For the past few years, the term “unprecedented” became the most overused (and accurate) word to describe the experiences many of us were having. From how we connected with friends, to how we celebrated holidays, to how we did our jobs.
In 2020, I found myself home with a brand-new baby, a toddler, and my oldest child entering Kindergarten. I also worked full time, so I saw the impact of this “unprecedented” learning experience firsthand. My kindergartener (pictured) and I shared my office for his first months of elementary school.
One positive outcome of this “unprecedented” time was that we saw the topic of student access to learning become a national priority. In 2020, Congress set aside approximately $13.2 billion Elementary and Secondary School Emergency Relief Fund (ESSER III) funding provided districts the ability to enhance technology infrastructure, implement new tools, and provide significant professional development for teachers to support integration of modern technologies. Through successive stimulus bills, a total of $190.5 billion was allocated to ESSER III.
Now as ESSER III funding winds down, the important challenge of planning for sustainability and maintaining student access to the Internet, appropriate devices, and inclusive pedagogy, becomes a renewed area of focus.
To do so requires careful planning, creative resource allocation, and advocating for ongoing support to ensure that our students continue to benefit from the transformative power of educational technology. Although there may be a tinge of uncertainty, tried and true best practices continue to be the way we can plan for a sustainable and improved path forward.