ContributedJudith A. Langer, who is a Distinguished Professor Emeritus of Education, a researcher who has specialized in language, literacy, and learning, and one of the co-authors of The COVID-19 Solutions Guide.
August and early September of 2020 were extremely difficult times for everyone who had a stake in education: parents, teachers, school administrators and local officials. In June and July, most people hoped school could resume in the ways it always had and this, I think, may have held them back from creating a fully planned “new normal.” Many early scenarios contained some online teaching in the event that in the future schools might need to be shuttered for periods of time, but they were hoping an overall easing of cases would permit in-class instruction. Most models contained scenarios for all in-class, hybrid and fully on-line to cover the unknown range of needs, but many did not. Unexpected spikes in Covid-19 in heretofore low-case regions escalated uncertainty about what the future might hold. Sizable ranges in the intensity of new cases within states and communities pointed to the need for more locally determined options.
For most of human history, dyads and groups were only able to work and play together if they were collocated. All of this changed in the 19th century, when the first remote collaboration and entertainment technologies — the telegraph, the telephone, and the radio — were developed and widely commercialized. These were joined in the 20th century by television. By the middle part of the century, medical images were being transmitted over phone lines; soon thereafter, 2-way television was being used for remote medical consultations.