Discussion

Souto-Manning and Martell (2017) write, "There is a puzzling mismatch between the diversity of children and the standardization and regimentation of curriculum and teaching (Genishi & Dyson, 2009). Many children in today's K-2 classrooms do not see themselves on their classroom walls, in materials, or within the curriculum. As previously documented, literacy curriculum and teaching are often not representative, relevant, or accessible to children of color who have historically been left out of the curriculum (Sleeter, 2005; Souto-Manning, 2013)."

The diversity that students represent spans learning ability, learning style, race, ethnicity, language, and religion, among others. Describe the culture of your school and its accommodations for such diversity. Also, consider additional efforts that you believe might make students see themselves in the curriculum more. Please share any information from any of the course readings so far that is relevant.

In the middle school where I work, there are over 1,200 students in an urban setting. Since reopening in a newly-built redevelopment, it has become the state's largest and most diverse middle school. Matthew 9:17 says, "Do not put new wine in old bottles, or the bottles will break, the wine will run out, and the wine will perish." That describes how there is a lack of diversity in education today. No matter how valuable something is, you cannot use it if there is no new use or if it is added to an old-fashioned, long-standing, retro, outdated method, system, or organization. Most of the school's 1,200 students are African-American and Latino, while some are white and of Middle Eastern descent. The Latino population has English Language Learners (ELL) levels 1 and 2. In contrast, we serve disadvantaged children, and 30 percent of our students have been identified with a learning disability, emotional disability, or autism. To accommodate the needs of this size population, our district has exceptional education teachers for collaboration classes. For English-limited learners, there is a newcomer academy that serves level one (students newly arrived in the United States from other countries) and year two. In my school, there are also LIEP teachers who teach elective reading classes. My school district accepts all religious practices, and all practices are reflected in the district's calendar. Souto-Manning and Martell (2017) share, "Children need to see reflections of themselves in the curriculum. They also need to learn about others. All children, including white English-speaking children, can benefit from a diverse and inclusive curriculum. If children only (or mostly) see themselves in the curriculum, they may "grow up with an exaggerated sense of their importance and value in the world-a dangerous ethnocentrism." My district's English curriculum specialist has implemented novels reflecting diverse cultures and languages. We must be sensitive to cultural differences when lecturing about the history of Africans and Indians in the United States. Among the teachers at my school, there are more white teachers than African American teachers. One Middle Eastern educator and eight Latino educators are part of the teaching staff.

Sleeter (2018) shares that multicultural education uses learning about other cultures to produce acceptance, or at least tolerance, of these cultures. Intercultural education extends beyond passive coexistence by creating an understanding of, respect for, and dialogue between various cultural groups. As a person who grew up in New York City, I am used to being a part of creating a community of diverse cultures. While living in this community, dialogue and respect for other cultures have always been a part of my daily life. On the other hand, in Virginia, it is the

opposite. There is no doubt that representation is significant within Virginia; however, having historically accurate information removed from the curriculum to be culturally sensitive is also substantial. (That's a topic for later). Students should know all the aspects of their history to learn about the change they want to see in the world.

References

Sleeter. C. (2018). Multicultural Education Past, Present, and Future: Struggles for Dialog and Power-Sharing. International Journal of Multicultural Education., 20(1), 5–20. https://doi.org/10.18251/ijme.v20i1.1663

Souto-Manning, M., & Martell, J. (2017). Committing to Culturally Relevant Literacy Teaching as an Everyday Practice: It's Critical! Language Arts, 94(4), 252-256. https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/scholarly- journals/committing-culturally-relevant-literacy-teaching/docview/1871416007/se-2

Barbara Carrillo,

School is an institution where people acquire information to eventually become knowledgeable participants in society. Unfortunately, many schools' atmospheres cause many students to be turned off from school. I am proud to say that our school culture fosters differences and welcomes them. Given that, we have high participation from teachers, staff, parents, and stakeholders. Romans 12:4-5 (NIV), "For just as each of us has one body with many members, and these members do not have the same function, so in Christ we, though many, form one body, and each member belongs to all the others."

At my school, our primary educational objective is to educate students to become lifelong learners, nurture spiritual and moral values, and encourage positive social interaction with peers from varying backgrounds. Genishi and Dyson (2019) mentioned that children do not see themselves in classroom materials. And while that may be true in many schools, I pride myself in saying that students see themselves in the curriculum, their teachers, and classmates in our school. In addition, our school staff comprises a mix of Caucasians, African Americans, Hispanics, and Asians, with an equal number of women and men in the workplace. As a result, our school was recently awarded The Most Diverse Private High School in America.

Just as diverse as the faculty is, so is the student body. We have a fantastic mix of Caucasians, Hispanics, African Americans, Muslims, Asians, etc., student body. That diversity itself allows for an atmosphere of acceptance. That same diversity, I believe, makes our students with disabilities feel part

of their school. Our school has many students with disabilities, and it is the school's goal to mainstream many of our students with disabilities. Those students placed in the general education classroom acclimate so nicely. It's such a beautiful thing to see. Garibay (2015) reflects on the results of a study that concentrated on the educational importance of racial and ethnic makeup. He found that schools where there is a higher percentage of a racial minority student body had a positive effect on students' problem-solving abilities.

Additionally, our school curriculum textbook includes people from all walks of life in their images throughout the text. Also, the textbooks offer career sections. In these sections, they offer information regarding careers relevant to each topic. These are pictured with different "types" of people, where students can see a reflection of themselves.

Bibliography

Garibay, J. (2015). Creating a positive classroom climate for diversity. UCLA Diversity & Faculty Development.

Souto-Manning, M., & Martell, J. (2017). Committing to culturally relevant literacy teaching as an everyday practice: It's critical! Language Arts, 94(4), 252-256. https://go.openathens.net/redirector/liberty.edu? url=https://www.proquest.com/scholarly-journals/committing-culturally- relevant-literacy-teaching/docview/1871416007/se-2

Barbara,

Hello and good evening to you! You mentioned in your post that your school was recognized as the most diverse private school in America, and I was happy to read that. The accolades that you have mentioned are impressive. Can I ask you a question? Was your school always like this? For them to become a cohesive team for their students, what made them so successful? Those verses from Romans 12:4-5 that you shared exemplify the spirit of what your school embodies and what should be set as an example for all schools... that we all play a part, and when we come together, we become a powerful institution of learning. It is the responsibility of teachers to keep up to date with the latest trends in education. Still, we should also ensure that the instruction we provide to our students is representative of all cultures and learning abilities. We can also commit to learning more about our students, families, and communities to serve them best. Make sure you develop relationships with students, value their knowledge, and incorporate it into the curriculum and teaching process. Map family knowledge and resources and integrate these resources into your teaching Souto-Manning and Martell (2017).

References

Souto-Manning, M., & Martell, J. (2017). Committing to Culturally Relevant Literacy Teaching as an Everyday Practice: It's Critical! Language Arts, 94(4), 252-256.

https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/scholarly- journals/committing-culturally-relevant-literacy-teaching/docview/1871416007/se-2

Choueang Etheridge

Souto-Manning and Martell (2017) write, “There is a puzzling mismatch between the diversity of children and the standardization and regimentation of curriculum and teaching (Genishi & Dyson, 2009). Many children in today's K-2 classrooms do not see themselves on their classroom walls, in materials, or within the curriculum. As previously documented, literacy curriculum and teaching are often not representative, relevant, or accessible to children of color who have historically been left out of the curriculum (Sleeter, 2005; Souto-Manning, 2013).”The diversity that students represent spans learning ability, learning style, race, ethnicity, language, and religion, among others. Describe the culture of your school and its accommodations for such diversity. Also, consider additional efforts that you believe might make students see themselves in the curriculum more. Please share any information from any of the course readings so far that is relevant.

According to a recent report from the US Census Bureau, the US population continues to be more racially and ethnically diverse than before. The US Census Bureau report detailed that the non-Hispanic White student population has decreased to 52% in 2018, comparing to 58% in 2008. At the same time, the Hispanic student population has increased to 24% in 2018 from 18% in 2008 (Jensen et al., 2021). Souto-Manning and Martell (2017) asserted that the existing curriculum and teaching method do not reflect the current diversity of the student population. The growing diversity in student population leads to a more multicultural environment in classrooms and educational settings. According to Sleeter (2018), multicultural curriculum or education can mean different things to different people in different settings. Specifically in the US, multicultural education stemmed from multi-ethnic education during the desegregation era.

The student population of my school district- Carroll ISD, Southlake, TX, is ethnically and racially diverse. Students come from different backgrounds and have diverse interests with varying degrees of ability. The school district provides a wide range of programs to accommodate the diversity and differences in different areas such as STEM, fine art, sports, and foreign languages. Furthermore, the school district offers academic programs ranging from special education to gifted education and everything in between. Each school within the school district also hosts a multicultural event yearly, where students, parents, and people from the community of

various backgrounds are invited to share their different cultures. All of these efforts convey the positive message of welcoming and inclusion.

Despite the school district’s best effort, there is still room for improvement. The school district’s employment does not reflect the same level of diversity as in the student population. When an organization attempts to hire diverse employees, it will signal the stance of rejecting institutional racism. When young people see people with certain races or traits more often in authority or with power, they inadvertently associate those people with dominance. Young students who perceive or identify themselves as different or minority will accept the norms and internalize racial oppression. This will also further reduce internalized racial oppression and racial dominance among students within our school district. If we can prevent any form of racism and discrimination in students at very young age, they will likely grow up to be non-discriminant and culturally competent adults. The school district could put more effort in hiring ethnically and racially diverse schoolteachers and staff in order to ensure that all students within the school district can identify with and look up to, as emphasized in Rita Pierson’s speech, “Every Kid Needs a Champion” (TED, 2013).

References

Jensen, E., Jones, N., Rabe, M., Pratt, B., Medina, L., Orozco, K., & Spell, L. (2021, August 12). The chance that two people chosen at random are of different race or ethnicity groups has increased since 2010. US Census Bureau. https://www.census.gov/library/stories/2021/08/2020-united-states- population-more-racially-ethnically-diverse-than-2010.html Links to an external site. Sleeter, C. (2018). Multicultural Education Past, Present, and Future: Struggles for Dialog and Power-Sharing. International Journal of Multicultural Education., 20(1), 5–20. https://doi.org/10.18251/ijme.v20i1.1663 Links to an external site. Souto-Manning, M., & Martell, J. (2017). Committing to Culturally Relevant Literacy Teaching as an Everyday Practice: It's Critical! Language Arts, 94(4), 252-256. https://go.openathens.net/redirector/liberty.edu? url=https://www.proquest.com/scholarly-journals/committing-culturally- relevant-literacy-teaching/docview/1871416007/se-2 Links to an external site.

TED. (2013, May 3). Every kid needs a champion. [Video]. YouTube.https://www.youtube.com/watch?v=SFnMTHhKdkw

Choueang, Thank you for sharing school dynamics in your post. One thing that stuck out to me in your post was that there is room for improvement. Being transparent, all schools need improvement when it comes to diversity. It is more than just implementing multiculturalism in the curriculum and the representation of teachers. Souto-Manning and Martell (2017) assert that the existing

curriculum and teaching methods do not reflect the current diversity of the student population. The growing diversity of the student population leads to a more culturally diverse environment in classrooms and educational settings. According to Sleeter (2018), multicultural curricula or education can mean different things to different people in other locations. In the US, multicultural education stemmed from multi-ethnic education during the desegregation era. It accepts all people and recognizes all cultures. I can only speak of my experience growing up in Brooklyn, New York. I learned about the importance of Ellis Island, where many people from other countries left their home country to live a better life. All I know is cultural diversity because New York is the melting pot of all people and their cultures. When I came to the state of Virginia for college, diversity was non-existent except on the college campus. Fast forward to 2023, I am teaching students that everybody is not Mexican because they speak Spanish. It is a lot to take on in the schools, but we will get there.

References

Sleeter. C. (2018). Multicultural Education Past, Present, and Future: Struggles for Dialog and Power-Sharing. International Journal of Multicultural Education., 20(1), 5–20. https://doi.org/10.18251/ijme.v20i1.1663

Souto-Manning, M., & Martell, J. (2017). Committing to Culturally Relevant Literacy Teaching as an Everyday Practice: It's Critical! Language Arts, 94(4), 252-256. https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/scholarly- journals/committing-culturally-relevant-literacy-teaching/docview/1871416007/se-2

DB#2 In this module’s reading, Manning (2020) writes, “At the heart of the Christian faith and of Jesus’ teaching is an impulse toward unity” (p. 278). He then goes on to detail how deeply Jesus understands us and that, when we move away from God, we are alienated from ourselves and each other. Further, Manning (2020) discusses our human tendency to get wrapped up in our own ego and to ignore “our faults, vulnerabilities, and insecurities or by scapegoating and projecting them onto others” (p. 278). Regarding the concept of student diversity, inclusion, and respecting all people as we welcome all students into our classrooms, discuss the role that a Biblical perspective has in promoting excellence for all students. Include your observations from the Manning (2020) article and from your own experiences and perspectives.

The importance of being inclusive of students as educators cannot be overstated. My thoughts about diversity, inclusion and respect are three Bible verses that prompt all people. The Bible says, "Live in harmony with one another. Do not be haughty, but associate with the lowly. Never be wise in your own sight" (English Standard Version, 2016, Romans 12:16). The Bible also says, "I appeal to you, brothers, by the name of our Lord Jesus Christ, that all of you agree, and that there be no divisions among you, but that you be united in the same mind and the same judgment" (English Standard Version, 2016, 1 Corinthians 1:10). 1 Corinthians 14:26 says, "What then, brothers? When you come together, each one has a hymn, a lesson, a revelation, a tongue, or an interpretation. Let all things be done for building up" (English Standard

Version, 2016). The three scriptures above remind us that we are all created equal. To ensure that all children feel welcome in our classroom environment, we must create an environment where they feel welcome regardless of race, ethnicity, gender, or culture. Class divisions shouldn't exist in our classrooms. Our classroom environment must be welcoming and comfortable for our students to learn. Comfortable environments are more conducive to learning for children.

Just as Jesus loves us; we should love one another. As God's image bearers, we are intended to be like Him. Our gifts, skills, and strengths enable us to recognize one another's reciprocal dependence. God's love for variety isn't limited to us; He can be seen in everything He has made. A simple example of this is how many species in an ecosystem work together simultaneously or how seasons change to enable species to grow and harvest. According to Manning (2020), the central idea of Jesus' teaching is unity and love for all people. They are living as a Christian means caring for others and their neighbors. It is unfortunate that over time, "loving my neighbor" has become synonymous with loving others like me. As a result of this mindset, "separate by equal" schools were the preferred method of education throughout the early 20th century. Jesus asked us to follow him, and some people lost sight of that. Manning (2020) states that as people become separated from God, they become separated from each other.

Manning (2020) states that the educational setting, both religious and secular, often does not always reflect inclusiveness. Several incidents, including the abuse scandal, indicate that the classroom may have alienated some people. Today, classrooms across the country are more diverse than ever. Children of varied races and abilities are often included in classrooms. The recent controversy regarding how and when students express their gender identity and sexual orientation at school presents another potential scenario in which some students may feel marginalized or alienated. To create a welcoming classroom for diverse students, educators must embrace love and acceptance for all students. Educators can be assisted in meeting the needs of all learners by utilizing a Biblical perspective of unity. The concept of unity is not about agreeing with everyone or even about all students being the same or needing the same things, but things. Instead, all students are valuable classroom members, and their diversity has value and meaning.

References

English Standard Version. (2016). Biblegateway.com. Retrieved from https://www.biblegateway.co m

Manning, P.R. (2020). Teaching contemplatively for unified hearts and communities. Religious Education, 115(3), 278-290. https://doi-org.ezproxy.liberty.edu/10.1080/00344087.2020.1738146

Responses: Jessica Minkler

Hello Everyone,

This week’s discussion topic has challenged me as a classroom teacher; I felt an honest response to the reading was what I have to offer in this post.

Manning writes about the concept of alienation and how fear within the inner landscape of teachers is a factor in causing division and further alienation among people. When I considered the profession of teaching, I quickly became uncomfortable with the discussion that followed the heading “When education contributes to alienation” (Manning, 2020, p. 281). Unfortunately, this discussion validates there are many religious organizations and educators who have caused alienation and division among people. However, despite the sad truth, I believe most teachers want nothing more than to have the ideal inclusive classroom, meet the needs of all students through differentiation, equity, and equality. Teachers desire for students to shine in their classroom and be respected for who they are as individuals, their culture, language, race they represent, and their many talents. Consistently, they work diligently to promote excellence for all students in the classroom and each night, teachers modify the activities for tomorrow to fit the needs of the classroom. There are so many amazing and fabulous reflective teachers. However, these are only a small part of the responsibilities of today’s classroom teacher. I can see so many more reasons that divisions among people are happening, and alienation is occurring, besides placing the blame, squarely on the shoulders of teachers… Ironically, I reflected for a time on my thoughts and recognized that I had in fact “projected outward the tension created by my reaction to the perceived threat” (Manning, 2020, p. 281). And then I wondered, is this fear that is driving my frustration or what I perceive as my own place of silence in a system that seems so broken and divided? This caused me to take a few deep breaths and begin reviewing how to heal alienation.

Manning (2020) writes about contemplative teaching and highlights Maria Lichtmann’s book The Teacher’s Way where she offers three traits/practices that embody serious teachers: depth, relatedness, and transcendence. First, depth as I understand this concept is a depth of the heart, of love. “And now these three remain: faith, hope and love. But the greatest of these is love” (New International Bible, 2011, 1 Corinthians 13:13). Love is the greatest gift we could give the people we encounter in education, both children and families. Next, relatedness as I understand this relates to this concept is like empathy. When teachers apply relatedness in the classroom, there is a depth of understanding and “walking in another’s shoes” that is utilized. These verses came to mind as I pondered the reading. “Rejoice with those who rejoice; mourn with those who mourn” (New International Bible. 2011, Romans 12:15). “Praise be to the God and Father of our Lord Jesus Christ, the Father of compassion and the God of all comfort, who comforts us in all our troubles, so that we can comfort those in any trouble with the comfort we ourselves receive from God. For just as we share abundantly in the sufferings of Christ, so also our comfort abounds through Christ” (New International Bible. 2011, 2 Corinthians 1:3-5). Finally, reflecting upon the concept of transcendence, I thought of how so many students know whether a teacher truly cares or not. When a teacher and student have

reached a place of love, deep respect, and trust, I believe there is a transcendence that happens in the classroom for the both the student and teacher. A lasting impact is made, one that is unforgettable. In conclusion, as contemplative teachers practice in the classroom, they provide opportunities for students to excel in a safe, loving environment.

References:

Lichtmann, Maria. 2005. The Teacher’s Way: Teaching and the Contemplative Life. New York: Paulist Press. [Google Scholar] Links to an external site. Manning, P. R. (2020). Teaching contemplatively for unified hearts and communities. Religious Education, 115(3), 278- 290. https://doi.org/10.1080/00344087.2020.1738146 Links to an external site. New International Bible. (2011). The NIV Bible. https://www.thenivbible.com/ Links to an external site. (Original work published 1978)

Hello Jessica,

Thank you for sharing your observations from the Manning (2020) article and your experiences and perspectives. There is no doubt that the idea of unity is not synonymous with the idea that we will agree on the same views and beliefs as every other person; however, we are here to achieve a common goal, and the unity of the human race is our common goal. An essential fruit of the spirit is love. I am reminded of the importance of walking in love and showing love by my pastor. People will be free of the hurts they have suffered from past experiences when they demonstrate genuine love. The teaching profession brings us into contact with various students, so we must create an environment free of bias for them. Teachers are in a unique position to motivate students to work together. As different as they are, we want them to learn that no matter how different they are, they all possess gifts and talents that can help one another. Romans 12:4- 5 tells us, “ Just as we may have many members in one body and all the members do not have the same function, so we, who are many, are one body in Christ, and individually members of one another.

Reference King James Bible. (2022). King James Bible Online. https://www.kingjamesbibleonline.org/

Responses: Tricia Bencich

It is essential that all students are welcomed into the classroom and feel that they are an integral part of the learning community. Every child should feel accepted into a warm and caring classroom environment where they are

valued as a unique creation of God. It is important there are high expectations by the teacher for each student, promoting excellence in academic progress, social development, behavior, and other areas of education. Showing respect for one another can lead to stronger relationships and should be modeled by the teacher in the classroom for students to emulate. Including students with diverse and special needs into the classroom community is of great benefit for the child with special needs as well as for the entire class. Students can have the opportunity to learn from and help one another, thus enriching one another’s lives. In addition, educators can reach out to assist students with special needs by working to make accommodations in lessons to support accessible and meaningful learning. A student may need to sit closer to the front of class, use special paper, have a peer buddy, or have an activity broken down into smaller steps to help the child accomplish a goal or master a skill. By scaffolding instruction, using applied behavioral analysis techniques, or providing one to one or small group instruction, a student may reap huge benefits academically, socially, or behaviorally. In my experience, providing one to one instruction can help students progress rapidly. After school tutoring with parents can be very helpful in assisting the student in grasping concepts that they may not have understood in class. One child that I tutored was struggling at the beginning of the year; however, ended up being near the top of the class by the end of the year. Quality, individualized support can encourage children and help them build confidence.

While many students come from a variety of backgrounds with diverse beliefs, this should not limit them from learning the truth of the Bible while in school. Manning (2020) finds fault in the idea that secularism is neutral and expounds to suggest secularism embraces agnosticism and atheism. I agree with this idea and unfortunately have noticed strong support for secularism in public schools. I’ve also noticed that at the same time religious practices other than Christianity are embraced by the school, it seems there is a push by some to remove Christianity and the Bible from the educational environment. While respecting others is vital, it is important to note that the United States of America was founded as a Christian nation. Removing Bible teaching from schools to try to meet the expectations of alternative belief systems is hindering children from having regular access to God’s Word in the educational environment. The Bible states, “All scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness: That the man of God may be perfect, thoroughly furnished unto all good works” (King James Bible, 1611/1987, 2 Timothy 3:16-17).

References

King James Bible. (1987). Biblegateway. https://www.biblegateway.com/passage/?

search=2+Timothy+3%3A16-17&version=KJV Links to an external site. (Original work published 1611)

Patrick R. Manning, P. R. (2020). Teaching Contemplatively for Unified Hearts and Communities, Religious Education, 115:3, 278- 290, DOI: 10.1080/00344087.2020.1738146

Hello Tricia,

Thank you for sharing your observations from the Manning (2020) article and your experiences and perspectives. As believers in the body of Christ, we are called to “go out into all the earth ministering the gospel.” Educators can use a scaffold to teach all students academically, socially, or behaviorally. Students may benefit tremendously. Since both of these statements have a powerful charge, teachers deal with students not having the right resources to ensure equitable learning. There is an inequitable divide between school districts and schools, from certified teachers to academic help to students from socio-economic backgrounds. Accepting and teaching students from all walks of life is part of our role as teachers; we welcome and prepare all students. Depending on the needs of each student, we may have different instructional tools to help them; however, our end goal is that all students will be taught and able to master the material. Manning (2020) finds fault with the idea that secularism is neutral and suggests secularism embraces agnosticism and atheism. I agree that there is less Christianity in the school system and more acceptance of various religions and beliefs. Christian teachers must continue to be the light that Jesus tells us to be by modeling the fruit of the spirit.

Reference

Manning, P.R. (2020). Teaching contemplatively for unified hearts and communities. Religious Education, 115(3), 278-290. https://doi-org.ezproxy.liberty.edu/10.1080/00344087.2020.1738146

Discussion Board #3 Gomez, et al. (2016) write, “Culture greatly influences social behavior, communication, cognitive processes, and pedagogical technologies. All of these elements are key components in the online learning discipline. Hence, the design of online programs requires cautious study of how people learn, what people learn and what people perceive as important to learn, depending on their culture. Understanding the set of cultural and learning/teaching features will help the educational community to provide better quality yet also culturally sensitive instruction.” Because online/distance learning is increasing in use across the country for K-12 schools and in higher education, the considerations for educators and learners are complex. Based on your experiences as an online student and your professional teaching experiences, what do you believe are the most critical factors for success in online/distance learning? What do you think the future holds for online education?

Today's discussion board focuses on the quote from Gomes et al. (2016), which states, "Culture greatly influences social behavior, communication, cognitive processes, and pedagogical

technologies. Each of these elements is an integral part of the online learning discipline. Hence, the design of e-learning programs requires careful study of how people learn and what they perceive as significant to learn, depending on their culture. Understanding the cultural and learning/teaching features will help the educational community provide better quality yet culturally sensitive instruction." Online and distance learning emerged rapidly during the emergency COVID period. Teachers utilize online knowledge to maintain the education of students. During this crisis, educators worked around the clock to develop learning curriculums for students and determine how online learning should occur. When asked what the most critical factors for online/distance learning success are, I believe it is what great teachers always do. This quote sums it up very well, "Effective teaching is effective teaching, no matter where it occurs" (Fisher, 2020). I believe online learning is a platform that has helped so many people accomplish things they never imagined for themselves. Most effective teachers build relationships with their students, differentiate learning, and continue to learn and build their craft. Teachers who take time and effort to build relationships with their students in person or online lay the foundation for student engagement, belonging, and academic success. I believe and have experienced that when a teacher has a strong relationship with a student, that student will have increased motivation to learn. I think that it is essential for teachers to continue their education in online and distance learning. Distance learning is not going away and is expanding. Just like in-person schools, teachers will need to keep learning how to become better teachers for online schools. Distance learning differs from in-person learning, and specific expectations will need to be set in place. For example, if students do not have internet access, parent support, or independent learning ability, these aspects can affect their online learning experience. Teachers need to have professional development to understand and learn new strategies to help these students become successful.

I have gained more knowledge through a hybrid approach through my experience as an online student and a professional teacher. The flexibility that online learning offers are undeniable. However, interacting with your peers is essential. It can enhance distance learning by facilitating students' online meetings with classmates through various platforms. There have been instances in which I have observed students who do not participate in distance learning. Educators should consider their students' learning styles when making lesson plans. As stated by the Office of Educational Technology (2021), the creation of individualized learning processes that take into consideration the different ways that students absorb information via technology is one of the most effective methods to demonstrate a student's ability to comprehend concepts and demonstrate mastery of them, if done correctly. Distance learning would be set up similarly, depending on student interests and learning styles. There is no doubt that distance learning will continue to evolve in the future. For example, integrating analytics technology in schools will allow schools to track student's learning experiences. Based on what we watch or listen to, entertainment platforms already use analytics to determine what genre of movies or music we like. Similarly, analytics can create an individual learning plan based on student's learning experiences.

References

Fisher, D., Frey, N., Hattie, J.(2020). Distance learning playbook grades K-12. Teaching for engagement and impact in any setting. Thousand Oaks, CA: Corwin. ISBN 9781071828922

Office of Educational Technology. (2021). National Education Plan. Retrieved from https://tech.ed.gov/netp/

Responses Almira Tootle

Digital learning has evolved so much over the last three years. When you think of digital learning, it does not only refer to using an iPad or device to complete papers and lessons. Online learning can benefit children by providing more diverse and richer learning opportunities (Hue et al., 2021). Digital learning allows students to explore places they may never travel to or discover without technology. Students can also interact with diverse people and understand different cultures through digital learning.

The use of digital learning increased during the Covid-19 pandemic. Teachers, parents, and students became dependent on online learning systems because face-to-face interactions were prohibited. Hue et al., 2021 discussed four types of interactions during online teaching: online human interaction, digital content interaction, in-person interaction, and non-digital interaction. During the period of no contact, teachers created videos to facilitate the instruction of material and the online learning platform. Some families used hard copies of learning materials due to the lack of resources on the internet and devices. Once schools began opening up, some families opted to remain online. Carteret County Schools struggled to balance in- person students and online learners. The county decided to have teachers serve as online instructors to limit the workload of teachers who taught face- to-face. At first, online students failed to attend group meetings, only turning in classwork and logging on for assessments. The county made stricter guidelines to eliminate this barrier.

Hue et al., 2021 state, “ appropriate online learning for young children must take into consideration their age, developmental needs, online safety, and environmental and health issues.” As an educator, finding quality apps and materials to teach students digitally has become easier. Students quickly lose interest when the material isn’t engaging; they tend to favor game-like material. While this app or instructional material may entertain the students, it often does not adequately teach the standard. Another barrier is the user- friendliness of the program or device. Since the abrupt shutdown of schools during the pandemic, our staff has been required to incorporate a digital

learning system into our math and reading instruction daily to build student comfort.

As an online student, it is important to ensure that the materials used during class are quality. Module and assignment expectations are communicated to the students, and the learning platform is user-friendly. The platform had slightly changed from a few years ago when I began my master’s degree program. The school made a seamless transition from blackboard to canvas. The faculty communicated with the students and provided video tutorials that helped them navigate the new platform. Phone calls were also made to ensure students were comfortable and understood how to navigate the new platform. Online learning allows me to pace my workload and complete class assignments on my schedule. In contrast, scheduling in-person classes around my daily commitments would be more difficult.

References

Hu, X., Chiu, M. M., Leung, W. M., & Yelland, N. (2021). Technology integration for young children during COVID‐19: Towards future online teaching.

British Journal of Educational Technology, 52(4), 1513–1537. https://doi.org/10.1111/bjet.13106

Almira,

Online educational platforms have indeed undergone significant changes since the pandemic. I felt that Canvas was more user-friendly than Blackboard. One aspect of your original post caught my attention - the discussion of online safety, developmental needs, and environmental and health concerns associated with children who use online platforms. Some of these issues can be diminished if students are taught to use online learning properly. Your school was creative in establishing parameters and expectations for students continuing to learn virtually when the schools opened back up. There was no such thing in my school district, and we were told we could not fail a student. In addition to the above, in the virtual school option offered in the school district where I live, students who were not keeping up with their attendance and assignments were at risk of being dropped. Some students had to return to their original school location after being sent home from school.

Barbara Carrillo

I am not fond of virtual classes as a teacher or for myself as a student. I’m not even a fan of e-books for my students. This reflection is unique to my experiences and the students I work with. I am sure there are fans of online learning and students that will flourish. If I were anywhere near the vicinity of Liberty University, I would be on campus. There is something about the personal connections one makes with professors and peers through collaboration. Although online classes try to have students connect with each

other, it’s just not the same. When COVID hit, we had no choice but to make the best of the situation, regardless of our thoughts on online classes.

A very important factor that we cannot ignore is parental involvement. At my school, we were virtual when the quarantine was first initiated in 2020 and the next school year, 2020-2021. So many of my high school students were left either home alone or completely unattended in their rooms. It was clear that 90% of the students were entertained with something else during their instructional time, TV, video gaming, conversations, or babysitting. Was there authentic learning going on? Absolutely not. As a teacher trying everything possible to make this online situation successful, it was draining and upsetting. Lawrencea and Fakuadeb (2021) reported in their study that parental presence and involvement were crucial in the dedication of students learning online.

Additionally, students must be well-equipped with Wi-Fi and a device to log in and work online. Luo, Hibbard, Moore et. al (2017) noted that online learning would run much smoother for all parties if the technological instruments and supplies were accessible and available to students. Many schools, like where I work, are composed mainly of students from low socio-economic families. Most of the homes may have one device, but most of our families have several children attending school. These families visited local libraries to check out laptops, but those flew off the shelves. Our school provided students with all the laptops we had at our disposal but left many empty- handed. Some teachers purchased laptops or tablets for several students with their own money.

Furthermore, an internet connection is essential for online learning. Many homes had internet at home, but basic plans had very little bandwidth, so there was constant disconnection, freezing devices, and student work was not being successfully uploaded. Some parents were able to increase their bandwidth, but others did not. The constant internet interruptions hindered learning if any.

Another factor that I believe is crucial for online learning is maturity. Many students take advantage of the fact that they are not supervised and do other online activities. A certain level of discipline is needed to be focused and produce honest work. The internet offers a plethora of information that students use to their advantage. So, are they truly learning? I do not speak for all students because I know some genuinely want to learn and put in the effort and work; however, there are way too many that cheat, not understanding that they are deceiving themselves and cheating their own future.

I think the future of online education is going to prosper. It has its benefits if used properly. But I think the product of online schooling will be students who are not equipped to be well-rounded. Students in situations like this that do not affiliate with home school groups lack social and problem-solving skills,

among other things. We must ensure that schools mold intellectuals and strong men and women.

References

Heafner, R., Petty, T. M., & Mull, J. (2015). Exploring the effectiveness of online education in K-12 environments. Information Science Reference.

Lawrence, K. C., Fakuade, O. V. (2021). Parental involvement, learning participation and online learning commitment of adolescent learners during COVID-19 lockdown. Research in Learning Technology, 29, 1- 16. https://doi.org/10.25304/rlt.v29.2544 Links to an external site.

Barbara,

Your points regarding the effectiveness of online education are valid, and you have included a lot of personal views as well. I agree that students were distracted by other things while learning virtually during the pandemic. As a result of the lack of social interaction and participation in the classroom while teaching remotely, it has become dismal. Teachers felt that no one was present in their instruction because the students' cameras were turned off (Corsby-Charles, & Bryant, 2020).

Another contributing factor to online education is people's lack of digital literacy. In low-income areas, there are few technological resources available in public schools. In some cases, teachers may not have the competence to use technology in a way that will engage their students fully. As a result, they will not be able to utilize the available resources in their instruction. In some cases, teachers may lack basic knowledge of computer use. I believe that online education has its place in today's society. I, on the other hand, can go either way. What is certain is that specific parameters need to be in place for all students to thrive.

References Corsby Charles, L. T., & Bryant, A. (2020). "I felt like I was missing out on something": an evaluation of using remote technology in the classroom. Education and Information Technologies, 25(6), 4897-4914. https://doi.org/10.1007/s10639-020-10207-2