Continuity of Instruction During Remote Learning

 Continuity of Instruction During Remote Learning





     Continuity of instruction refers to the plan put in place by a state or school district to continue learning remotely when the in-person learning environment is disrupted.  A well thought out action plan is essential for remote learning to be effective. With the rapidly changing landscape of technology today, schools must have a clear vision for remote learning. "The stakes are higher now than ever before for the use of technology in teaching and learning. And the pace at which that educational technology is changing—digitized, mobile, online, virtual—is much faster than in previous decades" (Consortium for School Networking [CoSN], 2014, p. 6). While many considerations are necessary for the development of a continuity of Instruction plan, I am focusing on three that I feel have the most relevance for classroom teachers like myself, accessibility, faculty support, and student readiness.

Accessibility:

     Students must be able to gain access to Wi-Fi and have the hardware necessary for learning. This can be especially problematic in low income schools. "A digital learning program that does not address the home access issue can lead to further inequities and exacerbate the disadvantages faced by Title I students and their families" (CoSN, 2014, p. 9). Some systems around the United States have worked with local businesses to provide free WiFi spots or even attaching hot spots to individual student Chromebooks. There are many ways to achieve equitable digital access. As a gifted specialist providing special services to my students, accessibility for distance education is paramount. My students must have reliable connectivity in order to complete digital projects during remote learning. Additionally, students receiving special services under ADA and Section 504 must be able to receive services remotely. "The web can be an important tool for disabled students. Students at a distance, however, can be at a greater disadvantage if they are without access to campus-based disability resources and advocacy" (Simonson & Zvacek, 2024, p. 306). 

Faculty Support:

    Professional Development for teachers is extremely important in developing effective distance learning. "Instructors need additional assistance in implementing instructional strategies that are specifically effective in the distance education environment" (Simonson & Zvacek, 2024, p. 315). Teachers may need training in instructional design related to distance learning, effective use of technology, or how to facilitate remote discussions. A strong plan for continuity of instruction will provide faculty with ongoing training. "Well-designed PD for technology-enhanced learning initiatives integrates tool training with content and pedagogy training. After all, if the intent in the classroom is to integrate technology with teaching and learning, then that integration must happen at the professional development level as well" (CoSN, 2014, p. 8). The following video outlines some practical teaching strategies for use in remote learning.





Student Readiness:

       Teachers and districts must also make sure that students are ready for remote learning. Some practice and training is necessary in order for a smooth transition from in-person to remote learning to take place. "The distance learning administrator should help ensure, either through self-assessment tools or personal interviews, that students have the appropriate level of readiness, including commitment, self-discipline, and time management skills to be successful in an online environment" (Simonson & Zvacek, 2024, p. 317). Teachers can help facilitate this by making sure that students are familiar with the hardware and software they will use during remote learning and being available for questions and trouble shooting during school hours. Students should know how to log in to Google Classroom or any of the programs that they will be responsible for navigating remotely. 







                                                               References:

Consortium for School Networking. (2014). Rethinking educational equity in a digital 

     era: Forging a strong partnership between district title 1 and technology leaders. 
 
     https://www.eseanetwork.org/c/titlei/files/cosn_EducationalEquality.pdf

Simonson, M. & Zvacek, S. (2024). Teaching and learning at a distance: Foundations

     of distance education (8th Ed.). Information Age Publishing, Inc. 












Comments

  1. Meredith BarkerJune 24, 2025 at 11:47 AM

    Kim,

    Thank you for sharing this information! I agree, it is important for faculty to have training/professional development so educators feel confident using technology in distance learning. Kemble n.d., (2020) states, "while most teachers have some training around online learning, most haven’t had to use those skills until now. Meaning they need support and a refresh focused on both technology and instruction" (Kemble, n.d., 2020, para. 3). This is an accurate description of so many educators-- it isn't that educators have no idea what to do, rather that educators need a reminder and to hone in on existing skills. Simonson & Zvacek (2024) continue with this idea when stating, "educators are familiar with classroom settings. They are comfortable with using the space available to enable learning to take place. It is when the classroom shifts into a distance learning setting that the environment often becomes a challenge to the instructor" (p. 148). The professional development opportunities provided to teachers must teach them how to use the skills they have and transfer them into distance education.

    References:
    Kemble, J. (n.d.). Learning Continuity Guidebook: Develop Teacher & Student Capacity. https://www.classlink.com/blog/learning-continuity-guidebook-part6

    Simonson, M. & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th Ed.). Information Age Publishing, Inc.

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