From Emergency to Endurance
When schools shut down during COVID-19, teachers and students had to quickly switch to remote learning. At first, it was just about getting through the emergency. But now, we have a chance to build something better—strong systems that support learning anytime, anywhere.
In this post, I’m sharing three key things schools need to focus on: technology access, teacher support, and flexibility. These ideas connect to chapters 10–12 in Teaching and Learning at a Distance by Simonson and Zvacek (2024) and are backed by helpful tools and reports from CoSN, SETDA, and ClassLink.
Watch the video below to hear a 10-year-old student share their experience during the sudden shift to remote learning when schools closed due to COVID-19.
Make Sure Everyone Has the Tech They Need
The first step in making distance learning work is ensuring every student has a working device, internet access, and a simple way to log in to their classes, like using Canvas or Schoology.
Simonson and Zvacek discuss the importance of having the right technology in place. CoSN, SETDA, and ClassLink also created a rubric to help schools assess their readiness. The rubric highlights things like ensuring every student has a device, broadband access, and good cybersecurity.
In my school, this could mean running a tech survey, handing out devices and hotspots, and making sure everyone knows how to log in and stay connected.
2. Train and Support Teachers
Having the tools isn’t enough teachers need training and support to use them well. Simonson and Zvacek point out that how well teachers are prepared makes a big difference in how distance learning works.
ClassLink’s guide and SETDA’s resources both say schools should be “ready all the time,” and that means offering regular training. Teachers need more than just tech skills—they need help with online engagement, communication, and assessment.
At my school, this might look like having regular PD days focused on digital teaching, short online training videos, and peer-led sessions where teachers help each other learn new tools.
3. Stay Flexible and Keep Improving
Remote learning isn’t something you set up once and forget. It has to grow and change based on what’s working and what’s not. Simonson and Zvacek talk about building flexible systems and using data to guide decisions.
ClassLink says that learning continuity depends on how well a district can adjust and improve over time. SETDA also says schools should use tools like surveys, feedback loops, and mastery-based learning to meet student needs.
Where I work, I can help by collecting feedback from students, families, and staff. This could be through simple online surveys or student discussion groups. Listening to the people who are experiencing remote learning helps us make it better.
What began as an emergency has turned into an opportunity to build something lasting. By focusing on access, support, and flexibility, we can develop a digital learning system that works for all learners. The tools and strategies from Simonson and Zvacek, along with guidance from CoSN, SETDA, and ClassLink, provide a strong foundation for this work. Now is the time to make learning more resilient, engaging, and prepared for the future.
Below is a simple checklist you can use to guide your school or district in getting ready for remote learning, whether it's planned or unexpected.
| Area | What to Check | Yes | Almost | Not Yet |
|---|---|---|---|---|
| Tech access | Devices for every student | ☐ | ☐ | ☐ |
| Reliable Wi‑Fi or hotspot availability | ☐ | ☐ | ☐ | |
| Working LMS (Canvas, Schoology, etc.) | ☐ | ☐ | ☐ | |
| Teacher support | PD days focused on online teaching | ☐ | ☐ | ☐ |
| Bite-size online training modules | ☐ | ☐ | ☐ | |
| Peer mentoring and coaching | ☐ | ☐ | ☐ | |
| Flexibility & feedback | Regular student/parent surveys | ☐ | ☐ | ☐ |
| Focus groups or student voice forums | ☐ | ☐ | ☐ | |
| Quick review of data & changes based on feedback | ☐ | ☐ | ☐ |
References
ClassLink. (2020). Learning Continuity Guidebook. https://www.classlink.com/guidebook
SETDA. (2020). Continuing Instruction in the Face of Disruption: Planning and Preparing for Future Scenarios. https://www.setda.org/publications
Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing.
CoSN, ClassLink, & SETDA. (2020). Back to School Instructional Program and Technology Strategy Rubric v2.0. https://www.cosn.org/backtoschool
Hey Mena,
ReplyDeleteI really enjoyed your post! You brought up some great points about leadership and equity in digital learning. One thing I’d add is the importance of digital fluency, not just for teachers and students, but also for administrators and families. Simonson and Zvacek (2024) talk about how long-term success in digital learning depends on everyone having the tools and training to use technology with purpose (p. 311).
Your mention of infrastructure made me think of the CoSN continuity rubric, which stresses the need for strong systems that support learning and communication across different formats. Having tech is one thing, but making sure people know how to use it well is just as important (CoSN, 2023).
You also made a great point about professional development. Trust and Whalen (2020) found that schools with strong learning networks and support systems for teachers had smoother transitions during the pandemic. That stuck with me because it shows how much culture and collaboration matter.
Thanks for your post!
References
Consortium for School Networking (CoSN). (2023). Rethinking education: Continuity of learning rubric. https://www.cosn.org/rethinking-education/continuity-of-learning
Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing.
Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189–199.
Hi Mena,
ReplyDeleteThank you for such a clear, organized, and forward-thinking post! I really appreciated how you reframed the pandemic not only as a challenge but as a turning point for building long-term digital learning systems. Your focus on technology access, teacher support, and flexibility mirrors what Simonson and Zvacek (2024) describe as essential infrastructure for distance learning.
Your checklist is especially helpful for schools aiming to take actionable steps toward readiness. I was particularly drawn to your emphasis on student and parent feedback. Gathering consistent feedback is often overlooked in emergency planning, but it’s critical for refining instruction and building trust. A study by Borup et al. (2020) supports this, highlighting that frequent two-way communication and feedback loops between students and educators significantly increase student engagement and reduce isolation in online settings.
Additionally, your suggestion to offer bite-sized professional development is a practical and research-backed strategy. Teachers often need just-in-time support rather than one-time workshops, and this approach aligns well with what SETDA and ClassLink recommend for sustainable remote teaching.
Your post offers both vision and practicality. It’s clear that when schools prioritize access, support, and responsiveness, they can create not just stopgap solutions, but resilient systems that serve all learners well into the future. Thank you for sharing your insights!
References
Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. (2020). The adolescent community of engagement framework: A model for research on adolescent online learning. Journal of Technology and Teacher Education, 28(2), 151–180.
Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing.