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Education technology provider launches first facial recognition software to UK secondary schools

 

CRB Cunninghams, provider of cashless catering, online payment, and identity management solutions to education establishments in the UK, is the first education technology company to launch Facial Recognition software for UK secondary schools. The first of its kind software offers pupils the ability to collect and pay for school lunches without the need for physical contact, providing a fully contactless meal collection method.

 

Contactless recognition method

Joining Fusion, CRB Cunninghams’ existing range of identity recognition options, including biometric smart card and PIN, Facial Recognition is developed to offer secondary schools a truly contactless identification method. The new software reduces the need for students to carry any form of identification, such as a card or PIN.

 

With Facial Recognition, pupils select their meal, look at the camera and go, eliminating any contact at the point of sale. Intuitive technology enables the POS operators to quickly identify the pupil’s cashless account whilst payments are instantly adjusted in the same way as all other identification methods in CRB Cunninghams Fusion software.

Developing Facial Recognition

CRB Cunninghams has used biometric data since 2008 to identify pupils on the cashless system to pay for school meals and began exploring the development of Facial Recognition as a new identification method in late 2019.

 

When we developed Facial Recognition, we focused on creating a straightforward contactless solution for all pupils and providing a long-term safe and secure transaction method post-COVID-19.” Said Carl Lewis, Release Manager at CRB Cunninghams. “There has been a huge shift in the way schools operate over the past year, especially regarding the way pupils order and pay for their lunches. We built Facial Recognition to help schools adapt to these changes and offer a unique and effective enhancement to their lunch service.”

 

Due to the pandemic and the increasing demand for contactless meal collection options for schools, CRB Cunninghams developed Facial Recognition to retain the security of fingerprints whilst eliminating the requirement to touch a scanner. As an increasing number of UK schools focus on removing cash from the dining hall, CRB Cunninghams developed Facial Recognition in response to the changing landscape of school lunchtimes and to provide schools across the UK with a solution that focuses on safeguarding staff and pupils.

“When schools reopened after lockdown, we noticed an increasing number of our customers required a fully contactless lunch ordering method that guaranteed staff and pupil safety as they adapted to a new style of lunch service,” said David Swanston, Managing Director of CRB Cunninghams. “After the overwhelming success of Fusion Online, our pre-order app, we developed Facial Recognition to offer secondary schools a fully contactless lunch collection method. Facial Recognition seamlessly integrates with our existing cashless ordering solutions, helping schools increase their speed of service and simplify the payment and collection process.”

 

Kingsmeadow School, based in Dunston, was the first UK school to implement CRB Cunningham’s Facial Recognition solution and described the software as “fast, better than fingerprints.”

 

For more information on CRB Cunninghams’ Facial Recognition software for secondary schools, visit: https://bit.ly/3wuMI2z.

 

To learn more about CRB Cunninghams, visit the CRB Cunninghams website.

Rising to the reading challenge

After a year of disruption to the education of children (despite the best efforts of teachers), the demands of supporting all children, who may have had very different experiences of learning, remains paramount.  However, the disparity between the informal learning around communication and access to literature children have received, makes this even more challenging.

 

To make things more complicated, National Literacy Trust (NLT) research found children from disadvantaged backgrounds were less likely to be read to – but that just over a third of all children read more in lockdown. All classrooms have a mix of children who are ahead of expectations as well as those who are working towards these and both groups need assessment and support.

 

Establishing a baseline is crucial. A simple assessment is best – one that saves time and is easy to administer. Lexplore Analytics [add link] (used in many schools) does just this and ensures that continued progress can be monitored. Once you know where children are at, they can be supported and challenged as appropriate.

 

Fundamentally, educators must find the ‘spark’ that ignites a love of reading, so that children develop this life-enhancing skill and also their overall learning. A few simple principles will help to create an environment in which children can learn, improve and succeed.

 

Multisensory Learning

 

If learning can be approached by bombarding all of the senses and involving pupils themselves in their learning, this will ensure they enjoy what they do, and the learning is far more likely to be retained. Many educators already have wonderful ways of doing this. A few top tips include using a 

multisensory approach, encouraging children to ‘see it, hear it, feel it, say it’ as they work with phonemes and words.

 

Read to Succeed!

 

Nurturing a love of reading is the key. The material being read is not really the issue; more that children are reading something. This can be anything, from the latest Donaldson or Dahl, to ‘Lego’ instructions, recipes, magazines, comics, online articles and even subtitles on television programmes! Recent research showed turning on the subtitles could double a child’s chances of becoming good at reading.

 

Paired reading with an adult or peer is probably the most effective way of understanding text, particularly for children who think faster than they currently read. It is important to ensure that children choose their own material.

 

Reading is also about listening. The NLT suggests that audiobooks can be helpful with all readers as listening while following the text means they can access more complex material.

 

We hope these ideas, alongside many others educators already have in their toolkit, will help spark the love of reading, giving children access to a vital skill and a lifetime of enjoyment. As one child told the National Literacy Trust: “There’s not really much to do… so I read, and when I do, it makes me feel like I’m in a different place, not stuck inside.”

 

Rachel Gelder and Pamela Hanigan from LDIGS are the authors of the Lexplore Analytics free Recovery Curriculum Guide to Reading. Download the guide at http://bit.ly/LexploreRecoveryReadingGuide

 

EVERFI & TEACHER TAPP RESEARCH FINDS 97% OF TEACHERS STRESS THE IMPORTANCE OF FINANCIAL EDUCATION

As part of their newly launched Understanding Money Month this June, EVERFI a leading education company who are committed to closing the education gaps that lead to long-term inequality, in partnership with popular app Teacher Tapp, has discovered that an resounding 97% of teachers feel that it’s important to teach students about finance.

To succeed in the modern world requires key skills like managing finances and teachers recognise the importance of the subject (97%). The research also highlights that 83% of teachers feel that it is their role to upskill their class as they transition into adulthood, in order to help bridge a gap that sees one in five adults having less than £100 in savings or investments – a historically low level in the UK. succeeding 

However, of those that understand the need to educate students on financial matters, only 54% say they have enough time to plan and deliver these lessons, meaning students could be missing out on developing key skills and understanding in their formative years. The EVERFI and Teacher Tapp research also reveals that 37% of teachers say that financial education isn’t a current focus at their school. 

EVERFI created Understanding Money Month to directly support teachers in delivering financial literacy to their classes to ensure students learn critical skills that will help them in years to come. EVERFI have created free downloadable planners to  help teachers to plan and use their free, interactive and time efficient courses to help students make informed and smart decisions in the future. 

The interactive programmes, classroom activities, weekly planners and challenges make it easy for  teachers to deliver financial literacy education to their students that have been created in partnership with Young Enterprise. Available on EVERFI’s own platform the ready to go resources are split into three age-specific courses; Vault, Thrive and Aspire. 

Each course helps primary and secondary school students make smarter decisions;

  • Vault builds a financial foundation for nine to 9-11 year olds, teaching them how to borrow money responsibly, the basics of budgeting and the difference between stocks and shares.
  • Thrive helps students 11-16 years old plan for their financial goals by teaching key financial skills through relatable connections to everyday life and socio-emotional learning skills e.g. self-awareness, prioritising, self-control. 
  • Aspire helps students aged 14-18 year olds prepare for their financial future by teaching about the economy holistically through different perspectives: as a consumer, an employee and an entrepreneur or employer, and understand its relevance to their lives.

Speaking about the ease of using Vault, Melanee Rose, Head of Maths at King’s House School Richmond said: “Managing money and learning how to save are vital skills to learn at a young age. The built-in lessons in Vault made the course very accessible to me as a teacher and I’m excited to teach pupils about the value of money.” 

All EVERFI courses help create a more equal society by providing pupils with critical skills that prepare them for a brighter, happier, safer and more resilient future. EVERFI are offering Waterstones Vouchers for schools that sign up to Understanding Money Month by the end of June. 

Laura McInerney, Co-Founder & CEO, Education Intelligence, who worked with EVERFI on the findings said “As a former PSHE teacher I was unsurprised to see so many people saying that financial education was important. Most adults wish they’d learned more about it at school and knowing more about finance is a way of boosting pupil’s real-world confidence”

Martin Finn, EVP Global Operations at EVERFI spoke about the idea behind the launch of the campaign: “Understanding Money Month came to life to help make it easy for teachers to embrace financial education. We know that they see it as important, but often find it hard to access and deliver. At EVERFI, we are here to support teachers with high quality courses and planning tools. With our Vault, Thrive & Aspire courses, we use real-life scenarios and interactive games to show learners how to make smart financial decisions, ensuring all students have the critical financial skills they need for the future.”

Head to the EVERFI Teachers website today to explore Understanding Money Month further and the EVERFI courses available.

Teachers fear pupils without internet at home are becoming socially excluded and falling far behind

 

Many of the half a million pupils across the UK who don’t have internet at home are becoming socially excluded from their classmates and are falling far behind in their school work, teachers have warned. 

An online YouGov survey of primary and secondary school teachers across the UK, commissioned by EdTech firm Kajeet, found that almost a third of teachers surveyed (31%) think that lack of internet access over the last year has led their pupils to be socially isolated as children lead more of their lives online. 

Some 64% of teachers surveyed told the pollsters that pupils without internet access at home have not progressed nearly as well in their learning , while 31% say that this has led to social exclusion. More than a quarter (28%) say that no internet access has been detrimental to pupils’ mental health and made them lack confidence (27%).  

At least 550,000 children across the UK have no internet access at home, while more than 910,000 can only get onto the internet through a parent’s phone, according to the latest figures from the communications regulator Ofcom*. 

It is now a legal requirement for schools to provide ‘remote education’ during the pandemic – April’s 2021 Ofsted updated inspection handbook states that a remote learning provision is now required by all schools. However, many schools now set homework that needs to be completed or researched online and pupils without wifi, a monthly broadband connection or a device are increasingly left behind. 

More than a quarter of teachers surveyed – 27% – are particularly concerned about the issue of pupils without internet access at home for the coming year, the survey found.  

Shabaz Sayed,  Assistant Headteacher at St Mary Magdalene Academy in London, said: 

“As a school it is so important for us to ensure all our students have access to the same resources and to the same level of support and making sure everyone of our students can access great education.  We would not be fulfilling our role as educators if students were left behind.” 

St Mary Magdalene, alongside a growing number of other schools in the UK, has used the Kajeet SmartSpot, a device which allows pupils to access the internet from their homes for as long as they need without an existing internet connection. 

The wireless device, created by EdTech firm Kajeet, comes with safety features that block harmful content and has been successfully trialled in primary and secondary schools across the UK. 

Ben Mansell, Kajeet’s UK spokesperson, said: “The internet is something that many pupils, just like the rest of us, take for granted. Pupils now expect to just go online to do their homework and connect with their friends. 

“But for hundreds of thousands of pupils across the UK, this is not the case. As this survey of teachers shows, pupils without internet access at home are not just being left behind in terms of their schoolwork, teachers fear they are now being socially excluded too as pupils increasingly live their lives online.  

“We need to urgently reduce the digital divide between those pupils who have internet access at home and those who do not so that all pupils are able to do their homework and access virtual lessons, regardless of their socio-economic background.” 

The survey also found a staggering 64% of teachers who have children without internet access at home are printing out homework for them.  

Rubbermaid Commercial Products launches campaign to promote hand hygiene in schools

Rubbermaid Commercial Products (RCP) has launched ‘Hands Up For Hand Hygiene’: a campaign aimed at encouraging school-aged children to become more aware of the importance of good hand hygiene, now and in the future.  

Effective hand hygiene is more important than ever, and the COVID-19 pandemic has caused increased focus on washing and sanitising provision across the world. RCP is leading a mission to accelerate this change in behaviour, helping to instill good hand hygiene practice in children and create habits that will last a lifetime.

A leading international manufacturer of hand hygiene, cleaning, waste and recycling solutions, RCP has developed the Hands Up For Hand Hygiene initiative to engage young minds about the importance of thorough hand washing and sanitising.  Designed as a computer game style mission, the campaign will call on children in classrooms across Europe to create an informative poster which outlines why hand hygiene is so crucial in the present day and the future.  With a challenge to ‘spread the word, not the germs’, children are empowered to raise awareness of the importance of good hand hygiene among their peers.

The four winning designers will have their schools fitted out with premium RCP soap dispensers in washrooms and hand sanitiser dispensers throughout their schools, complete with a six-month supply of RCP refills. The winning designers will also delight their class, as they will receive £100 Amazon vouchers for their teacher to spend on fun activities or treats for pupils. 

Paul Jakeway, Head of Marketing – EMEA, RCP – said: ‘’Now is the time to embed strong hand hygiene habits in the next generation.  We’re delighted to be able to support schools and teachers with our engaging and informative campaign.  Hands Up For Hand Hygiene is designed to speak to children in a universal language:  that of computer games!  As the message about hand hygiene is constantly drilled into children, we feel that by bringing some fun to a very important topic we will capture children’s attention and participation more fully.’’

Participating schools can download a free resource pack which contains an interactive slide presentation to explain more to the pupils about good hand hygiene, a ‘gaming’ style video to explain the ‘mission’ to pupils and some top hand hygiene tips for education providers from the experts at RCP.  

The competition is now open here.

Statement From The Children’s Society On Ofsted Report Of Sexual Harassment In Schools And Colleges

 

In response to the Ofsted findings of the prevalence of sexual harassment in our Schools and Colleges, Iryna Pona, Policy Manager at The Children’s Society, said: “These worrying findings lay bare how a culture of sexual harassment and abuse has become normalised not just in our schools, but wider society.  

 

“Ofsted’s recommendations are important first steps for the Government, schools and other organisations involved in protecting children and they must be implemented without delay if we are to turn this situation around. 

 

“Schools need better training and resources to educate children about healthy relationships and to identify and respond to instances of sexual bullying and violence in partnership with safeguarding leads in local councils. 

 

“But this isn’t just a matter for schools. We are also urging the Government to invest more in services to help victims and young people displaying harmful sexual behaviour. There needs to be a focus on prevention and early intervention rather than simply tackling the issue and supporting children when things reach crisis point. 

 

“We are concerned that risk assessments of children by social care risk don’t currently include peer on peer sexual violence as a factor to look for, meaning this important opportunity to offer young people support may be missed. 

 

“We know that inappropriate sexual content online contributes to the normalisation of sexual violence in schools and in communities. We would urge the Government to make good its pledge to make the internet safer for children and introduce age verification for websites displaying adult content without further delay. Internet providers must take decisive action where sexual abuse or harassment happens online.” 

 

Experts offer schools FREE drug & alcohol awareness seminar

 

The UK Addiction Treatment Group is offering all schools, colleges and universities across the country the opportunity to engage pupils in an exciting, FREE awareness seminar on the dangers of drugs and alcohol. 

 

The programme, led by an Enhanced DBS-checked Therapist is completely free to all schools who wish to book it. 

 

UKAT is offering all schools a day to engage with their students, of any age, on the short and long term dangers and implications of substance misuse. 

 

The seminar is incredibly interactive, and offers students the opportunity to ask open and honest questions about drugs and alcohol in a safe and trusted environment – their own school- with an expert who knows how to answer these types of questions. 

Many schools across the country have already welcomed UKAT on site to lead this seminar, some preferring a larger ‘lecture’ style structure whilst others prefer smaller, more intimate group sessions running throughout the day.

 

UKAT tailors the content to match the age of the students in each session, and works closely with the school itself to focus on any particular areas of concern, like gaming, cannabis or eating disorders, for example.

 

The help doesn’t just stop when UKAT leaves. The best part of this programme is that UKAT’s expert team have compiled support guides for students AND for parents, written by therapists. The school adds the guides to their website so that further support and information is always available. 

The free drug and alcohol awareness programme is the perfect education enrichment activity for teachers planning extracurricular activities and engagement opportunities for their students. 

 

To book your school in, just visit – www.ukat.co.uk/education-programme/v93/ or email the team on media@ukat.co.uk 

 

Maths Summer Learning Challenge Launched

 

10 June 2021:  Whizz Education, provider of the award-winning virtual tutor Maths-Whizz, has launched an exciting summer learning challenge for all 5–13-year-olds.  This new initiative is open to all schools and parents, designed to encourage students to continue ‘doing’ maths whilst having fun over the six-week summer holiday period (mid-July to the end August).  The aim of the challenge is to ensure measurable learning gains are made, helping students get ‘back on track’ by September and have fun doing so both on screen and outdoors. 

 

Fiona Goddard, Senior Education Consultant explains: “It’s been a hugely stressful year, with teachers facing unprecedented pressure as many students struggle to keep up despite the heroic commitment of staff.  The Summer Learning Challenge is being launched as a response to the extraordinarily difficult circumstances faced over the past 12 months and will support our schools, teachers, and parents keeping children’s maths learning simmering whilst away from the classroom.

 

“Our research shows that when students switch off over the summer, they tend to lose around two-three months’ worth of maths knowledge, known as summer learning loss.  Yet with just one hour per week of focussed individualised Maths-Whizz instruction, they can expect to move their learning forward by around eight-nine weeks over a six-week summer period.  In all gaining a 4-month advantage with just one hour a week; helping to turn learning loss into learning gains.

 

“As a solutions provider accountable for learning outcomes through a holistic approach, we offer a range of services to help pupils achieve learning gains.  Therefore, as part of the Summer Challenge, schools will be supported with three learning initiatives:

 

  1.  Virtual Tutoring: one hour a week of Maths-Whizz for students and a minimum of three Progressions for six weeks during the summer securing learning gains.
  2. Make Maths Stick: a set of recreational outdoor maths activities for children and families. Two activities a week for six weeks.  Yes, it involves sticks. And yes, it’s really fun!
  3. Daily Challenges: brain-busting maths teasers for students, parents and teachers alike.  Five challenges per week for six weeks.  The fun maths teasers get children thinking outside the box. There are ‘easier’ or ‘harder’ options to get them reasoning and problem-solving at their level of understanding.

 

A prize will be awarded to the school that achieves the highest number of Progressions per student, which includes an amazing half-day maths enrichment session in the Autumn, delivered by our experts at Whizz Education, in-person or online.

 

A ‘Golden Ticket’ invitation to an online Maths Extravaganza, an hour of fun-filled maths activities with Dr Junaid Mubeen, Director of Education and Fiona Goddard, will also be awarded to individual students who achieve 60 mins and three or more Progressions over the six-week summer period in each of the six weeks.  Golden Ticket invitations will also be offered to students who receive a shout-out from our marketing team after sharing an interesting Making Maths Stick activity photo or a solution to the Daily Challenges.

Goddard continues: “We understand the summer is an essential time for teachers, parents and students to relax and recharge.  Therefore, this initiative is intended to secure learning and engagement with minimal effort and maximum fun!   With just 60 minutes per week the potential impact on learning gains is significant.”

All activities are fully supported with quality resources including: implementation plan for schools, personalised progress tracker chart with QR codes for easy access to the activities for the students, resource packs, instructional guide, and school and parent webinars all detailing how to participate.

 

Goddard confirms: “We believe that every child deserves a learning experience that caters to their individual needs and pace of learning.  Our expertise lies in designing and overseeing implementations that embrace the unique context of each environment. We work in close partnership with schools and parents, to provide engaging and interactive content pitched at the right learning level, so progression can be a positive experience.  We are now looking forward to collaborating with more schools, parents and students looking to take up the Maths Summer Learning Challenge!”  

To find out more about the Whizz Education. Sign up for the Summer Learning Challenge please see https://www.whizz.com/summer-challenge-signup/    

Olympic Gold medallist Sally Gunnell and school kids team up to launch Olympic-inspired campaign between the British Red Cross and Team GB

Olympic legend Sally Gunnell has today, Monday 7 June 2021, visited a school in Brighton to launch a new Olympic-inspired campaign between the British Red Cross and its official partner Team GB, encouraging schools to get involved with a brand new fundraising challenge, Be Your Best.  

 

At a time when the pandemic has left people feeling lonelier than ever, the British Red Cross and Team GB are working in partnership to inspire the nation to come together and look out for each other.  

 

Gunnell says: “I’ve supported the British Red Cross for years and I’m delighted that two organisations, close to my heart, have come together to support local communities”. 

 

“Loneliness does not discriminate and if the pandemic has taught us anything, it’s how much we depend on one another. From experience, I know that whether it’s a Team GB athlete relying on their coach’s support, or someone turning to a Red Cross volunteer to get them through a tough time – connections and relationships are so important in life.” 

 

Launching on 28 June 2021, Be Your Best encourages children to set themselves a personal challenge to raise money for the British Red Cross. In the same way Team GB athletes are always striving to improve their performance, children can choose any activity – from running laps of the playground to long distance skipping to reading or baking marathons – setting themselves a personal goal to complete in the run-up to the start of the Tokyo 2020 Games.  

 

Gunnell continues, “Today I’ve been at Coldean Primary School in Brighton meeting some of the amazing children who are taking on the Be Your Best challenge for the British Red Cross. Not only does Be Your Best give the children a chance to feel like they’re a part of the Olympics but to feel connected again, boost their confidence and wellbeing after an extremely difficult time since the start of the pandemic” 

 

“The children’s energy and enthusiasm has blown me away – I can’t wait to see how other pupils across the country challenge themselves and get involved.”   

 

Gunnell spent the day with the children, putting them through their paces on the sports field and helping them to decide on their Be Your Best pledges.  

 

Awab, 8, a year three pupil from Coldean Primary School who took part in the activity and is taking on the Best Your Best challenge said: “I want to improve my running by doing further distances and gaining more swiftness. I’m the fastest in the class and maybe the fastest in key stage two. I just want to be really fast.”  

 

Scarlett, 9, a classmate added: “I want to get better at my drawing, drawing life like things. I usually do drawing after school – on YouTube there’s these how to draw videos that help me – I most want to improve my drawing of animals.” 

 

Andy Wilson, 39, their teacher said: “It was a pleasure to have Sally visit the school today – she was a huge inspiration to the children and we hope they will all strive to be their best as they get going on their chosen challenges.”  

 

Team GB and the British Red Cross first partnered in 2020 with the shared vision of the power of everyday people working together to achieve extraordinary things from athletes striving to achieve their incredible goals as part of a team, to British Red Cross’ volunteers in the UK and around the world performing incredible acts of kindness to support those most vulnerable. 

 

Mike Adamson, British Red Cross Chief Executive said:  

 

“We’re absolutely thrilled to be working with Team GB ahead of the Tokyo 2020 Olympics, launching this new Olympic-inspired campaign, to get kids active and bring communities together.  

From baking to swimming, school children across the country have already committed to some wonderful ideas to challenge themselves, and we’re looking forward to more schools getting involved as we get ready to cheer on the athletes at the Olympics this Summer. 

The British Red Cross is powered by a team of thousands of volunteers performing acts of kindness in their communities, making a huge difference to people in crisis, in the same way Team GB know the power of their team of athletes, working together to achieve incredible things” 

 

Scott Field, Director of Communications at Team GB, said:  

 

“Team GB is incredibly proud to partner with the British Red Cross. This past year has demonstrated that, as a nation, we are so much stronger when we come together to support each other. The Be Your Best imitative from the British Red Cross is an excellent way to engage communities with the Tokyo Olympic Games.”  

 

Through the power of kindness for over 150 years, The British Red Cross has been there to support people through the most difficult times, and the money raised from the partnership will help the charity continue its vital work.  

 

Pupils from 250 schools across the country have already signed up to take part in Be Your Best – to sign up for a fundraising pack visit: www.redcross.org.uk/beyourbest .’ 

 

Investing in a Distance Learning Solution: The Future of Educational Technology

By Nadav Avni, Chief Marketing Officer at Radix Technologies

With vaccination programmes in place and Coronavirus infections rates dropping, economies are reopening, people are going back to work, and students are back to school. Educational technology adopted during the height of the pandemic, helped schools make the transition from in-person schooling to remote learning, but what happens to these investments once the pandemic ends? And how can classroom technology remain flexible no matter the educational setting?

An Educational Technology Overhaul Is Due

Given its importance, many educators believe that remote learning will enjoy the biggest growth in the next three years. Many school systems will focus on addressing the divide between students with access to those without while being inundated with requests and recommendations for equal access to the internet when students are at home.

Educational technology is a means to achieving the goal of providing equal access to education. Given the possibility that COVID-19 will linger a while longer, it makes sense to adopt systems that do not have a singular method. Post-coronavirus, schools should feature learning systems that can accommodate in-person training, remote learning, or a hybrid of both.

After the Pandemic, Hybrid Learning Will Follow Remote Learning

Because of the stay-at-home orders called for by the pandemic, schools undertook large-scale efforts to utilise education technology in support of remote learning. It enabled teachers and students to remain connected regardless of distance.

Now, schools are open and welcoming back students, pandemic or not, remote learning isn’t going away soon. Therefore, having a choice of educational technology modalities is important. Ideally, these systems work pre and post-coronavirus.

Post-COVID, hybrid learning offers the best way to combine in-person classes with online learning. A special set of tools for teachers is required. This includes an intuitive classroom management solution that allows access to learning materials for both in-person and online students. This helps teachers stay in control of their hybrid classes. At the same time, students, whether in-person or online, receive the same degree of attention and access. As such, they won’t feel that the method of learning seems to favour the other group.

Managing the Post-Pandemic Classroom

Unless the pandemic disappears tomorrow, learning methods will be subject to change depending on the COVID-19 situation. In times like these, it’s best to have both the school system and the educational technology capable of switching between in-person, remote, or hybrid learning modes in an instant.

The new normal brings new expectations as coronavirus transformed the teaching profession. With the right equipment, teachers can continue with the “over the shoulder” teaching experience even in online and hybrid situations. Sharing learning materials shouldn’t also pose a problem with modern classroom management solutions, as it incorporates popular mobile technology such as screen sharing, file sharing, and whiteboard collaboration. Integrating the communication functions instead of depending on a separate application can also provide additional convenience. Instead of requiring teachers and students to switch between applications, a single all-in-one solution can cover the functions of classroom management, learning management, and video conferencing. Finally, both students and teachers shouldn’t worry about potential breaches of private data. The optimal system should provide robust security measures that secure school and student information and keep them private and confidential.

Heightened Expectations for Education Technology

Hybrid learning offers an advantage of the flexibility needed sorely in a post-COVID scenario. It allows schools and students to continually adjust to any situation without the need to automatically suspend classes. Individual students also benefit from the flexibility of hybrid learning as they can still join classes from home when circumstances prevent them from leaving the house.

At the same time, teachers are expected to leverage modern educational technology to successfully manage different kinds of classes. Securing modern and effective classroom management solutions to help them do so should be a priority programme for educational institutions.

After all, investing in education technology isn’t a cut-and-dried operation. Instead, it should be seen as a continuous process for improvement that benefits the school and improves the students’ learning experience. Treating it as a one-time expense can potentially cause schools to fall behind over time as they deal with outdated software, hardware, and processes. Instead of choosing a singular system, it makes more sense to invest in an option that provides the flexibility and functionality needed for effective classroom management.