Pandemic And Education
When
I thought about pandemic and education, I think it has both positive and
negative effect on students. Somehow students come closer to technology but
also it has negative effect on the mental health of students. Pandemic offer us
new ways of teaching and learning. The coronavirus pandemic
has spurred the adoption of distance learning at all education levels.
Thousands of colleges and universities closed
nationwide. The mass transition will be a proving ground for online
education.
Covid-19 has made it more obvious that the public
school system cannot fulfill its mission without families. This pandemic—along
with the many overlapping pandemics our nation now faces, including racial,
economic, political and environmental injustices—has also heightened existing
barriers between families and schools. The pandemic, however,
brought all these innovative, yet still considered by some to be “alternative”
education methods to the forefront in ways that our team could have never
predicted. It forced school systems to not only rethink their instruction but
also figure out how to best use technology to facilitate instruction. Often,
that meant moving completely away from replicating in-person, lecture-based
models online.
We watched in awe as millions of educators across the world learned how
to use Zoom, Miro, Google Classroom and many other curricular tech tools in a
matter of weeks, in some cases, only days. They successfully demonstrated that
quick change is possible in what has been perceived as an intransigent system,
and students can learn how to collaborate quickly using technology, but only if
they have training and support.
The takeaway for us is that we must continue innovating and thinking
differently about how we can restructure the school day, homework and
assessments inside of new education models, given the potential for our
students and teachers to collaborate wherever, whenever.
Going virtual also allowed us to
explore other opportunities to synthesize small-group learning settings,
supported by educators and mentors, and where students can share and
collaborate across communities, cultures, cities, states and even countries. One
new programming element from this effort included our first-ever national pitch competition for our scholars who worked on generating
health-based and edtech solutions to COVID-19.
Students said they enjoyed
meeting their peers in other states, and we noticed an enhanced desire to
engage along with increased creativity. We will continue to research, leverage
and promote the latest tools in tech to enable competitions and events that encourage
diverse student participation while also broadening the kinds of professional
and peer connections they make.
Global research on e-learning
further highlights that it improves the retention power while curtailing the
overall time spent in learning a concept. With solitary access to knowledge,
some students focus more on their own learning process and cut unnecessary
competition of being the "first" to answer in the class. It allows
kids to understand themselves and their keenness on any subject better, which
enables them to make better higher education or career choices. It also
promotes critical thinking among children.
The COVID-19 pandemic has presented many challenges to students,
educators, and parents. Children already coping with mental health conditions
have been especially vulnerable to the changes, and now we are learning about
the broad impacts on students as a result of schools being closed, physically
distancing guidelines and isolation, and other unexpected changes to their
lives.
According to a new survey , 78% of households with a high school
or college student have experienced disruptions stemming from COVID-19. A
worrisome side effect of these disruptions has been the impact on student
mental health. Among students impacted by COVID-19, an overwhelming majority
(81%) somewhat or strongly agreed they were experiencing increased stress.
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