Backtalk: How districts can learn from their COVID response: Stats 101 not required

Abstract

The COVID-19 pandemic forced schools to quickly cobble together new remote teaching and learning programs in spring 2020, but now that they have a little more time, they can step back and evaluate the programs they’ve put in place. Nora Gordon and Carrie Conaway describe how school and district leaders can evaluate their online programs without using complex statistics.

Cybergogy and Heutagogy Learning based on Ternate Local Wisdom for Elementary School Students’ Character Education

“…Since the widespread of the COVID-19 pandemic, face-to-face learning has been shifted to a virtual learning environment through e-learning, video conferencing, Youtube, Instagram, social media, Google Classroom, Google Site, and many others. The virtual learning environment has increased sharply to keep learning activities organized (Akhvlediani et al, 2020;Gordon & Conaway, 2020;Sohibun & Ade, 2017;Wong, 2020). Educational digital technology changes students' habits in acquiring knowledge and raising questions about which pedagogy is most appropriate to the 21st-century learning context where life is highly integrated with digital technology (Juhaňák et al, 2019;König et al, 2020;Rafnis, 2019;Smith & Colton, 2020).…”

Online Learning Model in Improving Civic Responsibility as a Solution during Covid-19 Pandemic in Indonesia

“…Concerning the learning model during the pandemic period, the situation has challenged the education system worldwide and has forced educators to integrate with online learning (Dhawan, 2020). The situation of the Covid-19 has forced schools to arrange a program for long-distance learning quickly (Gordon & Conaway, 2020;Suryaman et al, 2020). Higher Education in the United States has sufficiently supported technology transformation in centralization service and international education (Wotto, 2020).…”