{"id":21138,"date":"2021-07-22T04:00:00","date_gmt":"2021-07-22T04:00:00","guid":{"rendered":"https:\/\/www.lightspeedsystems.com\/blog\/post-covid-lessons-learned-k12\/"},"modified":"2025-01-21T06:45:44","modified_gmt":"2025-01-21T11:45:44","slug":"post-covid-lessons-learned-k12","status":"publish","type":"post","link":"https:\/\/www.lightspeedsystems.com\/da\/blog\/post-covid-lessons-learned-k12\/","title":{"rendered":"Post-COVID-paradigmet"},"content":{"rendered":"
\n

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\nIntegrering af de ting, der virkede
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\n<\/h2>\n

N\u00f8dskiftet til fjernundervisning, p\u00e5 grund af skolelukninger som reaktion p\u00e5 COVID-19, tvang distrikter til at bruge teknologi til at underst\u00f8tte online l\u00e6ring p\u00e5 m\u00e5der, og umiddelbart troede de aldrig muligt.<\/p>\n

Nu et \u00e5r senere havde Lightspeed Systems mulighed for at m\u00f8des med Steven Langford, Chief Information Officer for Beaverton skoledistrikt<\/a> i Beaverton, Oregon, for at l\u00e6re mere om sit distrikts reaktion p\u00e5 COVID-19-pandemien, erfaringer, nye innovationer implementeret for at sikre personale, for\u00e6ldre og elevers succes, genopretning af l\u00e6ringstab og hans syn p\u00e5 "det nye normale", n\u00e5r hans skoledistrikt \u00e5bner deres d\u00f8re for personlig l\u00e6ring.<\/p>\n

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\nVar dit distrikt forberedt p\u00e5 skiftet fra personlig til virtuel l\u00e6ring?
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\n<\/h3>\n

I marts 2020, da COVID-19-pandemien fik skoler til at lukke, oplevede mit distrikt en eksplosion i antallet af teknologiske v\u00e6rkt\u00f8jer, der blev brugt, da vi gik fra personlig l\u00e6ring til 100% fjernundervisning i l\u00f8bet af f\u00e5 dage. Det gjorde tusindvis af skoler. L\u00e6rere blev eksterne onlineinstrukt\u00f8rer og facilitatorer fra den ene dag til den anden, mens for\u00e6ldre og omsorgspersoner blev "rektorer" for skolerne i deres hjem.<\/p>\n

N\u00e5r det kommer til teknologi, var vores distrikt heldigt. Efter en obligationsafstemning i 2014 var vi i stand til at levere 1:1-teknologi til hver K-12-studerende. Klasse 6 til 12 var endda i stand til at tage deres enheder med hjem. Vi havde et p\u00e5lideligt og veletableret teknologistyringsprogram p\u00e5 plads fem \u00e5r f\u00f8r pandemien.<\/p>\n

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\nPandemien tvang uddannelse fremad teknologisk. F\u00f8r pandemien troede ingen, at det var muligt. Hvad gjorde dit distrikt for at sikre, at du fik succes gennem dette skifte?
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I for\u00e5ret 2020 lancerede vores distrikt en teknologisk helpdesk, alt forudset p\u00e5 omkring fem dage. Det var h\u00e5rdt, men det var n\u00f8dvendigt som reaktion p\u00e5 pandemien. Vi m\u00e5tte genoverveje, hvad der var muligt. Den tankegang har \u00e5bnet d\u00f8ren til et helt nyt s\u00e6t uddannelsesformer. Det gav ogs\u00e5 for\u00e6ldre mulighed for at se deres barn l\u00e6re p\u00e5 m\u00e5der, de aldrig havde set f\u00f8r. Den traditionelle skolemodel var ved at \u00e6ndre sig foran deres \u00f8jne.<\/p>\n

Det har vi fantastiske analysev\u00e6rkt\u00f8jer fra vores Lightspeed-systemer<\/a> som g\u00f8r det muligt for os at se p\u00e5 dataene for at se, hvem der har brugt hvad og hvor ofte. Vi er n\u00f8dt til at blive laserfokuserede p\u00e5 teknologistyring ved at tage et univers af enheder og apps og skrue ned til dem, der er mest i overensstemmelse med pensum og kontrolleret for privatliv. Vi kan nu tr\u00e6ffe reelle beslutninger om, hvilke teknologiske v\u00e6rkt\u00f8jer der virker. Vi kan eliminere afskedigelser og stoppe spild af teknologibudgetkroner. Vi formindsker det teknologiske univers for at sikre, at vi beholder de v\u00e6rkt\u00f8jer, vi faktisk har brug for.<\/p>\n

Den nederste linje \u2014 vi er n\u00f8dt til at g\u00f8re dette nemmere, s\u00e5 vi kan forblive engagerede og st\u00f8tte vores elever, uanset hvad.<\/p>\n

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\n
\nVi ved, at fjernundervisning var vanskelig for nogle elever med hensyn til social f\u00f8lelsesm\u00e6ssig l\u00e6ring og l\u00e6ringstab. Hvordan ser sommerskolen anderledes ud i \u00e5r?
\n<\/span>
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\n<\/h3>\n

Allerede nu ser vi et rekordstort antal elever, der tilmelder sig sommerskole for at blive fanget. Fjernundervisning vil hj\u00e6lpe med at sikre, at hver sommerskoleelevs behov bliver opfyldt. Under nedlukningen oprettede vi en virtuel skole, og vi har h\u00f8rt fra for\u00e6ldre, at denne mulighed fungerede godt for deres b\u00f8rn, s\u00e5 vi holder den p\u00e5 plads. Fremover kan vi engagere for\u00e6ldre om de seks eller otte eller ti apps, som eleverne skal arbejde med. For\u00e6ldre skal ikke l\u00e6ngere f\u00f8le sig overv\u00e6ldet over, hvor mange skoleapps deres barn bruger. Med det vil vi ogs\u00e5 give support og en helpdesk til at hj\u00e6lpe dem.<\/p>\n

\n
\n
\nMed presset p\u00e5, at skolerne skal \u00e5bne deres d\u00f8re og vende tilbage til det normale, hvordan ser Back to School ud for dit distrikt til efter\u00e5ret?
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\n<\/span>
\n<\/h3>\n

Med gen\u00e5bningen af skoler er der en fristelse til at vende tilbage til det, vi havde f\u00f8r. Der er tr\u00f8st i tanken om at vende tilbage til det, vi havde f\u00f8r. N\u00e5r folk h\u00f8rer, at vi g\u00e5r tilbage til personlig undervisning i efter\u00e5ret, f\u00f8ler de fleste for\u00e6ldre, l\u00e6rere, administratorer og elever sig lettet og beroliget. Men hvis vi bogstaveligt talt g\u00e5r tilbage - hvis vi skruer tiden tilbage til 2019 - g\u00e5r vi glip af en unik mulighed for at skabe noget nyt. Vi vil g\u00f8re uddannelse bedre. Og for at g\u00f8re det skal vi se objektivt tilbage og evaluere, hvad vi lavede f\u00f8r pandemien, der virkede. Vi er ogs\u00e5 n\u00f8dt til at se p\u00e5, hvad der gik godt med vores reaktion p\u00e5 pandemien med hensyn til teknologi, leveringsmuligheder og instruktionsindstillinger.<\/p>\n

Selv med n\u00e6sten alle skoledistrikter, der vender tilbage til personlig l\u00e6ring i efter\u00e5ret, ved vi ikke, om en variant af coronavirus vil skubbe os tilbage til fjernundervisning. Den mulighed skal vi erkende. Men at v\u00e6re klar til s\u00e5dan en begivenhed betyder ikke at g\u00e5 bagl\u00e6ns. Det betyder at komme videre. G\u00e5 videre med en plan, der tager udgangspunkt i mulighederne for realkompetencer, hvad vi gjorde godt for dynamiske l\u00e6ringstilbud i fjerntliggende omgivelser, og kombinerer dem for at skabe noget nyt, tilpasningsdygtigt og fleksibelt. Noget bedre.<\/p>\n

Vil du h\u00f8re mere fra Steve?<\/strong>
\nDu kan se on-demand webinaret, Tilbage til det normale: Hvad "Tilbage til Skole" virkelig betyder.<\/a><\/strong><\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

N\u00f8dskiftet til fjernundervisning p\u00e5 grund af skolelukninger som reaktion p\u00e5 COVID-19 tvang skoledistrikterne til at bruge teknologi til at underst\u00f8tte online l\u00e6ring p\u00e5 m\u00e5der, og i den umiddelbare situation, de aldrig havde troet ...<\/p>","protected":false},"author":14,"featured_media":1171,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_yoast_wpseo_focuskw":"Post Covid","_yoast_wpseo_title":"The Post-COVID Paradigm: What Worked? | Lightspeed Systems","_yoast_wpseo_metadesc":"How did the COVID pandemic positively and negatively affect K-12 education? We review what worked, and what didn't, in this blog.","footnotes":""},"categories":[1],"tags":[22,102,13],"class_list":["post-21138","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-device-management","tag-lightspeed-insight","tag-student-engagement"],"acf":{"authors":[531]},"yoast_head":"\nThe Post-COVID Paradigm: What Worked? | Lightspeed Systems<\/title>\n<meta name=\"description\" content=\"How did the COVID pandemic positively and negatively affect K-12 education? 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