ONLINE INTEGRATION

Finding the happy medium between remote learning and attending school

Kim Maxwell talks to educators about classroom realities for online learning

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There’s no doubt that 2020 brought educational challenges for children during lockdown. Some thrived from having access to online learning tools, while for others, there was value in just staying connected during a time when learning was taking place remotely.

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“We’re an Apple-distinguished school for 2016–2021,” says Lee-ann Steynberg, principal of Grades 1 to 6 at Parklands College Preparatory, a private school in Cape Town.

She says a “1:1 programme for children from Grade 1 to 12” means an iPad in Grade 1, with children progressing gradually. “So when we went into lockdown, our Grade 1s were already transitioning without being totally reliant on their parents for online assistance.”

Does that make online education the go-to solution for children attending Parklands College? “No, this means that as a college, Parklands can transition very easily from face-to-face to an online learning programme,” says Steynberg. “But, we’re saying online work is challenging. Although it worked well under the circumstances, and we were able to transition to online learning under lockdown at a moment’s notice, it’s not the only learning we’d want for our children or staff.”

Steynberg highlights the social aspects children miss out on during online learning. “Those little ones need a lot of parental input to keep them going. Although we received positive interaction from parents, social opportunities are missing from that online experience. As soon as the children returned to school, we saw them in groups talking and interacting.

“Another thing to consider is that our children are using online systems and apps at school that their supervising parents aren’t necessarily using at home. Access to an IT support team for the preparatory faculty, and one in high school – available to children and parents – helped streamline remote learning at the school.” Dr Lynn Bowie is the national mathematics co-ordinator at Olico NGO. Its main centre in Diepsloot, Johannesburg, provides maths support for high schools in the area. Olico also operates in 12 schools in Gauteng and Western Cape. From Grade 7, Olico uses a tutoring programme to provide technology and face-to-face tutoring.

But when schools closed due to COVID-19, participants had to adapt quickly. One solution was to get their online maths learn.olico.org programme zero-rated by cellphone providers for use without data. Another was starting a maths WhatsApp group to keep teens and teachers connected. “We gave them maths puzzles to solve via WhatsApp groups. A computer or tablet is great to work on, but kids’ primary learning is interactive through their teacher. There’s something really important about that relationship,” says Bowie.

“Online work is challenging. Although it worked well under the circumstances, and we were able to transition to online learning under lockdown at a moment’s notice, it’s not the only learning we’d want for our children or staff.” – Lee-ann Steynberg