By DONNA HARRIS
Attending school online the past two weeks has been a different experience for students and educators, but the Cartersville School System is making the best of it.
The 4,400-plus pre-K through 12th-grade students in the system’s five schools have spent the past 10 weekdays doing their assignments and communicating with their teachers virtually through Schoology, the learning management system that allows educators to “blend both face-to-face instruction with online learning activities,” according to Chief Academic Officer Audra Saunders.
“We have been pleased with what we have been able to accomplish in the first few weeks, but we still have many things we are working on to ensure that all students can take advantage of the digital learning tools and resources available to them during this time of crisis,” she said. “Most of our students have access to a device and wireless internet at home; however, we do have some students who need help gaining access. Like most districts across the state, we are currently working on a solution to address any gaps in accessing our digital learning materials.”
Before the coronavirus shutdown, students and teachers had used “a variety of digital learning activities” in the past few years, but those had been done at school “where we can guarantee that our students have digital access,” Saunders said.
“As with all schools in the state, there was little to no time to prepare for the jump to 100% digital learning,” she said. “We were prepared with a short-term digital learning plan that was implemented immediately. As the situation evolves, we continue to modify our plan to fit long-term needs.”
Through Schoology, teachers post lesson materials, assessments and collaborative resources and evaluate and share feedback regarding student performance.
During digital learning, students have to meet the following requirements each day: reading and math assignments for the primary school; a 20- to 30-minute assignment in math, English language arts and specials for the elementary school; a 20- to 30-minute assignment in each class (six total) for the middle school; and a 20- to 30-minute assignment in each class (maximum of seven) for the high school.
Tools such as discussion boards, media albums, messaging and video conferencing are “especially valuable, permitting teachers and students to have meaningful, real-time interaction when they can’t be together in person,” Saunders said.
“Schoology has played a major role in not only supporting relevant distance learning but also in maintaining a personal connection between students and teachers during this time of necessary social distancing,” she said.
The learning management system also allows teachers to collaborate with their peers through grade-level meetings, on-demand professional learning and leadership meetings, she added.
For students who don’t have access to a computer or the internet, schools are supplying paper packets of assignments that are being delivered to bus stops along with meals every Monday and Thursday, Saunders said.
Overall, everyone in the five schools is “making the best of this terrible situation,” Saunders said.
“No matter how good we make this digital learning experience, we all miss seeing and interacting with each other in person,” she said. “Not being able to give a high-five or a hug is definitely a huge void for teachers and students. Teachers are connecting with students online and via personal phone calls, but this will never be the same as in-person contact.”
Sixth-grade math teacher Christy Gollhofer said the digital learning has gone “much better than I anticipated.”
“Students and parents have been very supportive and patient,” she said. “It has been a learning process for all of us. My colleagues and I have worked to prepare and change lessons as quickly as possible to better suit our students’ needs and available resources.”
But using devices is “not how I envisioned teaching, the job I love,” Gollhofer said.
“I can do my best remotely, but I know I am better when we are together,” she said. “We are a team. We miss our students. We pray for our students. We love our students. We will succeed together.”
The sixth-grade math team has designed its digital lessons to “mirror our classrooms” for its 115 students, Gollhofer said.
“We structure the digital lessons to have variety, engagement and impact over a shorter period of time,” she said. “I have seen lots of examples of students performing skits, completing exercise videos, demonstrating artistic paintings, to name a few. In fact, I have seen so many good ideas from other teachers, it would be overwhelming to try them all.”
Gollhofer said she does a video conference with her students every day from 9 to 11 a.m., which includes a group/shared activity at 10 a.m.
Students are able to “raise their hand” to request computer-screen control to answer questions and to “pop in and out” to ask questions regarding any assignment, she said.
She’s also trying to do two evening video conferences a week with the parents to “support them in their role as the teacher,” she said.
Kindergarten teacher Metta Whitton said digital learning is “going well” with her 22 students, who have been using Schoology for weekly homework activities throughout the school year “so it was familiar to them.”
“It is different completing all our assignments digitally,” she said. “My families have been troopers. Through email, texting and a few frantic phone calls to our tech specialist Jen [Konen], I think we have worked out all the kinks.”
Whitton said she’s on Schoology each day from 9 a.m. to noon, during which she responds to students’ assignment submissions and makes videos, posts and recordings for her class to view, and she’s available all day through email and by phone.
The educator said she also created a YouTube channel where she posts videos for her students.
“My kids think it is hilarious that Mrs. Whitton is on YouTube,” she said. “It is fantastic to see all their views of my videos. I love receiving videos and pictures of them watching me on YouTube. I look crazy on a big screen. I have seven subscribers now. I think I am going viral. Ha! I still have a few surprises for them over the next few weeks.”
Jenny Petersen has experienced digital learning from both ends — as a parent of 4-year-old Lexi Grace and as a sociology and criminal justice instructor of 300 students at Kennesaw State University.
Teaching her daughter, who is in Kaysie Studdard’s and Lisa Sanford’s class at Kids and Co., has gone better than expected.
“Well, I am definitely not an early childhood education teacher, but I feel like it is going really well,” she said. “We’re having fun doing a new experiment each day, and her teacher has sent out virtual field trips for each day, which we have really enjoyed.”
Petersen said she gets Lexi Grace’s assignments from Schoology then uploads videos and pictures for her teacher, who posts comments on the submissions.
“We talk to her on the phone each week, and she emails us daily with updates or cool things to do,” she said. “We’re going to video chat this week, and that will be really cool since Lexi Grace misses her teachers and friends.”
The mother and daughter don’t have a scheduled time when they have to be online or do their work so Petersen said she tries to keep it flexible.
“Each day, we have a literacy assignment, math assignment, music and movement fun and a virtual field trip,” she said. “Her teacher sends us links to games, online videos and activities we can easily do at home. I’ve added science experiments because they excite Lexi Grace, and we do art projects that go with the science. Honestly, a lot of it keeps Lexi Grace engaged so that I can do my own work.”
Petersen said the school system has been “amazing” during the closure and noted her friends in other parts of the state and country “didn’t hear from their schools for a full week, and those schools didn’t have the technology set up to quickly get back to learning.”
“Our schools took one day, and we were ready for digital learning the next day,” she said. “It’s challenging for parents, especially if they haven’t practiced some of these skills in years, but at least our students have the opportunity to continue learning.”
As for whether digital learning is an effective way for kids to learn, Gollhofer said that’s a “tough question.”
“Distance learning can be effective,” she said. “I can give my students more than enough resources to learn the material. Video conferencing has been our most impactful resource. Many teachers are making videos of themselves teaching the material. I know our students like to see familiar faces. I think having the ability to answer questions all day for students is a must.”
The difficult part, however, is the students who don’t have access to computers and reliable Wi-Fi, “but our district is currently working on a plan to address the issue,” she said.
Whitton said technology can’t replace her “being in a classroom each day with whole group/small group and individualized targeted instruction.”
“But it is what we are working with right now,” she said. “Our digital learning days were created with a possible snow day in mind. Now we are on day 10 of digital learning. All the teachers are going above, beyond and way beyond to meet all the needs of our students. Is it what we prefer and wish for? No! We want to be at the school with our students. We miss their hugs. We miss hearing their sweet voices and laughter. Nevertheless, we are still planning effective instruction that can be completed at home.”
By order of Gov. Brian Kemp, all schools in Georgia will be closed through April 24 so digital learning will continue at least until then, but the Cartersville system will be on spring break April 6-10 so students won’t have to complete school work during that time.
