Michigan Voices:

An In-Depth Look at the Experiences of Educators, Students, & Parents During Emergency Remote Learning

What can we learn from the “living prototype” of emergency remote learning during COVID-19?

Emergency Remote Learning: A Living Prototype

Between March and June 2020, statewide school closures due to the COVID-19 pandemic caused major disruptions in both learning and daily life for students, parents, teachers, and school leaders alike. 

As a result of the pandemic, teachers and school leaders struggled with the abrupt and unprecedented need to shift from a face-to-face learning environment to a 100% remote learning environment. Meanwhile, at home, parents struggled to support their children while also juggling their own professional responsibilities. Students struggled with an unfamiliar learning environment and newfound social isolation.

The situation unfolded quickly with most educators scrambling to provide what became known as “emergency remote learning,” a band-aid approach to online learning necessitated by the rapidity with which it was deployed. 

Most educators understood intuitively that maintaining the same quality of education they were providing their students before the pandemic was not possible. Yet, they did the best they could to facilitate learning using all the tools available to them. 

Still, major equity issues quickly became apparent for students who did not have access to an internet-connected device or whose parents could not be available in the same capacity to support them during this period of home learning.

The emergency remote learning that took place on this scale and for this duration was a phenomenon for which most schools were largely unprepared. What this situation did offer, however, was a period of collective innovation and action, an opportunity to reflect on what was essential for learning, and a “living prototype” that we could study and evaluate to better prepare for the future.

Design-Thinking Research

With a desire to reflect and learn from this moment in educational history, Michigan Virtual collaborated with Sundberg-Ferar, an internationally recognized, Michigan-based design firm who conducted a qualitative research project focused on capturing authentic stories and experiences from administrators, teachers, parents, and students. 

The ultimate goal of this project was to influence actionable plans moving forward to make the future of education —  whether face-to-face, blended, or virtual — more impactful for students. In order to accomplish this goal, however, we first had to capture immediate in-the-moment insights from these groups to understand their pain points, uncover success stories, and listen to their perspectives on the future of remote learning.

The methods used to conduct this study included 17 small-group video interviews with a total of approximately 65 participants, representing students, parents, teachers, and administrators from across the state. Comments shared in these 60-90 minute interviews were supported by responses participants provided in a written questionnaire that was emailed to them prior to the group session.

Insights gleaned through these interviews were myriad, but essentially fell into four main categories, which we will explore further in this report:

Social & Emotional Well-Being

What were the social and emotional effects of emergency remote learning on educators, students, and parents? Skip ahead→

Pedagogy

What did we learn about pedagogy during this time? What motivates students to learn in remote environments without grades? What do we need to do in the future to address the needs of educators to enact sound pedagogy in a remote environment? Skip ahead→

Technology

What did we learn from the technological hurdles faced by educators, parents, and students during this period of emergency remote learning? Skip ahead→

Equity

What equity concerns emerged during this period of emergency remote learning? How might we innovate to address equity gaps in the future? Skip ahead→

In this report, we overview common themes from these interviews, sharing quotations from participants along the way to capture the lived experiences of students, parents, educators, and school leaders during this tumultuous time in education.

At the end of each section, you will notice areas labelled “Initial Hypotheses” and “Knowledge Gaps.” Here, we share out our initial ponderings as we begin to chart the design-thinking process to its conclusion. The “Initial Hypotheses” capture our “What if?” questions that lend themselves toward potential innovative solutions to problems revealed in the interviews. “Knowledge Gaps” reveal the questions we ought to answer before we proceed toward designing potential solutions and testing hypotheses.

By nature, design thinking begins with action-oriented research. Our goal in studying this period of emergency remote thinking is not purely academic, but rooted in a desire to design better learning experiences for all students, regardless of whether they are learning in a face-to-face, remote, or blended learning environment.

Social Emotional Well-Being

Across all interviews, the health, well-being and safety of students and educators in Michigan emerged as a dominant theme. By far the greatest emphasis was on the immediate need for administrators and instructional support teams to communicate with teachers and assist in their efforts to stay connected with their students and parents.

Educators

Highlights

  • Positive: Tremendous excitement to “re-think” education
  • Negative: Widespread sadness and depression on losing human interaction

The Positive

There was a lot of excitement about the opportunity to re-evaluate "the system" and shift away from seat time and standardized tests toward more personalized, competency-based learning. Many feel this shift is important to allow educators to make a stronger impact on students.

The Negative

All educators shared intense emotional sadness over the physical separation from students, the loss of daily spontaneity, and the full sensory engagement of human-to-human interaction. Many educators described the feeling of moving from “teaching in 3D” to “teaching in 2D.”

Uncertainty Over Role

Many teachers felt unsure about whether their daily tasks were meeting the expectations of their leadership. Many worried about having a clearly defined role in a future blended learning environment.

Concern About Starting Relationships in a Remote Environment

Teachers were extremely thankful that this emergency situation happened when relationships with students and parents were already well established. They expressed extreme concern about beginning new relationships in a 100% remote or blended environment. Frequent mention was made of the appeal of “looping” (i.e., multi-year teaching) or a version of this. Many expressed the need for a much more robust “hand-off” between teachers next year and in the future.

“This 100% remote experience feels ‘really clunky’ and lost the spirit of the classroom.”

“These last two months proved we don’t need to keep doing things the same old way, there are other ways to learn and the Fall can’t be a restart of how things have always been.”

“I’m not interested in teaching this way. I got into education for human interaction. That’s been ripped away.”

“The year I looped was my best year teaching because of the relationships I built.”

Initial Hypotheses

Based on participant data, we can’t help but wonder. . .

  • What if we could create a modified looping homeroom model for primary where an advisor/homeroom teacher stays with students K-3 and 4-6 to maintain more consistency, while academics transition yearly as normal?
  • What if we could improve teacher-to-student-to-parent connections through routine individual or small group remote touchpoints?
  • What if we could leverage “team” teaching to build in more individualized time for these touchpoints?

Knowledge Gaps

Here are some questions that would be beneficial to answer before designing potential solutions:

  • What are other educators around the world doing to create multi-year relationships at K-5 grade levels?
  • How do teachers establish emotional connections and assess student well-being using remote tools when there is limited physical contact in a blended model?
  • How can we best utilize existing and expanding online training for all educators and provide remote instruction by experienced instructors to discuss the issues and share ideas and examples of successful remote techniques?

Students

Highlights

  • Positive: Reduction in stress from new autonomous schedule and flexible deliverables
  • Negative: Loneliness from lack of social interaction and embarrassment of home life

Reduced Peer Pressure

For some students the remote learning environment felt more emotionally safe than the classroom environment, with less peer pressure related to how you look, what you wear, or related to academics if a student was struggling. This also eliminated the fear of unexpectedly being called upon to answer a question or speak in front of the class.

Reduced Academic Pressure

High school students expressed genuine happiness with the switch to 100% remote learning, suggesting it took pressure off them in terms of grades and deadlines while allowing them to work in a more flexible manner that fit their personal preferences.

Embarrassment Over Home Situation

Older students were more likely to be embarrassed about their homes. Because of this, some refused to attend or engage in Zoom meetings, or opted to keep their cameras off during these sessions, in the desire to stay “anonymous.”

“I feel relaxed. I love the freedom to make my own schedule. I’m still doing 4 hours of work per day, but I can move my time around and do it when it works best for me."

“My African American girls will not video until their hair can get done. Their mothers won’t even allow it!”

Initial Hypotheses

Based on participant data, we can’t help but wonder. . .

  • What if we could reduce the sadness and "separation anxiety" experienced by students through a better understanding of what actually constitutes social engagement at different age/grade levels?

Knowledge Gaps

Here are some questions that would be beneficial to answer before designing potential solutions:

  • What are the critical elements of social engagement which cause stress when human interaction is lost?
  • How can we help kids find their way into and through self-directed studies?
  • How to adaptively evaluate their progress and provide ongoing motivation tailored to each student?
  • How do you help students self-identify unproductive paths and self assess to creative corrective action?

Parents

Highlights

  • Looking for transparency to set clear expectations of their involvement
  • Desire controlled and efficient frequency of communication

Unsure of Teacher Expectations

Parents were not sure "how" their children’s teachers wanted content to be taught, so they felt they couldn’t help effectively and wanted more transparent expectations.

Communication Overload

Parents felt that too much disparate content and communication was also happening. Some said it got better over time as the schools realized that the volume of incoming communication was overwhelming.

“It’s not my role.”

“I don’t have enough time or experience to really help.”

“Take me out of this equation!”

“I’m receiving volumes of messages from administrators, coaches, each teacher… It’s nearly unmanageable.”

Initial Hypotheses

Based on participant data, we can’t help but wonder. . .

  • What if parent projects could improve their understanding of teacher intent?
  • What if we put parents into the online learning role during a parent-teacher-night-style activity to familiarize parents with teachers, their methods and their expectations for the students?
  • What if we could assist parents by increasing their familiarity with current instructional methods and leverage communication tools to involve them in the education of their children, creating more ownership over student success and appreciation for the work teachers do?

Knowledge Gaps

Here are some questions that would be beneficial to answer before designing potential solutions:

  • What is the parent’s role in the future? A co-teacher? How much parent instruction is even realistic?
  • What if no support is available? How do we prevent those without parental support from falling further behind?
  • What resources will parents need to become effective "assistants" to teachers and students in the context of online teaching?

Pedagogy

Finding themselves thrust full-time into remote learning models, many participants voiced some optimism over the opportunity to rethink, re-evaluate and improve the way they teach and the way students learn. 

Long-held concerns about the value of standardized tests, traditional class structures, grading systems, student-seat-time and other measures were temporarily tossed aside. Teachers felt liberated to focus on intentional instruction and optimistic to use the tools and techniques learned in the emergency remote experience to become more effective educators and build career value going forward. 

Many viewed this moment in time as a potential paradigm shift that will accelerate their ideal vision of the future of education into a more near-term reality.

Student Motivation

Highlights

  • Student motivators varied by grade level (i.e., elementary, middle, and high school)
  • Desire to move away from grades as a source of student motivation and instead focus on fostering an intrinsic love of learning
  • Students appreciated having the autonomy to govern their own schedule, but others struggled greatly with time management

Top Motivators by Grade Level

Based on student interviews, we noted the following trends underlying student motivation at different grade levels:

  • Elementary — Elementary students did not want to lose freedoms from their parents (e.g., phone time, Nintendo, TV time).
  • Middle School — Many middle school students were motivated by heavy academic pressure with a fear of falling behind. Students were concerned about not being ready for high school or not being prepared for the right course load come high school.
  • High School — High school students have more adult or peer-level relationships that are focused on mutual respect. If teachers showed they cared and tried hard, students tried hard in response. They cared less about the grades, or lack of grades, but they simply didn’t want to let their teacher down.

Rethinking Grading Practices

Educators expressed a need for better understanding of what motivates students in a remote learning model. Many shared a belief that traditional education practices rely too heavily on grades to motivate student participation and should be adjusted to focus more on the intrinsic love of learning.

Student Voice

Many of those interviewed believe it is more important now than ever before to understand how an individual student learns best and mold instructional support accordingly.

Student Autonomy

Many students (though not all) appreciated the ability to make their own schedules to accomplish work. For others, learning to effectively manage their time was a real challenge.

Initial Hypotheses

Based on participant data, we can’t help but wonder. . .

  • What if we could increase participation and learning by offering a variety for deliverables needed to complete assignments?
  • What if we made multi-subject projects more relatable by connecting the content with real world applications and future value?
  • What if we developed online assessment tools for students that classify which learning strategies they best engage with? What if we could tune learning curriculum and lesson plans according to different learning preferences?
  • What if we focused primary school in-building time on social/behavioral learning and pushed most academic learning and practice time remotely for the majority of students, even down to the kindergarten level?

Knowledge Gaps

Here are some questions that would be beneficial to answer before designing potential solutions:

  • What motivates students, especially in remote learning, at each grade level, and from different lifestyles?
  • What learning practices and content are best done where? At home versus in school/class?
  • How do teachers guide students through learning leaps within topics and not just incremental growth? How are “ah-ha!” moments realized at home, remotely?
  • What primary level learning/absorption/retention skills work well at home?

Educator Needs, Desires, & Concerns

Highlights

  • We need to focus on effective learning techniques first, tools second.
  • Educators in districts with a competency-based learning curriculum reported managing the emergency transition relatively well.
  • There is concern that by teaching both in the classroom AND online, teachers will be asked to do double the work.

Need for Professional Development

For most educators, the shift to remote learning was completely new, and they desired to learn new techniques and best practices for teaching in this environment.

Learning First, Tools Second

Experienced educators stressed that remote professional development should focus first on effective learning techniques, then move on to remote tools that can be leveraged to implement these techniques.

Competency-Based Learning

Educators in districts with a competency-based learning curriculum reported managing the emergency transition relatively well. Many that were new to CBL or not yet practicing the model wished they were and suggested that they hoped to transition to more CBL style techniques in the Fall because it seemed to keep more students motivated to participate.

New Collaborations

Educators were surprised about the level of new collaboration taking place amongst their peers and hope this will continue to break down silos going forward.

Celebrating Superstars

Some leaders recommended that remote learning superstars should be identified statewide, whoever they are, and get them out in front of the rest to show the best tools and techniques.

Increased Workload

Many teachers expressed concern that by teaching both in the classroom AND online, they’d be asked to do double the work. For most educators, moving from an in-person to an online learning environment is not just a transition, but a translation of content. There was widespread fear that in a future blended learning environment, their workloads could increase significantly.

“Moving in person to online is not just a transition, but a translation of content. It’s completely new.”

“PD should focus on good remote learning and teaching techniques, regardless of the tool, then dive into the tools and how to utilize them.”

“A classroom and a virtual teacher?! That’s double the work!”

Initial Hypotheses

Based on participant data, we can’t help but wonder. . .

  • What if we removed separate classrooms at the primary level to maximize teacher expertise? What if we enabled teachers to contribute in areas where they are an expert and students could benefit improved subject matter expertise?
  • What if we moved to a “healthcare model” of education? What if we had a “primary care educator” assigned to each student who remained consistent throughout building life, generating year-over-year feedback, monitoring overall SEL, and guiding students to specialists per subject matter?
  • What if we had “shifts” for secondary school teachers to support blended learning and allow staff to be active when students are active? What if we offered flexible teaching hours, including morning shifts and evening shifts?

Knowledge Gaps

Here are some questions that would be beneficial to answer before designing potential solutions:

  • Are teachers OK with redistributing/sharing their authority, or do they feel this diminishes their value?
  • Will teachers feel a loss in value if their individual intellectual expertise is being diminished, shared, or redistributed?
  • Should teams have specific SEL support staff roles to focus some on academics and others on SEL?

Technology

While all school districts were forced to engage in some level of technology-assisted communication and learning during the emergency shut down, the rate of adoption of these technologies was inconsistent. Despite efforts to institute efficient and effective distance learning strategies, the ease with which school districts were able to “flip the switch” varied significantly.

Highlights

  • Educators need to, and want to, embrace technology as a tool to improve personalized instruction and this experience gave many optimism for the future.
  • Educators are concerned about acquiring quality remote content, or having teachers create it, while knowing how to best deliver it in a way that promotes teacher, student and parent participation.
  • Many stakeholders are worried about where their school will get online content and if it’s quality material.
  • Schools need a robust technology platform and many band-aids were used to finish this year. Many are asking if now is the right time to make the change to a higher investment LMS or stay the course?

Technology Hurdles Impeded Learning Quality

Educators at all levels expressed concern that during the emergency transition to remote learning, so much of their effort had to focus on overcoming technology hurdles, little time or mental capacity was left for worrying about the actual quality of teaching and learning that was going on.

Concerns About Content Quality

Many stakeholders were worried about where online content was coming from, and wonder where they can get quality, vetted content in the future. Administrators wonder how much they will have to budget for purchasing content or creating it on their own.

Peer Learning Among Teachers

Collaboration was important for many educators in learning to use new tech tools. Many found peer instruction much more effective than learning from traditional resources. Numerous stories were cited of teachers stepping up and sharing tips and tricks to help get their colleagues through the tough times.

Virtual Learning Spaces

Teachers began to experiment with enhanced “virtual” classrooms graphics to make the digital experience feel more personalized and fun. Progressive teachers found it engaging, but many teachers found it overwhelming to keep up with the tech-savvy teachers. The overall student engagement impact of these efforts is also still unknown. Teachers are unsure whether it made a difference or whether they should continue the added effort to customize virtual classrooms in the future.

Learning Management Systems

Heading into next Fall and beyond, administrators said they will be assessing and determining their district LMS strategy for the near and long term. Those already using a full LMS system said they are growing PD to maximize its effectiveness. Districts on the doorstep of assessing an LMS are expediting that effort, and districts on the outside are now trying to assess if disparate tools such as Google Classroom or Seesaw are enough, or if they also need to jump into a full LMS.

“An LMS is all about how it’s rolled out. Slow roll. To throw it out there all at once would be too overwhelming.”

“Remote professional development that includes the introduction of new technologies needs to be introduced with a clear benefit to educators' craft in mind, with proper pedagogy introduced before the nuts and bolts of the technology tool itself are taught.”

“This is the first time in my 20 year career I’ve ended the day feeling guilty that I couldn’t do a great job giving my staff the quality I’m used to providing and the tools they need to be their best.”

Initial Hypotheses

Based on participant data, we can’t help but wonder. . .

  • What if we could overcome educator reluctance to adopt new methods through guided PD with clearly outlined tools as well as when, why, and step-by-step examples of how to use each tool?
  • What if we could create classroom “remote tech kits” for schools with limited IT capacity, so teachers can set up their own cameras, run live classes, and record them at the same time for remote, asynchronous participation and integration with their LMS?
  • What if we could incorporate gamification that motivates students to advance based on their "measured" and "rewarded" grasp of material?
  • What if we created a self-assessment tool to help districts evaluate stakeholder needs and create a near-term (Fall launch) and long-term strategy?

Knowledge Gaps

Here are some questions that would be beneficial to answer before designing potential solutions:

  • What synchronous and asynchronous strategies for remote learning apply across different tech tools; subjects; and individual needs, ages, and aptitudes?
  • What are the latest simple and effective tech tools being used nationally, even globally, for novice and expert users?
  • Who would be responsible for designing the content of gamified education materials? Are they available for purchase from other sources? Is there training for schools and districts to develop their own games?
  • A high percentage of parents are considering alternative options to send their kids back to school this Fall. If they do choose a remote option, what criteria is front and center when picking the remote option?
  • What platforms have the most robust or comprehensive set of integration tools, such as linking to chat apps or third parties like Seesaw?
  • What are students attracted to when it comes to remote learning? What are their dislikes? What flexibility is offered by available LMS systems?
  • What do parents think and how are they making decisions about what works for their families and their choice for Fall enrollment?

Equity

Educators are truly heroes who often put the needs of others before their own. Even though they may try, each educator alone cannot be responsible for fixing all the socio-economic issues in the world. This pandemic has reminded us that it takes a full community effort to create change, and we need to focus on maximizing our resources and motivating every stakeholder to be their best. 

At the core of an equitable remote education were two topics stressed by all stakeholders: consistent parental or guardian support to provide a healthy and safe home environment (e.g.,  meals to eat and a quiet place to work) and access to learning tools (e.g., Wi-Fi-enabled laptops and common classroom analogue tools). Educators stressed that if either element was missing or inconsistent, students will be fighting an uphill battle and highly likely to fall behind their peers.  

Highlights

  • We desperately need to maximize our resources to fight against the growing divide between the “haves” and the “have-nots.”
  • Now is the time to utilize the collective strengths of the local community and help supplement educator efforts with valuable life skills.
  • The reliance on schools to provide structured weekday childcare has never been more evident.

Home Environment

Educators shared that many households in their districts did not have access to the internet through a connected device or even basic analogue materials from which to work. Basic essentials such as having a dedicated space in the home where the student can work were often overlooked or unavailable. Students, parents, and teachers shared difficult situations with stressors such as large, multi-sibling families; students living in multiple locations with split guardianship; older students caring for younger siblings; and parents being preoccupied with working from home for their own job. All of these situations and many more lead to poor performance and lowered student motivation.

Community Resources & Career/Life Skills

There was an increased desire from all stakeholders to work together to maximize the community’s “people and places” resources from local mentorship to the use of facilities such as makerspaces, design studios, and local businesses.

  • People — Bring the best out of school staff, mentors, parents and utilize the talent and power of the local community and experts accessible through online access.
  • Places — Learning happens everywhere, in schools, in homes, and in the community at businesses, corporate partners, and learning centers. Let’s mobilize learning!

Educators said this is the time more than ever to utilize the collective strengths of the local community and help supplement educator efforts with valuable life skills.

The Problem with Childcare

The reliance on schools to provide structured weekday childcare has never been more evident. Many households do not have an adult at home five days a week able to support remote learning. Future school schedules that are blended or fully remote will be a challenge for many. If a safe place to remotely learn is not available at home, or childcare is needed, some parents and educators expressed a need for schools to look at expanded childcare options for at risk students to be safely on school campuses all five weekdays.

Initial Hypotheses

Based on participant data, we can’t help but wonder. . .

  • What if we could maximize accessibility and technology to get content from the best sources, and then use local assets (e.g., educators, career development) to build skills and apply the knowledge to tangible growth through apprenticeship and mentorship programs?
  • What if we could expand student horizons using master-class-style learning opportunities in addition to teachers? What if students could have access to the global leading thinkers and practitioners within a topic but also to local experts with whom they could build direct relationships?
  • What if we could fill the gap for students who do not have a healthy home environment to engage with remote learning by dedicating areas of the school building that go beyond “childcare” to offer a productive place for high-risk students to spend their “off” days in a supervised safe place?
  • What if we could use school buildings for educator workspaces and collaboration so they could work together to create better remote learning experiences?

Knowledge Gaps

Here are some questions that would be beneficial to answer before designing potential solutions:

  • What mentorship services are already available in school districts around the country? What type of certification would be required for someone to become a mentor and be a "good fit" for that student?
  • How do we align students on a path that utilizes their skillsets? What community organizations are readily available that could help students?
  • How will employers create flexibility for parent work schedules when district plans may vary?
  • What type of on-campus childcare is best supported by parent support staff or coaches? Where will funding for childcare come from? If districts do not have the budget, could this come from other sources? How would students feel who are not "in" the childcare program? Would there be a stigma or jealousy?

High-Level Takeaways

While the COVID-19 pandemic caused deep disruptions to the end of the 2019-20 school year, it also launched by necessity a period of rapid innovation and collective thinking among Michigan educators.

Here are some of the high-level takeaways from these interviews:

Need for Short- and Long-Term Thinking

Districts need near-term strategic advice for implementing remote learning next year (e.g., an LMS plan), but also long-term visionary innovation as many educators view this moment in time as a paradigm shifting opportunity.

Cautious Optimism & Shifting Paradigms

>Many teachers are stressed about the logistics of next Fall but are optimistic about the big picture shift in education this crisis may produce.

A Push for Student-Centered Learning

This shift will require new professional development strategies and a deeper understanding of student-centered learning.

Research Needed on Student Motivation

New research efforts should be launched to study intrinsic motivators that stimulate and create eager learners. The psychology of motivation needs to be an integral part of educator training.

The Role of the Teacher

The abrupt push into remote learning caused a lot of uncertainty for teachers regarding their role in facilitating student learning. Many wondered: Am I a content creator? Am I a facilitator? If I am not creating content for my classroom, how do I show my expertise? What does it mean if I’m getting content from another expert? Overall teachers sought greater clarity on what their role should be in the remote learning environment and what their daily tasks should look like.

The Case for Regional Consistency

Regionally consistent Fall launch plans will help families and employers adjust to a much more fluid and inconsistent weekday schedule.

Next Steps

The Sundberg-Ferar and Michigan Virtual teams have proposed several next steps for moving forward:

Social & Emotional Well-Being

  • Improve the student-teacher remote relationship
  • Embrace technology as a tool to improve instruction
  • Provide parental instruction and gain community buy-in
  • Explore emotional development

Pedagogy

  • Clearly define the role of the teacher in the remote learning environment
  • Explore methods to improve learning and the transfer of knowledge
  • Dive deeper into what motivates student to learn
  • Maximize teacher effectiveness

Technology

  • Develop an LMS strategy
  • Explore methods and tools to improve student engagement
  • Enhance virtual learning spaces

Equity

  • Maximize community resources to develop student career and life skills
  • Explore childcare options

Related Resources

Powered by the Michigan Virtual Learning Continuity Workgroup, the Keep Michigan Learning website houses a collection of free tools and resources intended to support and empower teachers and school leaders as they design remote and blended learning experiences for their students during the COVID-19 pandemic and beyond, including:

Teacher Self-Assessment Tool & Personalized PD Playlist Generator

This interactive self-assessment tool asks teachers to evaluate their readiness to effectively reach and teach students in a remote or blended learning environment. Upon filling out this checklist, teachers will receive an automated playlist of PD options based on their unique growth areas. Assess your readiness→

Guide to Selecting an LMS for K-12

Trying to decide which learning management system (LMS) is the right fit for your school or district? Unsure if now is the best time to implement one? Curious about how popular LMSs compare to one another? This free guide can help you answer these questions and determine which path forward will be best for your students and staff. Get started with an LMS→

Crowd-Sourced Repository of K-12 Digital Content

You can use this repository to find, share, and rate both free and paid digital content options that can be used in your K-12 classroom. Because this repository is crowd-sourced, each resource listed has been submitted by a fellow educator who believes in the value of this resource to meet the unique learning needs of K-12 students. Find, rate, or submit content→

The creation of these resources was driven by the research trends that emerged from these interviews. For schools looking for educator professional development, LMS guidance, and quality online content, these free resources may prove helpful.
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