How to use educational technology humanely in the post-epidemic stage

Borrowing from Dickens, the past year has been the best of times and the worst of times for educational technology. It’s amazing that schools have been able to continue teaching even when they are closed to in-person tutoring, and many families have realized that there is a whole range of online resources for their children that can provide fun and engaging lessons tailored directly to them.

Meanwhile, kids (and their parents) are getting tired of staring at screens. There is a human connection at the core of education, and it took months of distance learning for many people to realize this.

With schools returning to normal life, an important question arises: How can we take advantage of the best educational technologies and use them to improve personalized education? I would like to offer three possible models.

brenda model

Brenda microschools leverage technology to deliver academic content quickly, efficiently and effectively. This saves more time for collaborative project-based work.

A typical Prenda school day is divided into three parts: Conquer, Collaborate, and Create. During the Conquer period, students work on Chromebooks through self-paced tutorials that deliver core content in math, reading, and language arts. For many schools, this lasts about 90 minutes to two hours. For the rest of the day, students are either in their Create module, doing art projects, or their Collaborate module, working on projects related to social studies, science, and other subjects.

This strikes me as a nice balance between personal learning and collaborative project-based work. Rather than just relying on one method or the other, Prenda Schools does some of both, getting the best computer-based education (self-control, meeting students wherever they are, allowing different students in the same class to learn at different levels, etc.) and using Its competence to create a space for exciting collaborative work, loyalty, participation and objectivity.

Hybrid home school model

If Prenda’s split day model doesn’t work, another potential model will have entire days dedicated to one learning method or the other. There are many hybrid home schools across the country where students attend in-person classes two or three days a week and work from home two or three days a week. Now, many of these schools don’t get students to work through personal learning programs while they’re at home – they do traditional homework – but that doesn’t mean we can’t take something away from their schedule.

A model like this could have students work two to three days a week with a customized tutorial, and then spend the other three or three days in school discussing, doing projects, playing sports, playing games, and doing all the other things that need to be done in person. Based on our surveys at EdChoice, it appears that there is a strong appetite for such a school model. There are also serious opportunities for schools to use the facilities, faculty, and staff more efficiently. This can lower the cost of education while at the same time providing a richer and more effective school experience.

Lumen Verum نموذج Model

Last summer, I taught an enrichment class on the American K-12 education system for a group of college students. We had to play remotely in the mostly discussion-based class, which wasn’t ideal, but it allowed me to throw some surprise at them. As a kind of community building activity, I encouraged them to watch the movie Miss Virginia at the same time one evening and then use it as a starting point for discussing school choice the next day. What they didn’t know was that when the discussion began, she recognized Virginia Walden Ford, Miss Virginia herself, in the video chat. The court held and answered questions for an hour. killing.

That’s why I was so interested in seeing a new Catholic school in Boston employ video conference guest lecturers and coaches. While a one-on-one video conference has many ways it is inferior, being able to connect with real experts and great guest speakers is not one of them. Lumen Verum, the school in Boston, will limit daily screen time and have a rich range of personal experiences for students, but the fact that they will be able to bring enthusiastic and knowledgeable international experts to speak on topics will provide students with a unique experience.

As my old friend Rick Hess likes to say, technology is a tool. Its job is not to replace teachers or take on the entire burden of educating children. Instead, teachers can use it to expand their reach, help students access things they might not be able to reach in a traditional classroom, personalize and personalize the offerings available to students, and navigate things faster than traditional. Pedagogical methods. Great teachers and great schools will use these tools and the time at their disposal to make education more human, not less. They have the opportunity to create more time for collaboration and group projects, for the arts and sports, and for in-depth discussions with knowledgeable people.

It feels like a spring of hope is upon us in K-12 education. Let’s avoid the winter of despair by appreciating the lessons we learned last year and using technology humanely to improve education.


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