AACTE conducted surveys in April 2020, October 2020, and September 2021, asking members about the impact of the COVID-19 pandemic on their educator preparation programs. All three surveys were representative of AACTE’s membership. This report describes how conditions have changed since 2020, highlighting the lasting effects of the pandemic
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Displaying 1 - 15 of 23 records matching your search.
In this article, online instructors offer wisdom they've gathered -- what to do and what not to do -- from years of experience teaching in the modality.
In this article, to help schools and school systems navigate the sudden transition to distance learning, FutureEd Director Thomas Toch explored the new education landscape with Brad Rathgeber, the head of school and chief executive of One Schoolhouse, a highly regarded, nonprofit online school that partners with 160 public and private schools worldwide to supplement their school-based instruction and to provide professional development for faculty members working in the online space.
This article provides an overview of the experiences of a range of teachers who are using technology in their classrooms and recommendations on digital learning strategies.
This packet details 7 support strategies that are designed to meet the unique needs of individuals with autism during this period of uncertainty.
Official communication from the US Department of Education with policy and guidelines for serving students with disabilities during disruptions to education caused by COVID-19.
This article explains instructional scaffolding and how it can be implemented in a virtual learning environment.
Protecting Student Privacy While Using Online Educational Services – Requirements and Best Practices
Official communication from the US Department of Education with policy and guidelines for ensuring and maintaining student privacy during online and virtual learning.
This checklist for the American Federation for Teachers (AFT) outlines the steps teachers and school leaders should take to ensure learning can continue as instruction shifts to virtual platforms.
This brief from the American School Counselor Association (ASCA) contains guidelines for conducting counseling support from a distance. Links to additional resources are included.
This document provides information on digital tools and practical examples that educators can use both to create a personalized learning environment for students and to focus that learning on skills needed for success in the 21st century.
This information brief helps parents of children with disabilities understand how virtual instruction will meet the needs of their child and what their level of engagement will be in supporting their child’s learning.
This infographic depicts the National Standards for Quality (NSQ)’s K-12 online and blended learning community openly licensed standards to help evaluate and improve online courses, online teaching and online programs.
This checklist, offered in Chinese and Spanish as well as English, provides early childhood educators with practical information about integrating educational technology in their classrooms – and can be adapted for out-of-class use.
This article from the Council for Exceptional Children (CEC) describes specific considerations and strategies for parents when supporting their students with disabilities in beginning online instruction.