Standard 1A
The 2020 School Year started out like any other school year. I was beginning my eighth year as a social studies teacher at Wyncote Academy. This year was going to be different as I was recently promoted to the position of Technology Director and Coordinator. I knew this year was going to bring changes, but never could I have imagined that all instruction would be done remotely.
In March as safety issues loomed, the school administrators and staff were looking into instructional options for a short- or long-term school closure. I was in the process of creating two scenarios when we closed the school for two days to disinfect the building. During those two days came the order from Governor Wolf that schools would be closing for 14 days. The last day I remember quite well as it was an extremely chaotic day! As soon as the students left, we met as a staff, and I was asked to brief the staff along with the administration on the remote teaching plan. The first part of the plan was to make sure we had a quick tutorial for Google Classroom and assist teachers who needed to set up their Google Classrooms. The plans I had were no longer going to work since the timetable had changed so quickly. As a school with primarily special needs students, we were put into a difficult situation, but we realized that we needed to have our Google Classroom up and running to get assignments to the students.
In a meeting with the administration, I discussed using Zoom for online instruction and the need for training sessions for staff, students, and parents. I teamed up with the Dean of Students to create tutorial videos as well as a hard copy tutorial with screen shots of each step. The step by step tutorial described how to download the Zoom extension app on the Chromebook for parents and students. I also researched tutorials that were available on YouTube to help not only my fellow staff members but also parents and students better acclimated to Zoom. The administration decided that until we were up and running with Zoom and all students had access to a Chromebook, we would simply assign review material. In my new position as technology director, I was given a list of students who requested a school-issued Chromebook to use for on-line instruction. I spent a week going into school to set up 40 Chromebooks which were assigned to students for online instruction.
Once our school began Zoom classes, modifications were made to the schedule. Synchronous classes would be held four days per week from 8:15 to 12:15. The first week was filled with many calls for tech support from both students and staff. During the morning, I was teaching my on-line classes and then dealing with technology issues in the afternoon. At the start of Zoom instruction, some students found it to be anxiety provoking to have their camera on and accommodations needed to be made due to their IEP. Another issue was that some students chose to stay in bed or even refused to attend classes due to anxiety. The school has been working with the parents and students to best meet the needs listed in their IEP. Also, for accountability purposes, some teachers are now recording their classes.
Some of the other issues due to on-line instruction are poor internet connection which impedes clear communication, background noise from the home environment, limited types of instruction that can be utilized, and students who are muted and unwilling to use their camera. Counselors have been available to students to help them deal with issues of anxiety and depression.
Some benefits to online instruction have been the use of PowerPoint as a key tool for instruction, using Google Classroom to assign classwork, and the use of internet games to reinforce content.
In March as safety issues loomed, the school administrators and staff were looking into instructional options for a short- or long-term school closure. I was in the process of creating two scenarios when we closed the school for two days to disinfect the building. During those two days came the order from Governor Wolf that schools would be closing for 14 days. The last day I remember quite well as it was an extremely chaotic day! As soon as the students left, we met as a staff, and I was asked to brief the staff along with the administration on the remote teaching plan. The first part of the plan was to make sure we had a quick tutorial for Google Classroom and assist teachers who needed to set up their Google Classrooms. The plans I had were no longer going to work since the timetable had changed so quickly. As a school with primarily special needs students, we were put into a difficult situation, but we realized that we needed to have our Google Classroom up and running to get assignments to the students.
In a meeting with the administration, I discussed using Zoom for online instruction and the need for training sessions for staff, students, and parents. I teamed up with the Dean of Students to create tutorial videos as well as a hard copy tutorial with screen shots of each step. The step by step tutorial described how to download the Zoom extension app on the Chromebook for parents and students. I also researched tutorials that were available on YouTube to help not only my fellow staff members but also parents and students better acclimated to Zoom. The administration decided that until we were up and running with Zoom and all students had access to a Chromebook, we would simply assign review material. In my new position as technology director, I was given a list of students who requested a school-issued Chromebook to use for on-line instruction. I spent a week going into school to set up 40 Chromebooks which were assigned to students for online instruction.
Once our school began Zoom classes, modifications were made to the schedule. Synchronous classes would be held four days per week from 8:15 to 12:15. The first week was filled with many calls for tech support from both students and staff. During the morning, I was teaching my on-line classes and then dealing with technology issues in the afternoon. At the start of Zoom instruction, some students found it to be anxiety provoking to have their camera on and accommodations needed to be made due to their IEP. Another issue was that some students chose to stay in bed or even refused to attend classes due to anxiety. The school has been working with the parents and students to best meet the needs listed in their IEP. Also, for accountability purposes, some teachers are now recording their classes.
Some of the other issues due to on-line instruction are poor internet connection which impedes clear communication, background noise from the home environment, limited types of instruction that can be utilized, and students who are muted and unwilling to use their camera. Counselors have been available to students to help them deal with issues of anxiety and depression.
Some benefits to online instruction have been the use of PowerPoint as a key tool for instruction, using Google Classroom to assign classwork, and the use of internet games to reinforce content.
| zoom_tutorial_for_parents.docx |
| zoom_tutorial_for_students___google_classroom.docx |
| zoom_wyncotestudent_app_install_instructions__.docx |