Roles Played to Help Teachers Implement Online Teaching and Learning

This essay examines the crucial roles that various stakeholders, including parents, schools, and the government, must undertake to support teachers in effectively implementing online teaching and learning, particularly in response to challenges posed by the COVID-19 pandemic. The paper emphasizes the need for ensuring student access to devices and the internet, tailoring online instruction to individual student needs and abilities, and providing comprehensive professional development for educators. It also highlights the importance of parental involvement, including establishing designated workspaces, maintaining communication with teachers, and reinforcing online class principles. The essay underscores the collaborative effort required to overcome barriers and create a successful e-learning environment for primary and secondary school students, whether as a temporary solution or a long-term educational strategy. The paper draws on various sources to support its arguments and provides insights into the practical steps needed for successful online learning implementation.

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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.

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Professional Development
Professional development is an essential practice to be undertaken before digitalizing a
classroom and having it online. Due to the unmatched closing of schools, it becomes very hard
for schools to bring students and teachers into one page. The majority of districts and federal and
state education organizations give webinars to educators looking for a crash course on teaching
remotely (Khanapurkar et al., 2020). Districts should provide an online desk to assist teachers
who seek help in remote technological support. They should also provide training videos and
other resources which can help teachers in teaching online.
Districts should work in unison with teachers in visualizing how the delivery will be
conducted online to ensure it is more appealing, students can be interested in it, and it is very
broad. They can also provide students options when it comes to how they portray what they are
learning.
Parents should set up a designated workspace for their students.
The ability of a student to focus and the mindset toward learning is initiated by the
workspace he is given. During the participation of online learning, students have the freedom to
complete their learning where they want. Therefore, a parent needs to decide for the student on
the best effective environment to study in and ensure they have designated space at home. It is
the parent's responsibility to think about their child's personality together with the needs and as
the start point of creating the best working space for them. Parents should also ask them where
they can feel more comfortable when completing their online learning course. The parent should
ensure that the child has easy access to materials and supplies needed during the learning course.
This will help the teachers easily convey their message to the students hence making the online
learning course effective.

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Parents should stay in communication with their student's teachers.
Parents should maintain frequent communication with their student's teachers will aid
much to the student's success. Parents and other caregivers must participate in dialogue with
teachers to ensure that students are on pace and getting the best help when they need any
(Khanapurkar et al., 2020). This can be conducted through daily live videos, phone checks and
many other different approaches. A parent making sure they know the expectations of their child
conveyed to the teacher is an important role which is helping teachers to implement online
learning effectively. Parents and teachers should association to ensure students adhere to online
classes' set principles, such as being punctual to time, being keen, and making relevant notes
during classes. Communication between parents and teachers will help teachers effectively
facilitate online teaching and learning.

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References
Castelo, M. (2020). Factors to consider when preparing for e-learning. EdTech: Focus on K, 12.
Heng, K., & Sol, K. (2021). Online learning during COVID-19: Key challenges and suggestions
to enhance effectiveness. Cambodian Journal, 3.
Khanapurkar, R., Bhorkar, S., Dandare, K., & Kathole, P. (2020). Strengthening the Online
Education Ecosystem in India. ORF Occasional Paper, (282).