distance learning Archives

While some parents are imploring school systems to return students to classrooms, experts argue that the sudden disruption to traditional schooling provides teachers a unique opportunity to educate in new ways. But it will require time, expansion of broadband internet and long-term investment in professional development for educators.

Trying to recreate the old model of learning, which was developed in the late 19^th century, into remote instruction “is like cramming a square peg into a round hole. It’s just not compatible,” Ryan Schaaf, an assistant professor at Notre Dame of Maryland University, told state lawmakers during a virtual education briefing Thursday afternoon.

The status quo of teaching is not working for all types of students, so teachers should take this time to learn how to use technology to meet the needs of diverse learners, said Monica Simonsen, the education program director of University of Maryland Global Campus.

“As someone who has taught online for a decade, I really believe that there are some things I can do better online than I could do in person,” Simonsen said. “This is an opportunity to rethink things.”

A physics teacher in Somerset County could help address a teacher shortage in another district by Zooming into their classroom, Simonsen said. To resolve overcrowding in classrooms, teachers could broadcast lectures to students who have reliable Internet at home.

There are also digital strategies to monitor student engagement beyond attendance, such as tracking how often students turn in assignments late, which will allow teachers to make better, data-informed instructional decisions, Simonsen said. These are the types of skills that those in teacher prep programs are learning right now, she continued.

“Distance learning is not a packet of worksheets, it’s not meant to be a digital babysitter. Distance learning is not a time to look for pre-produced or pre-canned learning solutions built by…Pearson or Kaplan or other corporate entities,” Schaaf said. Online learning can be very successful if only educators receive enough time and training to adapt, he emphasized.

But it will take a lot of time to master online learning, as there are 200,000 Maryland homes that lack Internet access right now, according to Allison Socol, a policy director at the Education Trust, a national nonprofit advocacy group that works to close opportunity gaps for students of color and students from low-income families. More than half of students in three Maryland school districts — Baltimore City and Garrett and Somerset counties — do not have Internet access, according to a survey by the Maryland Department of Education conducted in May.

The state should partner with Internet providers to expand connectivity for students and teachers, provide grants to help certain school districts facilitate virtual learning and require school systems to collect consistent data about student attendance and engagement on remote, hybrid and in-person learning models, Socol said.

“It’s very hard to solve problems if we don’t know they exist, and right now we actually know very little about what’s going on with remote learning across our state,” Socol said.

Some education stakeholders are also worried that distance learning cannot adequately replace the social learning that children usually experience through in-person interaction.

“Technology-based learning is neither socially nor developmentally appropriate for children of a young age,” said Timothy Stock, a parent of children in 4th and 6th grade.

Despite having advantages such as reliable Internet and working space, “the first and most heart-rending gap that virtual education represents is a lack of social development and an inability to recreate the social aspects of learning,” Stock said. He said his children “learn most from their peers and from the social process of engagement.”

“These are future learners whose experience in school is increasingly one of isolation, frustration, and endlessly confusing interfaces and logins,” Stock said.

The tug of war between returning students to classrooms and respecting teachers’ concerns about their health has continued to play out across the country, including in Maryland.

Del. April R. Rose (R-Carroll) stressed the importance of having teachers in classrooms, especially for special needs students. Over 300 teachers have already put in for leave, she said.

“I have great respect for the teaching profession…but we’re in a situation where we have kids that need to be taught, we’ve been dealing with this since March,” she said. “Whatever ways we can encourage teachers to come back and teach…we need to not make this some sort of battle because we’ve got kids who are really suffering.”

Del. Eric D. Ebersole (D-Howard), a retired high school math teacher, noted that teachers cannot be held to the same expectations as health care professionals. “It’s a false equivalence because the situation in the school is not nearly as controlled as it is in a hospital or doctor setting, and so we really have to honor the teachers and their safety,” he said.

By Elizabeth Shwe

Noah, a pseudonym for a middle school child with autism, had been doing well in his public education program until school buildings closed in mid-March due to the COVID-19 pandemic. Unable to understand why his routine was disrupted, he sometimes displayed aggressive behavior with his mother when she encouraged him to participate in distance learning. Once, he headbutted her so hard that she blacked out.

Despite these hardships, Noah’s mother was unsuccessful in getting in-person services for her son, Leslie Margolis, managing attorney of Disability Rights Maryland, told state lawmakers during a briefing Friday on students with disabilities and virtual learning. Instead, Noah’s Individualized Education Program (IEP) team, which helps create a plan with specialized services for students with disabilities, told his mother they could only provide those services virtually.

Similarly, Eduardo, a pseudonym for a 6-year-old boy with autism, has not been able to engage with people on a screen and his mother does not speak English. As a result, he has gotten no educational services from March to August and his IEP team did not recommend in-person services because “it’s not the policy of the school system to do that,” Margolis said.

These are the realities of families with special needs students — who make up 12% of the Maryland student body.

“Our clients face huge barriers and they’re often not successful in obtaining the appropriate services for their children, despite the guidance coming from [the Maryland State Department of Education], despite the PowerPoints, the reality for families looks very different from the ground,” Margolis said.

The main challenges facing students with disabilities during distance learning include the need for additional assistive technology that goes beyond having reliable internet connection and a laptop — such as customized keyboards and audiobooks, Rachel London, executive director of the Maryland Developmental Disabilities Council, said. It has also been difficult when students with disabilities cannot return to school buildings for small group in-person learning because they are immunocompromised.

The state Department of Education has given guidance to local school systems to enforce IEPs as best as possible during distance learning, but there is a huge variance among the 24 districts, Margolis said.

Del. April Rose (R-Carroll) asked how the state will push counties that currently have no plans for any in-person services for students with disabilities to do so. She noted Harford County Public Schools, which is all-virtual through the first semester, as an example.

Schools that had originally planned to stay online until the second semester are looking for ways to bring small groups of students for in-person instruction in the fall, Carol Williamson, Deputy State Superintendent of MSDE, said. In late August, State Superintendent Karen B. Salmon and Gov. Lawrence J. Hogan Jr. (R) strongly urged schools to do this by the first quarter of the school year, which is in November.

While there are special education liaisons in five regions of the state who are trained to coach and support IEP teams and local school systems in instruction during distance learning, “the best for this response is that our children re-enter schoolhouses in a safe environment,” Marcella Franczkowski, assistant state superintendent of MSDE, said.

Like many teacher unions, local school systems and state officials, Margolis expressed disappointment in the “lack of leadership” from MSDE.

There’s a difference between the state creating a framework for local school systems to choose from and delegating local school systems to develop a framework almost entirely on their own, she said.

The result has been a “complete patchwork collection of approaches that vary from jurisdiction to jurisdiction, not necessarily based on the needs of the jurisdiction or the children within that jurisdiction, but seemingly based on whim,” Margolis said.

Local school systems must offer other options for students who are unable to participate in distance learning, whether it means bringing small groups of students into school buildings or contracting with private providers, Margolis said. Schools cannot simply default to all-virtual learning, she said.

“We will monitor, there’s no question,” Franczkowski of MSDE said. “Monitoring is not for an ‘I gotcha’ monitoring, it is for a support of technical assistance and need so that we can see where there are gaps and provide feedback to support.”

However, some experts do not think that schools should open solely for students with disabilities, but should be more nuanced in how they select students to return for face-to-face learning.

“If schools are going to open, they can’t just open for students with disabilities,” London said. “Not only are there other students in need of critical supports, there is a variety of reasons students with and without disabilities may need to return or may not need to return…it is based on an individual assessment.”

By Elizabeth Shwe

Experts: Virtual Learning Can Work But Requires Time and Professional Training

Distance Learning Especially Challenging for Students With Disabilities

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