Ilustration unknown persons sitting indoors of confference by Charlesdeluvio, Unsplash.Com

We are experiencing a time of crisis during this pandemic Covid-19. One of the potential shocks long predicted by future thinkers, espescially among the educational fields. Soon, we will look back and reflect on what can be learned from this major shifted experience among this pandemic. And how we can do better in the future. In the short term, Ministry of Educational and Culture Indonesia state has already informed to work together to keep our communities, schools, and children healthy and safe. Wether, they also try to figure out the way wisely based to open school closures in the next year. All responses should be designed to avoid deepening educational and social inequality.

In the immediate term, the first response is, if at all possible, to use more of what is already in place, rather than create entirely new services. In the medium term, many innovations will continue to emerge as country responses develop. One that go beyond simply replacing physical with digital transformational education analouges. Technology cannot change methods of teaching and learning. It can also elevate creators of knowledge. Technology can support new ways of teaching that focus on learners as active participants—to acess materials well beyond textbooks. These are precisely the learning tools that are needed in the 21st century.

As more schools close during the new school academic year, implified by Daring (in the network), and Luring (out the network) is the better adjustment approaches. As we move forward through this uncertain time, we need to make sure, that we have three things remain abundanlty clear about The New Era of Education.

First, in this new era, school closures will continue to be necessary by using the numerous technological solutions that deliver quality teaching and learning.

However, we should remember that physical presence in the immediate school closures, have deep impacts—not just on students, but on entire contentment of communities. We must pay special attention to the most vulnerable, not just physically, but also academically and physchologically to be consider. So, the goverment must also begin decreased the major impacts (stress and anxiety) by issuing strict health protocols, during the trial period before school opens in the next year.

Second, As systmes massively move to online teaching based on e-learning, the digital divide in connectivity.

How the teachers and educational fascilitators have access to devices and skill levels takes on more weight. Advantaged families are more likely to have parents with higher levels of digital literacy skills, who can support the learning of children, who cannot attend online school. Students from less well-off families are less likely to have this support, which means they risk falling further behind. So, the teachers can nearly reached out their students as possibly as.

Third, A new poll from the American Federation of Children shows more parents are considering pulling their children out of the public schools.

Parents has good reason to be looking for better options, likely to pursue homeschooling or online school, after Covid-19 lockdowns end. Even if schools do open, a lot of time and effort will be devoted to keeping children separated from one another. The best solution is expanded learning choice, with family access to online public schools, public charter schools, and private schools to teaching their children. Homeschooling should also be encouraged, for better academic results during this pandemic. At least one positive outcome from the COVID-19 experience.

But the main hurt to be truth of teaching and learning is not technology—it is pedagogy and ownership. The challenge is to build the expertise of teachers and schoold leaders and enlist them in adressing among this challenges. We can look and over case to PISA top performers Estonia and Finland as examples. Teacher candidates are selected, based on their capacity to convey their belief in the core mission of public education, and well educated mainly in schools. The level of trust that larger community, extends to its schools engenders to the high level of a strong sense of collective responsibility for the success of every student.

Innovation School Leaders and Teachers Forum

is a Hafecs innovation for Indonesian teachers, by presenting online class programs for all levels of teachers, principals, education activists from Sabang to Merauke to take part in leadership roles as the two countries do. We believes that from take this actions can support co-operation among teachers, principals, education activists to develop new teaching practices in this new era, in our industrial school system.

Hafecs,

Nurturing Mind, Enriching Knowledge.

Kontributor: Tessa Revananda Putri