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Professional Learning

Equity and Challenges for Remote Learning (Facilitated or Independent Study)

In this course, you will learn about the equity challenges caused by the necessity for remote learning, as well as the opportunities you have as educators to minimize their impact.
An African American girl uses a laptop

At a Glance

This course focuses on how to keep equity at the forefront during COVID-19 school closures. You will also learn about the digital divide and how it impacts your students.

Topics

  • COVID-19
  • Digital & Virtual Learning
  • Diversity & Inclusion
  • Racial & Social Justice
  • Student Learning

Outcomes

  • Understand the components of the digital divide, along with the supports and strategies necessary to assist students who experience it.
  • Implement a variety of teaching and learning digital resources with your students.
  • Consider other issues students may be facing outside of academics, and their impact on students.
Developed by:

National Education Association

Last Updated: July 28, 2020

Details

Audience Role

  • Education Support Professional
  • Specialized Instruction Support Personnel
  • Teacher

Grade

  • Elementary School
  • High School
  • Higher Education
  • Middle School

Session Length

Facilitated: 6-8 weeks | Independent study: Approx. 3 hours

Session Format

Blended

Enroll in the independent study version of this course here to complete the course on your own schedule. 

Or:

Enroll in the facilitated blended learning version of course here.  Please note space is limited and enrollment ends on February 21, 2021. 

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National Education Association

Great public schools for every student

The National Education Association (NEA), the nation's largest professional employee organization, is committed to advancing the cause of public education. NEA's 3 million members work at every level of education—from pre-school to university graduate programs. NEA has affiliate organizations in every state and in more than 14,000 communities across the United States.
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