{"id":21207,"date":"2021-07-22T04:00:00","date_gmt":"2021-07-22T04:00:00","guid":{"rendered":"https:\/\/www.lightspeedsystems.com\/blog\/educational-technology-post-covid-k12\/"},"modified":"2024-12-05T22:58:21","modified_gmt":"2024-12-05T22:58:21","slug":"educational-technology-post-covid-k12","status":"publish","type":"post","link":"https:\/\/www.lightspeedsystems.com\/fi\/blog\/educational-technology-post-covid-k12\/","title":{"rendered":"Oppimish\u00e4iri\u00f6iden ja sosiaalisten tunteiden h\u00e4iri\u00f6iden k\u00e4sitteleminen"},"content":{"rendered":"<div class=\"section__content__main__content\">\n<h2>\n<span><br \/>\n<span><br \/>\nTeknologia COVID K-12:n j\u00e4lkeisess\u00e4 tilanteessa<br \/>\n<\/span><br \/>\n<\/span><br \/>\n<\/h2>\n<p>COVID-19-pandemia toi monia haasteita opiskelijoille, opettajille ja vanhemmille. Jotkut koulupiirit olivat integroineet tekniikkaa luokkahuoneisiinsa jo ennen COVID-19:\u00e4\u00e4, joten siirtyminen et\u00e4opetukseen ei ollut niiden suurin este.<\/p>\n<p>Lightspeed Systemsill\u00e4 oli tilaisuus tavata Stacy Roysterin, teknologiajohtajan <a href=\"https:\/\/www.opelikaschools.org\/\">Opelikan kaupungin koulut<\/a> Opelikassa Alabamassa tarkastellakseen pandemiavaikutuksia h\u00e4nen koulupiiriins\u00e4 ja saadakseen k\u00e4sityksen haasteista, jotka heid\u00e4n oli voitettava, ja saavutuksista, joita he juhlivat. Keskityimme opiskelijoiden ja opettajien mielenterveyteen, oppimisen menett\u00e4miseen ja palautumiseen, uusiin opettajien koulutuksiin ja h\u00e4nen n\u00e4kemykseens\u00e4 &quot;uudesta normaalista&quot;, kun h\u00e4nen koulupiirins\u00e4 avaa ovensa henkil\u00f6kohtaiselle oppimiselle.<\/p>\n<h3>\n<span><br \/>\n<span><br \/>\nMiten koulujen h\u00e4t\u00e4sulkeminen vaikutti piiriisi EdTechiin?<br \/>\n<\/span><br \/>\n<\/span><br \/>\n<\/h3>\n<p>Piirimme siirtyi 2:1-j\u00e4rjestelm\u00e4\u00e4n \u2013 jokaiselle oppilaalle kaksi Chromebookia. Oppilailla oli yksi laite kouluun ja yksi kotiin. T\u00e4m\u00e4 v\u00e4hensi huomattavasti laitteen vahingoittumis- tai katoamisriski\u00e4, koska niit\u00e4 ei kuljetettu edestakaisin.<\/p>\n<p>P\u00e4\u00e4timme olla viem\u00e4tt\u00e4 laitteita opiskelijoiden koteihin t\u00e4n\u00e4 kes\u00e4n\u00e4. J\u00e4t\u00e4mme ne lasten k\u00e4siin. Ensi vuonna annamme heid\u00e4n k\u00e4ytt\u00e4\u00e4 kaikkia verkkovaihtoehtoja, jotka olemme tarkistaneet ja hyv\u00e4ksyneet. Meill\u00e4 on arkisto oppitunteja K-5 ja t\u00e4ysi online-alusta 6-12-vuotiaille.<\/p>\n<p>Joten lapselle, joka j\u00e4i j\u00e4lkeen pandemian aikana tai jolla on puutteita, voimme antaa lis\u00e4ohjeita kyseiselt\u00e4 arkistolta tai alustalta. Kotona oppilas voi k\u00e4yd\u00e4 ohjeen l\u00e4pi vanhempiensa kanssa. <a href=\"https:\/\/www.lightspeedsystems.com\/fi\/security-compliance\/lightspeed-parent-portal\/\">Vanhemmat tiet\u00e4v\u00e4t nyt enemm\u00e4n standardeistamme ja opetussuunnitelmastamme<\/a> kuin heill\u00e4 on koskaan ennen ollut. Meid\u00e4n on otettava t\u00e4m\u00e4 osallistuminen ja viet\u00e4v\u00e4 sit\u00e4 eteenp\u00e4in, ja teknologia antaa meille mahdollisuuden tehd\u00e4 se.<\/p>\n<h3>\n<span><br \/>\n<span><br \/>\nMiten k\u00e4yt\u00e4t n\u00e4it\u00e4 oppitunteja kes\u00e4koulussa, ja miten niit\u00e4 k\u00e4ytet\u00e4\u00e4n, kun opiskelijat palaavat henkil\u00f6kohtaiseen oppimiseen?<br \/>\n<\/span><br \/>\n<\/span><br \/>\n<\/h3>\n<p>K\u00e4yt\u00e4mme n\u00e4it\u00e4 oppitunteja vaikeuksissa olevien oppilaiden oppimispuutteiden korjaamiseen, emme luokkatasolla. Piirill\u00e4mme olemme nyt kes\u00e4koulussa. Meill\u00e4 on kampuksella noin 600 opiskelijaa, jotka yritt\u00e4v\u00e4t saada kiinni ennen syksy\u00e4. T\u00e4n\u00e4 vuonna kes\u00e4koulun tarkoituksena on auttaa virtuaalisessa oppimisymp\u00e4rist\u00f6ss\u00e4 huonosti menestyneit\u00e4 opiskelijoita.<\/p>\n<p>Kes\u00e4koulun istunnossa keskitymme verkko-oppimisen eriytettyyn opetukseen ja t\u00e4ydennykseen tarpeen mukaan. K\u00e4yt\u00e4mme teknisi\u00e4 ty\u00f6kalujamme auttaaksemme oppilaita t\u00e4ytt\u00e4m\u00e4\u00e4n oppimispuutteita ja kuromaan kiinni alueista, joista he j\u00e4iv\u00e4t j\u00e4lkeen. Syksyll\u00e4 t\u00e4ysin henkil\u00f6kohtaiseen opetukseen siirtymisen my\u00f6t\u00e4 tarjoamme my\u00f6s opettajille erikoistuneempaa ammatillista kehityst\u00e4.<\/p>\n<p>Tied\u00e4mme, ett\u00e4 monet opiskelijat kokivat oppimisvaikeuksia, jotka ovat samanlaisia kuin kes\u00e4n aikana. Ainutlaatuista t\u00e4n\u00e4 vuonna on, ett\u00e4 suurin osa puutteista johtui opiskelijoiden vaikeuksista sopeutua et\u00e4oppimiseen.<\/p>\n<h3>\n<span><br \/>\n<span><br \/>\nJoillekin opiskelijoille on kulunut yli vuosi siit\u00e4, kun he ovat olleet vuorovaikutuksessa ik\u00e4tovereidensa kanssa. N\u00e4etk\u00f6 mahdollisia huolenaiheita tai esteit\u00e4 sosiaalis-emotionaalisen oppimisen ja mielenterveyden suhteen, kun opiskelijat palaavat t\u00e4ysin henkil\u00f6kohtaiseen oppimiseen?<br \/>\n<\/span><br \/>\n<\/span><br \/>\n<\/h3>\n<p>Yksi valtava huolenaihe, jonka kokop\u00e4iv\u00e4inen verkko-oppiminen toi esiin, on sosiaalis-emotionaalinen oppiminen. Erist\u00e4minen ik\u00e4tovereista ja opettajista on ollut opiskelijoille ahdistavaa ja h\u00e4iritsev\u00e4\u00e4, ja ajatus luokkahuoneeseen palaamisesta lis\u00e4\u00e4 stressi\u00e4. On olemassa todellinen huoli pitk\u00e4aikaisista vaikutuksista opiskelijoiden ja opettajien mielenterveyteen. Meill\u00e4 on suunnitelmat valmiina, jos huolenaiheita ilmenee.<\/p>\n<p>Olen toiminut teknologiap\u00e4\u00e4llikk\u00f6n\u00e4 kahdeksan vuotta, ja t\u00e4m\u00e4 oli ensimm\u00e4inen vuosi, jolloin n\u00e4imme j\u00e4rjestelm\u00e4ss\u00e4mme pieni\u00e4 lapsia, alakouluik\u00e4isi\u00e4 opiskelijoita koskevia h\u00e4lytyksi\u00e4, jotka kertoivat mahdollisesta itsens\u00e4 vahingoittamisesta. Yksi h\u00e4lytys tuli 2. luokkalaiselle, joka kirjoitti asiakirjaan el\u00e4m\u00e4ns\u00e4 lopettamisesta. Syd\u00e4meni vajosi, mutta n\u00e4imme h\u00e4lytt\u00e4v\u00e4n immediatelyn ja pystyimme puuttumaan asiaan.<\/p>\n<p>Raportit lasten hyv\u00e4ksik\u00e4ytt\u00f6tapauksista ovat v\u00e4hentyneet t\u00e4n\u00e4 vuonna, ja yksi syy laskuun on se, ett\u00e4 oppilaat eiv\u00e4t olleet koulussa, jotta opettajat n\u00e4kiv\u00e4t sen tapahtuvan. Opiskelijat eiv\u00e4t pystyneet luottamaan ohjaajaan tai luottavaan aikuiseen kuten ennen pandemiaa. Nyt meid\u00e4n on tarkkailtava n\u00e4it\u00e4 merkkej\u00e4 piilotetuilla tavoilla, ja opiskelijat vapauttavat n\u00e4m\u00e4 tiedot tekniikan avulla. He kirjoittavat Google-hakuun, verkkoasiakirjaan tai yksityiseen chattiin tiet\u00e4m\u00e4tt\u00e4, ett\u00e4 seuraamme kaikkea t\u00e4t\u00e4. Ottaa <a href=\"https:\/\/www.lightspeedsystems.com\/fi\/safety-wellness\/suicide-prevention\/\">tekniikka saada v\u00e4lit\u00f6n h\u00e4lytys<\/a> on mullistanut el\u00e4m\u00e4\u00e4 monella tapaa.<\/p>\n<p>Laitamme n\u00e4m\u00e4 h\u00e4lytykset p\u00e4\u00e4lle my\u00f6s opettajatileillemme, koska my\u00f6s he tarvitsevat tukea. Opettajat ovat joutuneet kohtaamaan yhden uransa vaikeimmista vuosista. He etsiv\u00e4t ratkaisuja verkosta ja etsiv\u00e4t tukea mill\u00e4 tahansa tavalla. Voimme nyt puuttua asiaan soittamalla vain sis\u00e4\u00e4nkirjautumisen yhteydess\u00e4, antaa tukea ja auttaa heit\u00e4 l\u00f6yt\u00e4m\u00e4\u00e4n tarvitsemansa resurssit. Opettajien mielenterveys on yksi t\u00e4rkeimmist\u00e4 prioriteeteistamme opiskelijoiden ohella.<\/p>\n<h3>\n<span><br \/>\n<span><br \/>\nOnko piirisi tehnyt muutoksia tapaan, jolla reagoit mielenterveyteen vaikuttaviin tapahtumiin ja ehk\u00e4isetk\u00f6 niit\u00e4?<br \/>\n<\/span><br \/>\n<\/span><br \/>\n<\/h3>\n<p>Kyll\u00e4, meill\u00e4 on. Ihmisten tarkastelun k\u00e4ytt\u00f6\u00f6notto <a href=\"https:\/\/www.lightspeedsystems.com\/fi\/products\/lightspeed-alert\/\">Lightspeed Alert\u2122<\/a> on vaikuttanut merkitt\u00e4v\u00e4sti toimintaamme. Se on helpottunut minun ja muun teknisen henkil\u00f6st\u00f6mme tarpeesta seurata s\u00e4hk\u00f6posteja kellon ymp\u00e4ri. Jos jokin vaatii huomiotamme, saamme puhelun ja p\u00e4\u00e4t\u00e4mme minne menn\u00e4\u00e4n. Jotkut piirimme koulut sijaitsevat suurilla osavaltioiden v\u00e4lisill\u00e4 moottoriteill\u00e4, ja olemme joutuneet k\u00e4sittelem\u00e4\u00e4n lapsikaappauksia ja pahempaa. Saimme j\u00e4rjestelm\u00e4\u00e4mme h\u00e4lytyksen, joka auttoi meit\u00e4 est\u00e4m\u00e4\u00e4n sieppauksen. Opiskelijoiden turvallisuus on meille ykk\u00f6sprioriteetti.<\/p>\n<p>Integroimamme uusi teknologia on antanut meille mahdollisuuden muuttaa tapaamme <a href=\"https:\/\/www.lightspeedsystems.com\/fi\/solutions\/safety-wellness\/\">varmistaa opiskelijoiden turvallisuus<\/a> antamalla meille ennakkovaroituksia verkkok\u00e4ytt\u00e4ytymisen kautta ja suodattamalla vaarallista ja sopimatonta sis\u00e4lt\u00f6\u00e4, jolle lapsemme altistuvat p\u00e4ivitt\u00e4in verkossa. N\u00e4m\u00e4 tekniikat ovat muuttaneet toimintatapojamme.<\/p>\n<h3>\n<span><br \/>\n<span><br \/>\nMilt\u00e4 Takaisin kouluun n\u00e4ytt\u00e4\u00e4 alueellasi t\u00e4n\u00e4 syksyn\u00e4, kun kouluja vaaditaan avaamaan ovensa ja palaamaan normaaliin arkeen?<br \/>\n<\/span><br \/>\n<\/span><br \/>\n<\/h3>\n<p>Palaaminen 100%:n henkil\u00f6kohtaiseen oppimiseen ei tarkoita, ett\u00e4 palaamme siihen, mit\u00e4 koimme ennen pandemiaa. Kun ihmiset kuvailevat paluuta normaaliksi, se ei ole normaalia, joka oli ennen COVID-19:\u00e4\u00e4. Se on uusi normaali, kun laajennamme t\u00e4m\u00e4n uuden teknologian k\u00e4ytt\u00f6\u00e4.<\/p>\n<p><strong>Haluatko kuulla lis\u00e4\u00e4 Stacysta?<\/strong><br \/>\n<strong>Katso on-demand-webinaari, <a href=\"https:\/\/www.lightspeedsystems.com\/fi\/resources\/webinars\/back-to-school-new-normal-2\/\">Paluu normaaliin: mit\u00e4 &quot;Takaisin kouluun&quot; todella tarkoittaa<\/a><\/strong><\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"<p>COVID-19-pandemia toi monia haasteita opiskelijoille, opettajille ja vanhemmille.<\/p>","protected":false},"author":14,"featured_media":1172,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_yoast_wpseo_focuskw":"Learning Edtech","_yoast_wpseo_title":"Addressing Learning Loss and Social-Emotional Disruption: Edtech in K-12 | Lightspeed Systems","_yoast_wpseo_metadesc":"The COVID-19 pandemic presented many challenges to students, educators, and parents. Some school districts had already integrated tech into their classrooms before COVID-19, so the shift to distance learning wasn\u2019t their biggest hurdle.","footnotes":""},"categories":[1],"tags":[4,24],"class_list":["post-21207","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-lightspeed-alert","tag-student-safety"],"acf":{"authors":[531]},"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v27.5 (Yoast SEO v27.5) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>Addressing Learning Loss and Social-Emotional Disruption: Edtech in K-12 | Lightspeed Systems<\/title>\n<meta name=\"description\" content=\"The COVID-19 pandemic presented many challenges to students, educators, and parents. 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