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The right blend

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August 2020
Vol. 41, No. 4
The COVID-19 pandemic required that nearly all P-20 teaching and learning move quickly to virtual formats. In many cases, educators were teaching exclusively online for the first time in their careers. Schools suddenly needed to train and support all educators on how to teach, engage students, and support families from a distance. This created an urgent need to provide meaningful professional learning in a virtual learning community. The sudden move to remote learning exposed longstanding educational inequities in teaching and learning practices. One important goal that has emerged is to find ways to create more inclusive and equitable learning environments. Although technology access is one part of the equation, building equity is about far more than providing laptops and internet hotspots to students who don’t

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Authors

Laura L. Summers

Laura L. Summers (laura.summers@ucdenver.edu) is an assistant clinical professor for the Learning Design and Technology program within the School of Education and Human Development at the University of Colorado, Denver, and is a senior consultant for Learning Forward. 

References

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Summers, L. (2010, November 10). Culturally responsive school library leadership [presentation]. TESOL, Columbus, Ohio

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Wolpert-Gawron, H. (2020, June 2). Focusing on teacher engagement to improve professional development: A national survey provides ideas on how PD can be more aligned to teachers’ needs — even during a pandemic. Edutopia. www.edutopia.org/article/focusing-teacher-engagement-improve-professional-development

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