Implementing online teaching and learning PDF

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Roles played to help teachers in Implementing online teaching and learning.
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Discussion
After the emergence of the covid-19 pandemic, many barriers have been made, including
the suspension of physical learning in all learning institutions. This has been a big hindrance to
the continuation of learning by students in all levels affecting mostly primary and secondary
schools hence posing the need for an alternative form of learning to be implemented. One of the
effective ways to overcome this barrier is the implementation of online learning and teaching.
However, it is not an easy task to implement the learning method, and it needs different parties to
work together with teachers to help them effectively implement e-learning in schools. This essay
aims to discuss the different roles that different parties should play to help teachers effectively
implement online learning and teaching to students.
There are several factors that different parties such as parents, government, and schools
should look to support teachers in implementing online teaching and learning in both primary
and secondary schools. They must examine various factors to ensure the implementation of
online learning in their schools, either as a temporary solution due to the closure of schools
during the covid-19 pandemic or long-term programs for schools (Castelo, 2020). Presented here
are key factors that districts should ensure they help teachers effectively implement e-learning in
schools.
Making sure Students have Access to Devices and the Internet
Most of the students come from a poor background, and they may not have access to
electronic gadgets such as computers, laptops and smartphones. This makes it hard for them to
access online learning activities in the comfort of their homes; this poses a responsibility for the
schools to deploy them (Castelo, 2020). However, funding is another challenge for schools, and
it is very difficult for schools to establish one-to-one for all levels of students. Additionally, most

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of the population doesn't have internet connectivity at home; therefore, even though they are
given the devices to take and use at home, they may not use them because of the access to the
internet.
Districts have to take the responsibility of setting mobile Wi-Fi hotspots in school buses
and vans and packing them in low-income neighborhoods to enable students in those areas to
have access to the internet. Also, suppose the school libraries or other educational institutions are
opened in the areas. In that case, districts should also work with them to ensure effective internet
provision to all students for efficient access to the internet. All districts must ensure enough
bandwidth to sustain the increased system use that students and teachers will depend on for
online learning and teaching.
Tailoring Online Instruction to Student Needs and Abilities
All districts should take the responsibility of considering the case of primary pupils who
have less or no experience with blended or online instruction compared to middle and secondary
school students. Many schools consider using Google classroom as their learning management
system. They can also consider other means to share instructions through email, broadcast
practices for lower-level grades on school websites, and send home paper packets.
There is a need to accommodate requirements for students who pursue English and those
with disabilities (Heng, 2021). For teachers' effective provision of online teaching, students must
be provided with effective online environment accommodation. The district officers should
consider the level of technical skills the students are getting from home because some parents are
familiar with devices the students are using to study with while others do not know about them.
This should facilitate training of those students who need to be familiarized with the gadget
hence helping teachers facilitate effective online teaching and learning.