If you are like many of the tech-savvy, sometimes simply tech-aware, educators I have spoken to recently, you are getting “pinged” by colleagues who hope you will help them shift their pre-COVID teaching practice to a model that supports remote, hybrid and in-person teaching.

As we prepare for the coming school year, the curriculum and learning outcomes for students will remain unchanged, but the strategies to master them will change dramatically due to COVID-19’s impact on schools.

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As a result, educators are eager to find a comfort level with instructional technology that can help us reach and teach children in the varied models in which schools will exist this fall.

In spring 2020, we were “emergency teaching” and did the best we could to promote academic success and emotional health among students and staff during a highly uncertain time. But this fall, classroom teachers must evolve their practice beyond “emergency teaching.” Educators have had time to gain their footing and better understand the characteristics of quality technology-enhanced instruction, whether virtual or in person. In remodeling instruction for the coming school year, we would be wise to capitalize on the expertise found in our own schools.

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About the Author:

Kate Cassada is Associate Professor of Education and Assistant Chair of Graduate Education for Educational Leadership and Policy Studies for the University of Richmond. She also serves as Director for the Center for Leadership in Education. Prior to her roles in higher education, Kate served as a public school teacher and principal.


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