. A root of the major impact regarding what is happening during this pandemic for people will cause mental health to be a problem in general from today and beyond. Even the flatten cases of the COVID-19 curve in June become obvious in many countries, however, as a serious matter of fact, countries are now facing an additional threat —a long period of economic instability.

The history from World War II reported that people with stress got rheumatoid cardiopathies correlated with unemployment. Actually, it was not just correlation, causation was established. First of all, stress kills people, because it provokes two things, vaso-spasm in the

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vascular system and immunodepression, the suppression of the immune system. Thus, the priority is to act now to address the mental health needs associated with the pandemic since there will be enormous long-term consequences for families, communities, and societies.

As the researcher, the mental health consequences need to be studied seriously and ensure that the impacts of the study should widespread the availability of mental health support.

BLACK SWAN or Grey RHINO event Many experts claimed COVID-19 as a Black Swan event while some experts denied this idea because COVID-19 is only a Grey Rhino event. A Black Swan event is an event defined as unpredictable, having severe consequences, and so-called hindsight bias This is because COVID-19 is a cataclysm that has caused great economic hardship and that could not have been foreseen. Policymakers can, therefore, use the data from this crisis to plan for future crises. Institutes should learn from what has worked best and make it part of their values permanently COVID-19 is a Grey Rhino event: an event that is highly probable, with a high impact, and yet neglected. A Grey Rhino event is not random but occurs after a series of warnings and visible evidence. Whilst the consequences are without a doubt severe, both for people and the economy, the COVID-19 pandemic is very much a predicted event. Comparison of the crisis caused by the virus to the financial crash of 2008, it is really different – COVID-19 is a real phenomenon that cannot be explained. The only common characteristic of the two events are both shall pass – and the economy will recover.

Higher Education In Thailand, the Ministry of Higher Education, Science, Research, and Innovation, a Thai government body that is responsible for the oversight of Higher education follows the Thai Government’s guideline by ordered all universities to provide online learning from March until July 2020. The online class has been done via an interactive app or live online classes under coalitions since many companies unite to help with a better education. The 5G technology which just initial in Thailand will become a more prevalent system for university students. However, an issue of digital division because less digital-savvy families could be left behind is also happened.

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The 5G technology which is just in its initial stages in Thailand will become a more prevalent system for university students

Technology plays an important role to support education in Thailand, increasing the use of cloud capacity since its essence for remote or home-based learning. Machine Learning is a powerful tool that can help to understand the disease. Moreover, Virtual Experience such as Virtual Reality technology allows people to travel and communicate while at home. Not only smartphones but also desktop or laptop computers become major equipment for studying online.

The fast-moving nature of the COVID-19 outbreak means many short-term conclusions rapidly become outdated. The devise long-term preventative strategies become the goal of experts and researchers.

Part of the findings of current research by Asst. Prof.

Vate-U-Lan has found that the majority of people agreed to state that “Every nation must fight strongly against COVID-19�. This finding reflects that in general people accept solidarity to pass this crisis.

Roles of Higher Education to activate mental immunization for COVID-19 can be implemented in various ideas. The following details were inspired by an e-book wrote by Dr. Suvit Maesincee, the Minister of Higher Education, Science, Research and Innovation of Thailand.

Growth for students The friendly learning environment of online learning will connect to a better quality of traditional class on face-to-face mode. This is because both aim to support the growth of students. The focus of higher education in the post-COVID-19 era will cover not only the updated contents but also in the appropriate contexts. Higher education will expand its umbrella to cover re-skill, up-skill that overcome the crisis of the outbreak. The free online short courses will be available more than before all over the world.

Co-Creative Model In contrast to a free-market model, institutes will offer more opportunities and supports to all students to create and co-operate for the curriculum than before. The community demand will transform to be new subjects. Our student encourages to co-create and innovate a new way of learning. Students should not study any subjects for just in case. The industry and business sectors will be involved more in higher education to contribute to solving problems through project-based learning or problem-based learning.

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A sustainable economy and well-being together with natural resources based upon humanity’s wisdom will be a major goal

Remedy of the Commons The trend for a remedy of the commons will eliminate the exploitation of the commons.

Strategies to deal with current challenges are: be kind, as students and their families will remember how institutes supported them under pressure; be digital, as this will not be the last Grey Rhino or Black Swan; and be aware, as a recovery in the higher education will focus more on future strategies such as Environment, Social, and Governance. Potentially, shifting from short-term profit maximization, however, it cannot reach to the triple bottom line sustainable economic model

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of People, Planet and Profit. The next phrase must only put People and Planet first.

Thriving in Balance The momentum of life has changed to balance the mental and the physical. A sustainable economy and well-being together with natural resources based upon humanity’s wisdom will be a major goal.

In conclusion, these challenges present an opportunity for innovation, not only creating vaccine formulations but also how to take the best care of active mental immunization. Together people can unlock the pathway from imagination to implementation.

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UAE

7 Habits of Highly Effective Distance Learning Experience Shady Elkassas, Assistant Principal-Academics Head of Science Dept., Sharjah American International School

Shady Elkassas is a multiple award-winning and passionate Egyptian educator working in the United Arab Emirates. He is a popular STEM advocate and speaker in the Middle East region. He has taken initiatives to adopt project-based learning (PBL) and inquiry-based learning (IBL) methodologies to create a new foundation of STEM learning in school.

Shady strongly believes that leadership has a strong influence on education reform, and he takes initiatives to communicate his vision not only inside his school but also outside. With Robotics being of particular interest to him, Shady led the School Robotics team and helped them win many awards at international events. He has also been invited to speak at events like TEDx and GESS (Global Educational Supplies and Solutions Exhibition). A Microsoft Innovative Educator, Google Certified Educator, Apple Teacher, and an Advisory Board Member of the K12 Digest, Shady’s qualifications also include the Master of Science in Education, Executive Management Diploma and Bachelor of Science.

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I

n 1989, Stephen Covey published his book the 7 habits for highly effective people. Over 30 million copies have been sold. This wonderful book is considered as one of the most influential self-Development books.

Stephen Covey noticed the shift of the foundation of success before and after 1920s which had been shifted from the character ethic to personality ethic. Before the 1920s, the foundation of success was built upon characteristics such as (humility, temperance, integrity, courage, simplicity, justice, patience, and modesty). But after 1920s, a great shift was noticed, and success was viewed differently. The qualities of Success were shifted to personality ethics: such as: attitudes, public image, personality, and behaviors).

Covey suggests that there is no shortcuts or quick fixes for success. These Quick fixes are only beneficial for the short-term goals specially that they just change and alter our behavior and attitude. However, Covey believes that success needs more than techniques of quick fixes. It needs a fundamental paradigm shift not only to hour attitudes and behaviors, but also to it requires a transformation of our perception and beliefs.

The 7 habits are: • Be Proactive • Begin with the End in Mind • Put First Things First • Think Win-Win • Seek First to Understand, Then to Be Understood • Synergize • Sharpen the Saw The 7 habits are classified into 3 main groups: 1- The first three habits are closely related to the Self Mastery - which help the individual to move from dependence to independence.

2- habits 4-5 and 6 are related to collaboration, communication and teamwork skills.

3- The last habit is tied to the contentious improvement needed to nurture all the other habits.

The British writer C.S. Lewis once said:

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“Hardships often prepare ordinary people for an extraordinary destiny.�

No one can deny that Covid19- or as we call it Corona virus has plenty of negative consequences and repercussions on many aspects specially in both health and economic arenas. However, there is one virtue of this challenge. Covid19 has sharpened our commitment and dedication towards humanity. It increased the public health awareness. Doctors and nurses are in the front lines fighting a resilient microscopic enemy. Biologists and virologists are trying their best to find a vaccine. In addition to those honorable soldiers, there are some others who are fighting in a very demanding ferocious battle. Educators, parents, and students are fighting a brutal battle against Covid19 by continuing an unstoppable learning journey.

These efforts are focused on planning and implementing a constructive learning environment in which students can learn at their best capacity. Distance learning is not only challenging for educators who are actively involved in a quite unique experience of developing synchronized and an unsynchronized material. Parents and students are also facing a challenging situation in which they have to cope with this new demanding process.

For that reason, it is really important and critical not only to develop our skills and attitudes towards distance learning, but also to shift our paradigm and perceptions towards the whole notion of collaboration and productive communication between educators, students, and parents.

That is why it is really beneficial for the learning community and stakeholders to apply the 7 habits in order to build a productive distance learning environment.

How can we as educators, students, and parents utilize such habits in planning and implementing a constructive distance learning environment?

Let’s look at the 7 habits, one by one.

Habit 1: Be Proactive: Being proactive means that we are selfaware of our responsibility in taking

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actions to develop and enhance the quality of effectiveness of the distance learning process. Educators should utilize every opportunity to develop the quality of their pedagogical strategies. Students should also take responsibility of their own learning. They should be engaged in productive discussions, ask questions, plan for their learning, communicate the challenges they face, and suggest new ideas. As for parents, they are the catalyst of the whole process. Parents should be aware of the new challenges both teachers and students are facing. Parents should prepare the right learning environment for their kids. They should encourage their kids to prioritize their learning goals and to keep them on task. Collaborating with teachers is the capstone of implementing a positive distance learning environment.

Proactivity spreads positive energy while reactivity reduces the circle of influence and the positive change.

Habit 2: Begin with the End in Mind: Most of teachers plan for their sessions preparing engaging activities, differentiated assessments, and rich PowerPoint presentations and this is what Covey calls the activity trap. Being a skillful, well-trained teacher is really essential, but it is not enough to keep you passionate. Identifying and highlighting the value you provide to the community is a unique antidote against frustration and burnout. Values are the energizing motives toward reshaping the future minds.

Habit 3: Put First Things First Unfortunately, due to the overwhelming tasks and constraints that both educators and students are facing, sometimes we miss the big picture. It is critical for teachers to keep the learning objectives and outcomes as beacon leading their instructions.

Focusing on the main objectives and goals will result in a productive learning experience. Furthermore, students should learn how to plan and organize their daily activities. It is really beneficial to follow the time management grid suggested by Cov-

Shady Elkassas

Both teachers and students lose 60% of communication channel during the distance learning.

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ey that categorizes the tasks according to their importance and urgency.

It is critical for teachers to keep the learning objectives and outcomes as beacon leading their instructions

Habit 4: Think WinWin Every day we are involved in various types of Relationships, agreements and negotiations. The outcomes of these activities might differ according the six human interactions paradigms that Covey is suggesting. In order to establish a productive learning rapport, we must think win-win. Thinking win-win should be the perception leading our daily interactions specially between educators, parents, and students. When educators are passionate, students are actively engaged, and parents are supporting their kids, this would result in a successful win-win agreement and which eventually will result a unique and productive learning experience.

Habit 5: Seek First to Understand, Then to Be Understood Covey pointed out that communication experts suggest that 10% of our communications is represented by words, 30% by sound, while 60% is represented by body language. This means that both teachers and students lose 60% of communication channel during the distance learning. For that reason, the 5th habit plays a very critical role in the success of the distance learning programs. Practicing the empathetic/ Active listening techniques which involves emotional identification, compassion, feeling, insight has a great impact on building a productive raptor of communication. Both teach-

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ers and students can develop the active listening skills restating what we hear, ask for clarification, being sincere and actively involved in discussions.

Habit 6: Synergize In mathematics, we learned that 1+1=2 but it is not always the case. Collaboration among different minds and experiences can make 1+1=3 or even more. When ideas are brainstormed and shared, new ideas and opportunities emerge. Synergy is nurtured when people value and appreciate the personal, psychological, mental, and emotional differences. Furthermore, synergy enriches the creativity and resourcefulness of the community by believing in the unique value that everyone brings. Synergy has a great impact on both teachers and students ‘creativity and innovation.

Habit 7: Sharpen the Saw No one can deny that distance learning is really exhausting not only for teachers who prepare, deliver, and assess their targeted learning goals. But also, it is overwhelming for both students and parents. For that reason, sharpening the saw is crucial in enhancing and preserving our energy. Covey suggests that we have to work on renewing four dimensions in our life; physical, spiritual, mental, and social/emotional dimensions. Maintaining the balance between the four dimensions will ensure the effectiveness and efficiency of our work.

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INDIA

How can Teachers make Remote Learning more Interactive and Engaging Shiva Sagar, Teacher, Christel House

Born in Bangalore, India, Shiva Sagar did his engineering in computer science and started my career as an Educator, teaching Math and Physics, at Christel House India, where he completed his schooling as well. Christel House is an NGO for underprivileged children. Shiva Sagar strongly believes in educating children and help in creating a difference in their lives.

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“E

ach of us has the right and the responsibility to assess the roads which lie ahead, and those over which we have traveled, and if the future road looms ominous or unpromising, and the roads back uninviting, then we need to gather our resolve and, carrying only the necessary baggage, step off that road into another direction. If the new choice is also unpalatable, without embarrassment, we must be ready to change that as well.”

Maya Angelou, Wouldn’t Take Nothing for My Journey Now For students and teachers who are stuck at home and waiting to get back to school, the option at the moment is to create an online classroom. Both students and teachers sorely miss the excitement of sprucing up in the morning for the day, we miss the school environment and the school community. The extraordinary move that is occurring from the chalk and duster to the PCs and web getting viral all around the globe today.

Yes, I am talking about remote teaching that seems to have become a recent pattern in the field of education. Educators have found themselves planning for remote learning for the foreseeable future. Remote instructing happens outside of a physical classroom.

Educators are

separated from their students in time and distance. This kind of educating might be coordinated, where students watch instructors deliver and convey their talks live, or it can be where students watch lecture recordings at a later point in time.

This poses a lot of challenges. In the absence of a friendly, social atmosphere of a classroom how can a teacher help the student sustain attention and encourage active participation? The sessions have to be an interesting learning experience. A very difficult task indeed. Nevertheless, it is important to make remote teaching very interesting and engaging. How can I as a teacher make this remote teaching interactive?

Remote teaching need not be with expensive things.

1. It can be made effective with regular resources like online materials, worksheets, and free games.

2. Try to limit the online discussions to small groups and make it constructive 3. Assign different roles for students eg. First responder, Devil’s advocate, Summarizer, etc., Create an atmosphere where the students feel relaxed to ask questions and clarify their doubts.

4. Ask frequent questions for students to check their understanding.

5. It is better to keep the sessions brief and break your instructions into small chunks, then string them together to teach a concept. (Plan, Teach, and Practice.)

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In the absence of a friendly, social atmosphere of a classroom how can a teacher help the student sustain attention and encourage active participation?

6. Scaffolding is another significant methodology for teaching remotely. Students need step-by-step instruction especially if they are learning remotely.

7.All through the teaching and learning, it gives an approach to students to react in the event that they need assistance. You can offer a survey or an exit ticket at the end of each session. Thus you can help the students to have a clear understanding of the concept taught and make it interactive.

One of the concerns of remote learning is the isolation and lack of interaction the students face. The teacher can create a discussion forum or a chat group while monitoring and guiding it. Another effective way is to be to, encourage the students to take up a relevant topic to do a short research and make a presentation with Ppts. This can be followed by a question-answer session and end up with the students recapitulating what they have learned, make use of online games and videos related to the topics. Here are a few best online tools: (Kahoot, Learn zillion, Khan Academy, Jeopardy Labs, Study Jams, Flocabulary, Brain Pop, Justpaste it, Quizlet, Google documents) The teacher needs enough time to prepare and complete the work before the next session starts. It is important to get feedback from the students and help them with any difficulties they may have. This time of interaction may also help in creating a relaxed atmosphere to speak out their ideas and concerns Teachers must focus just on the essential skills, be flexible with the expectations by using familiar platforms. This makes the students develop confidence.

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Group work: we may, as teachers want students to work together in small groups to solve problems or analyze new examples of the phenomenon that we are teaching. Google Docs and Google Slides are wonderful.

Set some independent work and assignments to support and reinforce the learning. It is significant while setting assignments remotely to be very clear in the instructions and explicit in what is expected and the amount of time that should be spent on the task. During this time of distance learning, encourage students to explore topics related to the subject. Encourage students to use Self-assessment strategies like the reflections sheets, self-assessment rubrics, graphic organizers, checklists, and individual targets sheets. This will help the students review what they have learned and helped the teachers to check on the learning outcome.

Indeed remote teaching is a challenge, and yet we as teachers must try to make each session innovative and engaging. It is essential to open doors for interaction, help every student to be a part of the learning environment. Ask students to use various options such as a ‘raised hand’ icon, or a thumbs-up or down. In addition, there are richer live polling options which could be useful.

Let us keep working towards making teaching and learning fun and fruitful in spite of the unexpected and unprecedented hurdles. Our concern for the young children as well as the joy of teaching will surely motivate us to cope with the crisis in the best possible way.

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INDIA

The Relevance of Digital Learning Platforms During a Pandemic, and in the Future Shourie Chatterji, Head - Digital initiatives, Schoolnet India Ltd.

Shourie Chatterji brings with him 16 years of rich and diverse experience of working with government, private sector and multilateral institutions. He is also responsible for overseas development and execution of various innovative programmes in partnership with CSR entities, multilaterals, K-12 education institutions and direct learner engagement through digital initiatives. In addition to his corporate experience, he is also a co-founder of an ed-skills start-up EsdecsEdskillServices, based out of Kolkata. The company has won CNBC’s social enterprise award and secured seed funding from leading impact incubators.

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T

he outbreak of the novel coronavirus has caused significant changes to all the industries including education industry. Around the globe, schools in over 100 countries are closed to protect against the spread of coronavirus, affecting the education of nearly 1 billion children. This pandemic has limited the students at home during the crucial months of their studies and exams, i.e. February to April - which generally includes a flurry of curricular and assessment activities. The shutdown was expected to impact the learning process to a great extent. But that is not the case, online has become the default mode of education during this extended lockdown period.

Education - Pushed to Change the Traditional Teaching Methods Traditional learning is a form of learning that employs classic paper and pen methods in a fixed classroom setting. This includes an in-person instruction system, classic teaching pedagogy and training for teachers that use the assigned textbooks and other course material, including typical lecture-style instruction, assignments and exams, and homework for students.

Today most of the students are familiar with traditional learning.

However, online learning can be an extremely

rewarding experience, offering incredible flexibility and on-demand learning. Tech-led platforms allow students to interact with co-learners around different geographical locations, thereby developing effective self- directed learning skills. With the vast resources available online, they can identify what they need to learn, apply the information to solve a problem or question and even evaluate resultant feedback with the help of Learning Management System (LMS). All this helps in increasing their efficiency and productivity.

In addition to engaging students, digital learning tools and technology play an important role in sharpening critical thinking skills, which are the basis for the development of analytic reasoning. This medical emergency has made us realize the importance of skills students need in this unpredictable world such as informed decisionmaking, creative problem-solving, and perhaps above all, adaptability.

Schools Finding Their Own Way In a matter of few weeks, coronavirus (COVID-19) has changed how students are learning round the world. Various schools across different geographical locations are employing different technology-led platformsSkype, Zoom, Google hangouts, Google classroom etc for imparting online classes, some have even collaborated with

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leading edtech platforms for classes, online learning content, assignments etc. Education enabled by technology comes along with instructional materials as well as the resources and tools to create, manage, and assess their quality and usefulness. Also, thanks to the technology that is allowing to the teachers to become more collaborative and extend learning beyond the classrooms.

There is still great uncertainty as to when schools will reopen, thus, making digital learning important in this hour.

This pandemic has revolutionized schools during this phase and when it passes, they may get back to what they were offering.

Or traditional lectures may still exist along with the new-age learning tools and technology. Infact, classroom time then can be used for more engaging activities with students and completing class projects.

Tech-led platforms allow students to interact with colearners around different geographical locations, thereby developing effective self- directed learning skills

The Need to Democratize Digital Learning A large number of students belonging to less affluent families or further living in remote places with no mobile network are being left behind because of the cost of digital devices, data plans or network connectivity. Also, a substantial number of teachers and students lack in tech-savviness, leading to widening of the digital divide and highlighting the growing need to democratize digital education.

Learning must continue for all the students wherever they are. Technology so far has proved to be a powerful tool for transforming learning, building relationships between educators and students to meet the needs of learners in the face of COVID-19 outbreak.

Teaching and Learning with Digital TechnologiesThe Future The unprecedented lockdown period due to COVID-19 outbreak has forced immersion of learners in digital learning, proving that the education system is disrupted at the national level. Brimming with talent, the education system in India must continue to harness the benefits of new learning tools and products, reinventing the approaches to education and collaboration experiences. This may lead us to a new classroom model which is hybrid. These hybrid classrooms integrating continued ease of access to education, employing learning tools, new teaching methodologies and skills in a traditional set-up, could be an answer towards sustaining the current educational disruption and a brighter future.

Together with all the stakeholders- government, schools, teachers, parents and students can ride the wave of change. Only by democratising digital learning, all the educational disruptions can truly come to fruition.

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FINLAND

Education Pandemic – Is there a cure?

Stephen Cox, Chief Education Officer, New Nordic School

Stephen Cox is the Chief Education Officer of New Nordic School, Espoo, Finland. Stephen is a successful international leader having worked over 20 years in the government and private educational sectors. He has worked at a senior board level leading year on year improvement in all aspects of leadership, change management, professional development, coaching, innovation, start-up, digital strategy, and future of learning in the MENA region, Finland and internationally.

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B

efore joining education, I worked in the healthcare industry in the UK for nearly 10 years. During the COVID-19 crisis, I have particularly admired my former colleagues from afar as they enter the frontline, putting others’ lives first before their own. This has left me humbled, working in my current profession in education. As we know, education has also faced its challenges with the closing of schools and the advent of online learning. The education community has responded tremendously well with endless amounts of ‘free’ resources and expertise from companies and educators. The vast information overload has left many educators, parents, and schools slightly overwhelmed, not knowing which way to turn for the best.

Over the last few months, the ability to communicate, collaborate remotely, and work in uncertainty have become more important. The skills and attributes of grit, perseverance, resilience, and leadership have come to the forefront at this time. These competencies are what we want to instil in young people and right now, adults need them more than ever. We are all having to continue to develop these emotional and well-being skills as we enter an everuncertain future.

Those people who have adapted and are coping well with the current situation

are full of optimism and positivity despite individual tough circumstances and what life throws before them.

They also have strong emotional wellbeing strategies that enable them to cope and adapt better. They are more ‘comfortable with being uncomfortable’ which is the new norm and view happiness as being intrinsic to having a purpose in life.

The education pandemic This is equally important in education too. What is interesting, is what we deemed to be the most important factors in education has taken a back seat or even ceased to matter at this time. Examinations, for example, and the importance of ‘getting that grade’ for the best possible opportunity at the next level of education or university entry has even fewer guarantees now. I hope this experience enables parents, educators, investors, and governments to rethink how learning should take place, especially with the advent of new technologies. If used in the right way for personalization, technology will enhance learning and move us forwards, but unfortunately, it will still not get rid of poor teaching.

For me to explain what I mean by the education pandemic, I need to explain a metaphor with the current COVID-19 crisis. Of course, this is a completely different situation, do not get me wrong, with terrible outcomes

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from the virus, but there are similarities between what we are dealing with now and our global education environment. Let us take the COVID-19 virus itself which is causing this pandemic. This equates to our outdated education systems across the world which are not meeting the needs of young people. This is where our education pandemic lies. We are now trying to find a cure with a vaccine and, in the meantime, adopt preventative measures and treatments to slow down the spread of the disease and the devastating effects of it.

With our broken education system, our ‘virus’, we are finding treatments or preventative measures to stop it from spreading, which will lead to poor learning outcomes if left untreated.

Good or outstanding schools, governments or whole countries (Finland is a good example of this) put in place treatments and intervention strategies, pedagogical processes, teacher training, curriculum adaptations and endless other initiatives which ‘treat’ or prevent the broken education system from spreading its ‘virus’.

These ‘treatments’ and ‘preventative measures’ lead to excellent outcomes for young people.

However, they also do not cure the problem and consequently, less personalization leads to many students not reaching their potential.

Many students develop learning disorders, lack purpose, get bored, and do not go on to thrive. As I mentioned, coming from a medical background, some students go on to develop a condition that I have termed ‘learning-paenia’- the deficiency of learning.

So just like COVID-19, those countries, governments, schools, institutions or dedicated educators who develop the best ‘preventative’ measures and ‘treatments’ have better outcomes, and we see a mixed picture of the pandemic of education across the world and in communities.

What’s next for education?

So, is it time to stop taking risks? Of course, when it comes to COVID-19, yes, for our safety and well-being, let us listen to what the science and medical profession tells us. In terms of education, no, let us try some new ideas and encourage risktaking which can bring about more purposeful learning inside and more outside the classroom.

Schools, parents, and teachers have all had to

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take risks setting up new ways of learning and in some cases that may have paid off and in others it may have been less effective. What I do hope, going forwards, is that we do not stop trying new ways of learning because of the limitations of our current education system. We need to re-think the changes we need to put in place now for us all to grow and thrive at this challenging time.

With COVID-19, we hope for a cure sooner rather than later, and again I admire and respect the tireless hours our scientists are putting into the research to enable that to happen. But what about a cure or a vaccine for our education pandemic?

What can we do to stop this spread of learningpaenia? Of course, education is complicated, there is not a single injection or ‘vaccine’ that will cure the education pandemic now or in the future, but I believe there are changes now we need to consider at a country, government or even a school level.

Firstly, we need to fix our education system today and provide new curriculum and systems that meet the needs of young people. One, that is future-ready, does not require initiative overload to ‘treat it’ and shapes the future for lifelong learners.

Secondly, we need to improve the blend and communication between schools and universities.

We need to look at alternative pathways which are not heavily reliant on grades and knowledge but draw upon various sources of evidence that evaluate the whole student which puts wellbeing and happiness at the heart of decision-making.

Of course, subject knowledge is important and there is a place for it in education and careers, but we need to focus on the skills and competences that all of us need right now and even more so in the future.

And what about the technology you may ask?

Technology will be the enabler and activator of these changes, which will enable new education systems and curriculum to develop cost-effective quality affordable solutions that focus on developing people and eradicate the education pandemic. Just like the ongoing pandemic, it is the people that matter right now. It is the people that are at the heart of transformation in education, and we will continue to need dedicated educators now and, in the future, who are willing to take risks to lead on these new changes, and help find the cure for the education pandemic we live in.

I am optimistic.

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MALAYSIA

Reopening Schools: Some Observations and The Way Forward Thanbeer Kaur, Senior Educator, Malaysian Ministry of Education

Thanbeer is an ESL educator in Kuala Lumpur, Malaysia.

She is the International Relations Coordinator and Student Affairs Coordinator at the institution she serves.

She beliefs in learning by doing and heads the Interact Club that organises an array of campaigns throughout the year including raising funds for selected benefactors. These activities are held to create awareness on global issues and to bridge the gap between school and the real-world as well as improve their English language proficiency. She was a teacher-mentor to trainee teachers and Master Trainer for CEFR selected by Ministry of Education (MOE) in collaboration with Cambridge English (Language Assessment), where she trained teachers to adopt CEFR in the teaching of English Language in Malaysia. She has also served as an Assistant Director in the Language Assessment Unit at the Examinations Syndicate, MOE, Malaysia. Recently, she appeared on television for an English Language learning programme in Malaysia and a virtual talk show on leadership as a global need.

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ho knew that it would take a pandemic like Covid-19 that would force us to rethink our daily practices and press the reset button in almost every aspect of lives?

The world of education has shaken where some are thriving with the use of online learning while some in the remote areas of Asia are suffering, as they are not connected to the online world. It has widened the gap between the have and have nots. Many would argue that access to internet is no longer a luxury but a fundamental human right and that integrating hybrid learning would likely be the way forward in education.

Therefore, these inequalities in connectivity should be resolved urgently. While some steps are taken to narrow this gap where a few private companies are trying to help provide kids with internet access, it is uncertain if this is effective as some of these kids may not own a computer or mobile device. Schools need to report cases of students who have been having trouble with connectivity or access to mobile devices not only to their local education departments but seek help from the local community, so that anyone who can help will come forward to accelerate the process of narrowing these gaps.

Credit always need to be given where credit is due. Thus, efforts from teachers and school administrators deserve to be applauded as they have all undergone

a steep learning curve in order to make online learning available and ensuring students are engaged in continuous learning at home. However, the quality of online learning amongst schools vary.

There is a gap in knowledge amongst schools and teachers who can use technology effectively and those who are still struggling or merely getting by.

Therefore, it is crucial to identify these schools and groups of teachers to narrow this gap by offering continuous professional development and support in this area to help them teach online more effectively.

Pressuring them to take up mandatory courses that are irrelevant to their current quest is demoralising and adds to their burden especially those who are still grappling with teaching virtually.

Gaps between students’ adaption to virtual learning need attention too. Some students have adapted to online learning remarkably well while some are overwhelmed as learning online predominantly requires a different set of skills. Online learning requires more discipline, greater self-motivation, the ability to focus without being distracted or without being reprimanded by the teacher, or in other words self-learning skills which some students have not been exposed to or did not have the opportunity to develop or practice.

Some of my students constantly complain that they are having difficulty to adapt with this new way of learning.

Therefore, this gap in adapting to virtual learning has to be addressed by for example

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Some students have adapted to online learning remarkably well while some are overwhelmed as learning online requires a different skillset

Thanbeer Kaur

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selecting and sharing appropriate videos on self-learning and discussing them online with students and such support should continue when schools reopen.

We have to reopen soon; for all or in phases Some schools around the world such as Taiwan, China, Denmark, and Germany have reopened schools as closing down schools for too long may lead to adverse effects.

Malaysia is looking at reopening schools for its 17- and 18-year olds first as they will be sitting for their SPM (Malaysian Certificate of Education) and STPM (Malaysian Higher School Certificate) examinations.

SPM and STPM are high-stake examinations as they offer pathways to tertiary education. Singapore is also giving priority to students sitting for major public examinations. In the UK however, schools for the younger children will be reopened first while in Japan students of all ages will go back to school sometime in June.

Governments around the world seem to be tackling the reopening of schools in ways it deems acceptable within their own beliefs, priorities, and progress in reducing covid-19 cases. But can we conclude that some countries are not helping the economy get back on track by giving more importance to examinations?

If younger kids remain at home, parents may not be able be able to go to work if they cannot afford day care for their kids. This will lead to consequences on the already lagging economy. Younger kids are also in need of a sense of normalcy by attending school. We must also bear in mind that they cannot use technology independently at home and if there is no help from an adult, it will negatively impact their learning and development.

What we do first when we reopen is crucial!

The next pertinent question would be what do we do first when students go back to schools?

In addition to taking precaution of preventing the spread of this virus by educating and reminding them about social distancing,

checking body temperatures and practicing good hygiene at all times, what should our utmost concern be?

Education is not all about making up for lost instructional time as we have to have our hearts and minds in the right place. We need to support both students’ and teachers’ mental well-being first. Getting children to play games by adapting them so that social distancing rules are still practiced, drawing and talking about their time during lockdown is fundamental to ensure that those who experienced distressing time during the lockdown are identified and the necessary support is provided.

It is imperative to implement this so that both students and teachers are in the right frame of mind for effective teaching and learning to take place later on.

Get students involved in the reopening Some parents and students are worried about going back to school amidst covid-19 while some are anxious to go back to school. One way to address these mixed reactions is by getting them involved in a project to create excitement and to assure sceptical parents and students that the necessary precautions have been put in place to ensure safety.

My Interact Club members at the school where I teach for example are preparing a video to remind students to practice physical distancing, hand washing and sanitising frequently. As the teacher advisor, I know they are very excited about making this video as it would require collaborative effort.

The fact that all their friends will watch it and knowing that they are championing a good cause as they will promote physical distancing to keep their friends safe adds on to the excitement.

In addition, providing students a voice would also increase their motivation to learn.

By acquiring their input on ways they would like to learn, now that they have experienced both traditional classroom and virtual learning, would encourage them further to take on an active role in their own learning and continue to enhance self-learning skills.

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