In terms of COVID-19 students and educator across the world have adapted to e-learning. We have become reliant on using various modes of communications. For example, Zoom, facetime, chats, text message, emails etc have become the new reality for millions of people in an effort to sustain learning and means of collaborating during the pandemic. If we were given the choice of traditional classroom learning versus e-learning the majority of the population would have chosen, the classroom interaction based on what we have been accustomed to as oppose to e-learning. E-learning has been around of many years but has not been widely adopted in many schools and businesses, but this new way of conducting learning and business might be new reality in the future and will likely have positive and negative elements from a business standpoint in terms of revenue. Whitman & Kelleher (2016) , “Neuro Teach” explored the phrase, “Yet Mindset” which means we have the power to transform lives, and I firmly believes this is one of the most exquisite skills with which we as students and educators can help equip our students and collogues by influencing what they are doing, this will begin to sow the seeds of change. The use of technology during quarantine has increased and this all start with desire to try a “Yet Mindset”, each of us has the ability and skills to make a difference and during the pandemic we have learn to navigate software and programs that we were not familiar with previously. Resilience is the ability to survive and thrive in the face of overwhelming life challenges, COVID-19 can been seen as a dynamic process in which the country and world have adjusted in the face of significant adversity, stress, and risk. The risk factors include losing love ones, significant unemployment rates, limited food supplies, poverty, poor socioeconomic conditions, and loss of medical coverage (Chang, Scott, & Decker, 2013).

·      Re-imaging the role of the teacher

·      Re-imaging the nature of teaching 

·      Re-imaging the role of the student 

·      Re-Imaging the tole of the educational institution 

The points mentioned above were that of Robert Kozman (2003) in which he asserts, technology imply a fundamental rethinking of the relationships between individuals, knowledge, educational professionals, and educational institutions. These points are more applicable today as we navigate the uncertain times. I believe it is important to bear in mind, that debates over technology and learning are often driven by personal beliefs and opinions. After COVID-19 the issue regarding digital technologies will be an ongoing debates, ideas, and arguments about learning. 

to competency (2nd ed.).   Belmont, CA:  Brooks/Cole, Cengage Learning.  

Dunbar, John. (2015). Investigative Reporting Workshop study shows widening gap in Internet connection speeds across the U. S. The Center for Public Integrity.

 

Hamidi, F., M. & Meshkat, et al. (2011) Information technology in education, Procedia Computer Science 3: 369-373. 

Keengwe, J., G. Onchwari, et al. (2008). Computer Technology Integration and Student Learning: Barriers and Promise. Journal of Science Education and Technology 17(6), 560-565. 

Khan, M., Hossain, S., Hasan, M., & Clement, C. K. (2012).  Barriers to the Introduction of ICT into Education in Developing Countries: The Example of BangladeshBarriers to the Introduction of ICT into Education in Developing Countries: The Example of Bangladesh - Alternative Formats . Online Submission, 5(2), 61-80.

Selwyn, N. (2016). Education and technology: Key issues and debates (2nd Ed.). New York:

Bloomsbury.

 

Stromquist, N.P., & Monkman, K. (2014). Globalization and Education: Integration and Contestation across Cultures (2^nd ed.). Roman & Littlefield.

 

 

 

 

The International Society for Technology in Educational (ISTE) emphasizes, educators of today should be prepared, “to provide technology-based learning opportunities for their students (Hamidi, Meshkat et al. 2011).  Hasan and Clement (2012) article, reiterates, technologies permit students to work more productively than in previous years but it is contingent on educator’s role technology- rich classrooms is more crucial than ever (Keengwe, Onchwari et al. 2008).The International Society for Technology in Education (ISTE) Framework offers 14 crucial elements that are necessary for effectively leveraging technology for learning. The 14 elements are: (1) a shared vision, (2) empowered leaders, (3) implementation planning, (4) consistent and adequate funding, (5) equitable access, (6) skilled personnel, (7) ongoing professional learning, (8) technical support, (9) curriculum framework, (10) student-centered learning, (11) assessment and evaluation, (12) engaged communities, (13) support policies, and (14) supportive external context. This framework provides educators with a research-based guide for implementing ISTE standards, technology planning and implementation, and systemic organizational change (https://www.iste.org). I believe equipping schools with computers and interests in low-income countries and in low-income areas right here in the US can play an imperative role in reducing the digital division. 

In Dunbar (2015) article he reaffirms, the poverty divide is real and clarified “The urban core of the city suffers from biting poverty and low rates of broadband subscribership, while the outer suburbs show sky-high incomes and correspondingly high rates of broadband subscribership.” This is not all that surprising, but the overall impacts can have lasting impacts on those communities as well as its citizens. Based on the current situation both at home and internationally, we can assume that more students are exposed to various forms of technologies. Students are exposed to computers, iPads, and phones are using it for learning but also using it for various forms of activities. Children, youth and adolescents are more tech savvy and it deemed that these groups would be easier to train them (Stromquist & Monkman, 2014)