No Going Back From Remote and Hybrid Learning, Districts Say By Benjamin Herold January 7, 2021 Many teachers hate it. Millions of parents find it exhausting. A growing body of evidence suggests it has contributed to students falling significantly behind. Regardless, livestreamed remote instruction is set to remain a significant part of K-12 education, long after the coronavirus pandemic is finally under control. “There’s no going back now,” said Pedro Martinez, superintendent of the 49,000-student public school system in San Antonio, Texas, where voters recently approved a $90 million bond to pay for new technology–including cameras and microphones that will be used to broadcast teachers working from their classrooms into the homes of thousands of students learning remotely across the city. That’s just one of the models for live (“synchronous”) instruction-by-videoconference that has taken hold in the nation’s schools. Since March, districts have distributed tens of millions of digital devices while making massive investments in at-home connectivity, creating almost overnight the infrastructure necessary to support widespread experimentation. As a result, teachers and students in many communities now spend hours each day interacting via Zoom, Google Meet, or Microsoft Teams. In Guilford County, N.C., local education leaders took just six weeks to stand up two new full-time virtual academies, which at one point this fall served nearly 10 percent of the district’s 73,000 students. In Dougherty County, Ga., a company that bills itself as the “Peloton of Education” provides the short-staffed local school district with certified teachers who livestream their lessons onto students’ laptops from hundreds of miles away. “We really like the Superintendent Kenneth Dyer. Page 25 flexibility,” said For America’s schools, COVID-19 isn’t just a public health crisis. It’s also a budget crisis and a mental health crisis, an academic crisis and a racialjustice crisis. No one yet knows the full severity and duration of the resulting challenges. But a dozen experts consulted by Education Week– district leaders and pediatricians, economists and parents, ed-tech entrepreneurs and policy researchers–see a confluence of forces that will likely fuel continued demand for remote teaching. For starters, clinical COVID-19 vaccine trials are just now beginning for younger children, meaning there’s little reason to believe that most of America’s 51 million public school students will be vaccinated by the start of the 2021-22 school year. The nation’s stagnant economy has also drained state coffers, leading many experts to predict that the nation’s school districts will continue to slash personnel. Even before the pandemic, many schools were facing a severe shortage of highly qualified teachers, especially in rural areas. And perhaps the biggest wildcard is a surge in interest in remote schooling from a small but significant subset of families. Tired of the constant microaggressions and racial discrimination that sapped their children’s spirit in traditional school, some parents of color report feeling empowered by remote learning, which has given them new visibility into classroom instruction, curricular materials, and how the adults in public schools are behaving. “They’re not likely to give that up,” said Annette Anderson, an assistant education professor at Johns Hopkins University, where she also serves as the deputy director of the Center for Safe & Healthy Schools. Add it all up, and it’s easy to see why players in the nation’s multi-billion dollar ed-tech industry sense opportunity. (continued on page 27) “Stronger Together!”
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