Elemento
Virtual Learning in California
Media
Título (Dublin Core)
Virtual Learning in California
Disclaimer (Dublin Core)
DISCLAIMER: This item may have been submitted in response to a school assignment prompt. See Linked Data.
Description (Dublin Core)
The American response to the global COVID-19 Pandemic was multi-faceted. However, of specific importance to the nation were the changes made to public education. As the Pandemic resulted in the closure of businesses, teachers and students were required to continue their educational programs online from the privacy of their homes. Although the effects of distance learning will continue to be seen, virtual learning severely limited the ability of students and teachers to use sensory perception as a tool for learning and instruction.
First, distance learning no longer enabled American teachers to utilize the sensory perception of “proximity.” Throughout public education “proximity” is used to encourage student engagement with both instruction and content. Many teachers will walk their classrooms during student activities and use sensory perception to sensorially inform students that they are near to them and are assessing their engagement. Teachers use this strategy as a reinforcement tool to develop students’ ability to stay on task. Yet, during the COVID-19 Pandemic, social distancing policies made “proximity” not only impossible, but also illegal, limiting to what extent teachers could use sensory perception to foster engagement and learning.
Second, not only were educators no longer allowed to use the sensory perception tool of physical proximity, but also many educators were forced to rely solely on the sensory perception of sound. School districts throughout the state of California, for example, did not permit educators to require their students to verify their attendance in live video format. The result was educators and students were engaging predominantly through speaking and listening. Furthermore, being denied the sensory perception of sight, educators could not assess to what extent students were engaging with instruction and activities.
In conclusion, the COVID-19 Pandemic enacted emergency response strategies which directly affected the education of Generation Z. For both students and educators, sensory perception became more limited for every student. Yet, the sciences, including social science, are built upon the empirical information a human being receives through them. Perhaps this video will serve as evidence to answer the question, “To what extent were students denied the right to sensory information and science?”
First, distance learning no longer enabled American teachers to utilize the sensory perception of “proximity.” Throughout public education “proximity” is used to encourage student engagement with both instruction and content. Many teachers will walk their classrooms during student activities and use sensory perception to sensorially inform students that they are near to them and are assessing their engagement. Teachers use this strategy as a reinforcement tool to develop students’ ability to stay on task. Yet, during the COVID-19 Pandemic, social distancing policies made “proximity” not only impossible, but also illegal, limiting to what extent teachers could use sensory perception to foster engagement and learning.
Second, not only were educators no longer allowed to use the sensory perception tool of physical proximity, but also many educators were forced to rely solely on the sensory perception of sound. School districts throughout the state of California, for example, did not permit educators to require their students to verify their attendance in live video format. The result was educators and students were engaging predominantly through speaking and listening. Furthermore, being denied the sensory perception of sight, educators could not assess to what extent students were engaging with instruction and activities.
In conclusion, the COVID-19 Pandemic enacted emergency response strategies which directly affected the education of Generation Z. For both students and educators, sensory perception became more limited for every student. Yet, the sciences, including social science, are built upon the empirical information a human being receives through them. Perhaps this video will serve as evidence to answer the question, “To what extent were students denied the right to sensory information and science?”
Date (Dublin Core)
August 11, 2020
Creator (Dublin Core)
David Maddox
Contributor (Dublin Core)
David Maddox
Event Identifier (Dublin Core)
HST643
Partner (Dublin Core)
Arizona State University
Tipo (Dublin Core)
Video Recording
Audio Recording
Virtual Classroom
Online Learning,
Zoom Learning
Controlled Vocabulary (Dublin Core)
English
Education--K12
English
Online Learning
Curator's Tags (Omeka Classic)
education
sensory
school
sound
California
video
Contributor's Tags (a true folksonomy) (Friend of a Friend)
ArizonaStateUniversity
HST643
DavidMaddox
Linked Data (Dublin Core)
Date Submitted (Dublin Core)
08/24/2022
Date Modified (Dublin Core)
08/29/2022
Colecciones
This item was submitted on August 24, 2022 by David Maddox using the form “Share Your Story” on the site “A Journal of the Plague Year”: https://covid-19archive.org/s/archive
Click here to view the collected data.