Remote learning: teacher’s concerns and how it is affecting the educational experience

BY PAUL JUNOR

The closure of schools across Ontario has seen over two million students exposed to online learning as a daily reality in their lives. Since March 13^th, 2020 the utilization of remote learning has had some glitches since it was mandated on April 6^th, 2020. Schools boards, the ministry of education, parents, teachers and families are all adjusting to the brave new world of remote emergency learning. This has not been an easy path.

The Ministry of Education and many boards across the province recognized that some students did not have access to devices and stable Internet services. Through partnerships with Apple and Roger’s, the Ministry was able to provide free iPads with free wireless data plans to students who did not have access. Unfortunately, the Toronto District School Board (TDSB) is still having challenges getting these devices to needy families due to the disruptions in delivery services. The government has made resources accessible to students through phase One and Two via its learn at home portal at elearningontario.ca

Teachers, as front- line education workers, are to be engaged in teacher-directed instruction with their classes. Many teachers who were comfortable with online learning found it an easy transition. Those who were used to the traditional way of teaching found it to be a steep learning curve. According to the Ministry of Education’s website, around 25,000 teachers have completed professional development program for virtual and synchronous (real-time) learning.

Trustees Chernos Lin and Kandavel submitted a motion to the TDSB for consideration at the May 6^th, 2020 Program and School Services Committee meeting with respect to Remote Learning; Importance of Connecting with Students that noted, “Families have expressed concerns surrounding how there might be more consistent understanding/expectations, regarding the connections between teachers and students across grades, schools and the board.” As a result of this motion, they resolved that the Director should engage in three initiatives:

Facilitate discussions with all employee groups and seek feedbacks from parents and students to determine best practices for ensuring: meaningful, consistent, interactive remote engagement, between parents/caregivers and teachers

Provide necessary supports for educators to help implement any changes going forward, if required

Present a report to the Board at the earliest opportunity or next steps with regard to the initiatives at parts (i) and (ii) above.

The Minister of Education, Stephen Leece responded to these concerns with a memo that he sent to school boards on Friday, May 7^th, 2020, which states,

“While the expectation was that educators would embrace the use of synchronous (real-time) learning during the school closure periods, there has been an inconsiderate uptake in this mode of learning.”

There had been widespread criticism of the Minister’s statement by educators and the Elementary Teachers Federation of Ontario (ETFO). There is no doubt that the expectation of mandatory live video conferencing is problematic.  Many educators are concerned about: privacy issues, risks of hacking, inappropriate student behaviour online and possibility of teachers facing disciplinary measures if a complaint is filed.

These are real concerns for educators. Synchronous learning will never duplicate the in-person experience of a real teacher. It requires a great deal of attention and design to ensure that the learning experience is: dynamic, inclusive, relational and meaningful. This can only be done in a climate of: psychological safety, trust, autonomy and transparent space.