Learning Services: Technology
Conventional Learning
In the fall, time in the first month should be spent working on building technology independence, digital citizenship and establishing technology hygiene and routines as 1-1 Chromebook technology is rolled out for Grade 4 to Grade 12 students. Protocols, policies and procedures are currently being developed to support the roll out of this program starting in September 2020.
Technology Independence: spend time teaching students while face-to-face how to navigate the tools you will use for instruction; both to maintain some of the growth and new learning we gained during distance learning, and as preparation in the event that we return to any form of distance learning in the future. Students should become familiar with entering usernames and passwords, so limiting the number of different login credentials will be helpful.
Digital Citizenship: students and teachers should spend time focusing on digital citizenship in the first few weeks of school. While so immersed in a digital world now more than ever, it is important that students understand how to use technology safely and responsibly. (Please refer to the Acceptable Use of Technology Policy 11-1 and Procedure 11-1)
Technology Hygiene & Routines: developing a routine for use of technology in the class will be paramount to the safety and well-being of students. Establishing strong routines where students understand how and when to use technology in the classroom is necessary, especially as students have become accustomed to doing most learning virtually. Rules around technology hygiene (sanitation, sharing devices, etc.) will be communicated as informed by public health.
Adaptive Learning
An adaptive return will see students completing work in a hybrid-model; both face-to-face and virtually. Classroom teachers will use a blended learning approach to offer some synchronous lessons/activities between students who are in class and those who are learning from home. Examples may include prayer celebrations, class meetings, small and large group discussions, group projects, etc. Elementary Prep teachers will provide synchronous/asynchronous lessons to students in subjects that they are responsible for teaching. It is recommended that a schedule of live lessons be provided to students/families at the beginning of each week in order to assist with organization and routine and to increase student engagement.
In addition to establishing technology independence, digital citizenship and technology hygiene & routines as outlined above, consideration around the use of technology while face-to-face must be given.
Where possible, engage students using more traditional and hands-on learning opportunities while face-to-face and limit use of technology for the days they will be learning from home.
Like face-to-face lessons, teachers will have to plan virtual lessons with equity in mind. Training on how to use assistive technology effectively will be helpful while face-to-face so students can use these tools while engaged in online instruction. Survey students to see what type of device they have access to while learning from home to help ensure online lessons created will be accessible for students at home.
It is important to understand that should we re-enter school in a distance learning environment, all students will be expected to participate in daily learning activities planned for them. Attendance will be carefully monitored by staff and expectations to parents will be clearly communicated to ensure that all students are engaged in regular learning. It is the expectation that all students will follow a daily schedule that includes all subjects that are to be reported on throughout the school year. Teachers will be expected to follow the guidelines of instruction per subject area eg. 60 minutes per day of math instruction, 75 minute secondary periods of instruction each day.
A virtual learning model will see some students learning from home on a full time basis. Teaching digital citizenship to ensure students can safely and responsibly engage in online learning will be necessary at the beginning of the school year.
In addition, limiting the number of tools, usernames and passwords is necessary. Teachers should be very intentional about choosing robust tools that will allow them to deliver content effectively and gather assessment data. Asking students to login and learn too many different tools can become overwhelming for students, parents and teachers, as well as become difficult for teachers to organize work.
Early in the year, training on digital tools for students and families should be offered (either synchronously or asynchronously) to ensure the use of technology is not a barrier in student learning.
Teachers must continue to plan with equity in the forefront. Ensure lessons are differentiated and accessible for students who have IEPs. Offering choice in lessons where possible is helpful for student engagement.
Synchronous v. asynchronous learning
Synchronous learning refers to a learning event where the students are engaging in learning at the same time. In distance learning, this means live-video conferencing where the students and teachers are engaging in lessons together, in real time. Synchronous learning can offer many of the benefits of a conventional classroom: dialogue, immediate feedback and direct group collaboration while also continuing to support relationships between students and teachers.
Conversely, asynchronous learning refers to students engaging in lessons at different times and locations. In distance learning, this could mean teachers pre-recording and/or posting lessons on an LMS like Google Classroom or Brightspace for students to complete at different times in the absence of the teacher. Asynchronous learning offers the benefits of scheduling flexibility, as students and teachers can post and engage in lessons on their own time, as well as removes the risk of unexpected surprises that can occur during a live-conference.
Synchronous and asynchronous learning are both valuable approaches to distance learning and can be used together to deliver a robust program remotely.
Additional Notes
Training sessions will continue to be offered for staff to learn technology tools that are approved by the board in all three scenarios.
The Family Help Desk will continue to function for both Adaptive and Virtual Learning scenarios.
More formal family training opportunities will be available for both Adaptive and Virtual Learning scenarios.