“A new article by Dale Chu, on the Fordham Institute website,
describes remote learning as being like the ‘security theatre’ that we got in
response to 9/11. I found that quite interesting.
“Oddly, the question about whether we should reopen schools has
some folks in Deformist/Disrupterist organizations arguing that remote learning
stinks and some members of the Resistance to arguing that it’s what we have to
do given the circumstances. These positions are exactly the opposite of those
for which they usually advocate.
“I’m
definitely of the second camp, though I have long defined remote learning as a
purported educational system in which there is a remote chance that learning is
taking place.
“Alas,
we now know, from recent studies, that while children under ten are less likely
than adults to show overt symptoms of SARS-CoV-2 infection, they have 10 to 100
times as much viral load in their upper respiratory tracts as adults do and are
twice as likely to transmit the infection to others.
“We also know that even people who get through an infection
without major overt symptoms can suffer serious long-term health consequences
due to the effects of the virus on the rest of the body–blood clotting and
inflammation throughout bodily systems. For these and many other reasons, I
think that reopening schools would be (alas, will be) an unprecedented
catastrophe.
“A
few states are now rejoicing that their numbers of infections and deaths are
decreasing. But it’s pretty obvious, or ought to be, I think, that the ideal
way to turn that around—to ensure that those states will once again become
Covid-19 hotspots—is to reopen schools.
“Which
leaves us to think about what we might do as an alternative to reopening
schools. Clearly, if we are to depend on remote learning, we must address some
serious issues:
–How
do we ensure that kids have home access to high-speed internet connections and
computers and software?
–How
do we ensure that poor kids who no longer have access to free breakfast and
lunch programs have regular meals?
–What
do we do about kids whose parent or parents have to work? Who is going to watch
the kids?
–What
do we do to compensate for the loss of the safety checks that schools provide
with regard to dangerous home environments, ones in which kids are inadequately
cared for or subject to abuse?
What
kinds of learning can be conducted remotely and how? What would ideal
remote/distance learning look like? Yes, we ALL understand that remote learning
stinks. It’s child’s play to make the long, long list of its deficiencies, but,
if we haven’t a sane alternative, what can we do, given the circumstances? What
does the best better-than-nothing remote learning pedagogy look like?
“These are all big questions. We should be thinking very seriously
about them, now. Instead, we are thinking about how to ‘reopen safely,’ which
is like thinking about how to jump safely out of airplanes without parachutes.
“One
way to begin thinking about the last question–the one about remote learning
pedagogy–is to ask, what can we do well at a distance? In what ways can
computers actually be used effectively, at a distance, as learning tools? What
are they good at? Well, they can be used
“to
provide easy, ready access to enormous numbers of texts. What if every poor kid
in the US had a gift card for purchasing online books from a curated list, for
example?
“for
direct instruction videos. (How many teachers have simple video-editing
software and know how to use it?)
“to
provide directions for projects to be carried out by students on their own.
“to
provide demonstrations–walkthroughs of procedures, for example (think of how-to
recipe videos, for example).
“to provide curated links to instructive materials online. The
Internet is the freaking Library of Alexandria writ large.
“to collect assignments and return them with feedback. (How many
teachers have been instructed in how to use Word editing features or Adobe
Acrobat mark-up tools for marking manuscripts? Precious few, I imagine.)
“to
do online check tests or quizzes with immediate feedback. (How many teachers know
how to use Zoom’s built-in quiz feature? How many know how to use online
quiz-making programs like Kahoot?)
“to
provide instructive graphics–picture galleries, maps, timelines, and so on.
“to
conduct online discussions and some modicum of community, via Zoom.
“to
provide share-point folders for collections of class documents. (How many
teachers are skilled at organizing such share-points?)
“to
present beautifully typeset equations. (How many teachers know how to use the
Mathtype add-in for Word to do that?)
“NONE
OF THIS IS IDEAL. OF COURSE, IT ISN’T. But it’s better than risking the lives
of students, teachers, administrators, staff, and relatives and acquaintances
of all these. But here we are, wasting time discussing safely jumping out of
airplanes without a parachute when we could be spending this time instructing
teachers on using these tools and setting up mechanisms for teachers to share
with one another what has been working for them in their online classes.
“One
thing that should be avoided like the plague, I think: online computer
instruction programs with diagnostic tests and instructional modules. These are
failed behaviorist programmed instruction modernized with graphics. They are
extremely demotivating. Kids hate them, and what they learn from them, mostly,
is to hate what they are supposed to be learning.”
-Bob Shepherd
Bob Shepherd is a writer, editor, graphic designer, and
teacher. He blogs at https://bobshepherdonline.wordpress.com/
Thanks for posting this, Glen! Much appreciated! BTW, love your blog!
ReplyDeleteMy pleasure! BTW, love your blog too. It is excellent!
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