Responses from Nader Qaimari, chief learning officer, ISACA.
Because most schools have moved to virtual learning environments in response to COVID-19, what are the likely long-term outcomes of this?
It’s important to distinguish between true distance or virtual learning and crisis virtual learning. Right now, yes, many organizations and schools have moved to doing everything virtually, yet we are not really where we need to be to say we’re truly virtual.
We are doing what we can, but not necessarily doing it correctly. I imagine that shortly after this crisis subsides, we will see a quick pendulum swing back to much more face-to-face interaction (as we all crave it) but then people will move to having serious discussions around what this means long-term. With my kids, for example, I am extremely interested in how we will measure the efficacy of distance learning. It’s not as easy to measure as parents who are working from home right now can’t monitor their children’s progress all day, like teachers can in a closed environment. More tools to facilitate that will be necessary, and more importantly, the adoption of those tools.
Will more schools embrace distance learning once we’re beyond the pandemic? If so, what will that look like? Will some educational entities move beyond physical classrooms altogether?
At a minimum, virtual learning will no longer be viewed as some elusive, experimental aspiration, but a true possibility – with limits. We are now a few weeks into a stay-at-home order for 80% of the population and I am pretty confident that if you ask most parents, they want their kids to go back to a physical classroom setting. The physical social interaction is key and the appreciation for teachers is at an all-time high. When you move to other areas of learning, however, like corporate learning, it seems that distance learning is a true possibility. It’s more convenient, more cost-effective and more efficient. As the organizations that deliver that content improve, and the technology improves, it doesn’t seem far-fetched to say that more corporate learning will continue to move to an online-only format.
I really think that it will not happen in our lifetime. There will be options to do that as an alternative, but I don’t think that will be the norm in the next few decades. Education does not move that fast, even after a crisis.
In essence, what is the future of classroom-based learning and the technology that plays a role in providing instruction?
The goal is to recognize each for the value it brings. The technology should facilitate instruction and make it more efficient. The teacher/instructor should personalize it and make it stick. I have never subscribed to the belief that teachers would get replaced with technology. That is thinking about it incorrectly. Technology can help teachers become better, though. By removing the manual work and freeing up time, teachers can do what they do best – connect with students, engage them, and make sure they understand. That is why the classroom will be around for a long time. We crave that social interaction.
“If nothing else, the rapid migration to remote teaching and the challenges therein, is proving that teachers enhance technology, not the other way around.” Erica Hartman, director of technology.
At the time of this article’s release there are 36 states that have closed their schools, impacting approximately 32 million K-12 students. The majority of these schools are shifting to online teaching using Learning Management Systems.
What is a Learning Management System (LMS)?
A learning management system is an online platform that enables blended (face-to-face and online) or fully virtual learning. A LMS is designed to streamline course management, such as distribution of content, assessment, grading and feedback loops, so teachers can spend more time enhancing learning experiences and differentiating to their students’ needs. LMSs can play a critical role in teacher-to-parent and teacher-to-teacher communication. They can also be used to deliver professional development to teachers, connect faculty into collaborative groups, and to offer ongoing instructional support for students.
Studies show that approximately 75% of K-12 schools subscribe to a LMS on some level, with costs ranging from $5 to $10 per student. Google Classroom and Microsoft Teams provide LMS-like platforms at no cost, but with less imbedded features. LMSs were originally designed for the higher education market and are the backbone of colleges and universities, especially institutions such as the University of Phoenix with an enrollment exceeding 95,000 students.
The majority of the dozens of LMS companies began solely as higher education service providers and started offering their platforms to K-12 only around 10-12 years ago. The challenge has been that despite the emerging features in LMSs today, most educators have used them as glorified bulletin boards; posting paper-based assignments in PDFs, applying simple assessments such as multiple-choice and true/false quizzes, and to upload YouTube videos for students to view. This is primarily due to a lack of effective and ongoing professional development that supports the shift to, at a minimum, a blended learning model.
Last week, a district superintendent reached out to me seeking advice on how to quickly migrate his students to a remote learning model since he expected the imminent closure of the schools for weeks. Despite having subscribed to a LMS 3.5 years ago at a cost of over $100,000 to date, he was shocked to discover that over 370 of his 1,200+ teachers had never even used their initial login codes and temporary passwords. Hence, migrating to a remote learning model became a more daunting task, especially with an urgent turnaround time.
Don’t Compromise Quality
Successful use cases of LMS integration in schools exist and they show that when implemented properly, student engagement increases, access to ancillary learning is facilitated and communication between teacher and student is greatly enhanced. One of the most important benefits for a teacher is that differentiated learning practices can be readily applied by assigning remedial resources to struggling students, while providing more challenging assignments for higher performing ones.
The key is not to compromise fundamental teaching strategies because we are shifting to an online delivery model. “Just because of we’re going virtual, we can’t throw away what we know of sound instructional design. We must keep the good things in mind; receive feedback, apply formative assessment strategies and establish feedback loops. I advised my teachers to stick with what they know and we’ll help you with the delivery methods.” said Dr. Matthew Murphy, superintendent of Ramsey Public Schools.
Because most schools have moved to virtual learning environments in response to COVID-19, what are the likely long-term outcomes of this?
Education just may get a much-needed revolution. Parents have been forced to know more about their child’s education than ever before. Students who are self-motivated and interested in learning, or just plain curious, will be fine. Those parents need only put the challenge in front of that child and the child will engage. A good approach for the parents of this child is to open the field of options — expose, prompt, respond, encourage and most importantly, get out of the way and let the child lead.
For parents whose children don’t like school, don’t think they need it, find none of it interesting, this is where the deepest challenge exists. All of which may be the result of a faulty education system souring children. Take a look at the 20-30 somethings with kids in high school, middle school, and for that matter, elementary school, who are suffering from stress-related issues and are often described as rebellious, lazy, or checked-out. This group will likely see the greatest challenges in the aftermath of COVID-19. But then, this group was going to have the roughest time anyway. These are the parents who will be met with real challenges.
The parents who have success connecting or re-connecting with their child during this ‘stay at home’ order will have a different view of the future of the classroom. These parents will be navigating and creating an educational program that works for both the parent and the child. If the parents evaluate their level of engagement and acknowledge that they stepped up when needed, they will look at distance learning with less trepidation. If the child is given an environment in which to flourish, it is often this kind of comfort that nurtures curiosity.
There will be a percentage of parents who may decide that the flexibility of distance learning is perfect for their family lifestyle. Others will miss the structure. If the student in the home is motivated to remain in a distance learning situation, they will be motivated to keep up with the work. The kids who are socially motivated will want to be with friends on campus. The less social group often find their communities online and distance learning is another version of that online world.
Will more schools embrace distance learning once we’re beyond the pandemic? If so, what will that look like? Will some educational entities move beyond physical classrooms altogether?
I do think that many schools will be moving beyond the physical classroom. This is an opportunity for parents to help the child take agency over their education. They can agree on deliverables and the child can set the times they will work on those deliverables. They need to learn concepts and applications, what order that happens is only important with the basics. We need the child to know an alphabet, numbers, and we need them to be curious. Much of this will come naturally given the right environment.
Imagine distance learning from the perspective of a person who is medically not able to take part in the broader community. In the distance learning ecosystem, this person is on par with their classmates. No one needs to know any physical or medical challenges. Rural students could have access to education that was unavailable a generation ago. Distance learning blurs demographics. Offering education at the pace of the student without the stigma of a slower learner or (sometimes even more damaging) a gifted child.
Home school numbers have been growing without this pandemic. I do believe there will be challenges to school-as-usual once parents have a close eye on the education being offered to their children at their current institute. There was a joke floating around the Internet the first week of the stay-at-home initiative that said: “Millions of parents are about to learn that the teacher was not the problem.” This can be a painful lesson for a parent, and a deeper dive into the learning behaviors of their kids and how to improve these can help strengthen the overall education system, whether it be from a physical classroom or a digital environment
I don’t see this as panic-stricken hype. I think it is a worthy question to consider. Should it go the way of the dinosaur? Do we really need kids educated by age? What if we had a range of topics that students were involved in and they worked with older and younger students to learn those skills, similar to the real world where we are charged with tasks that require us to work with people not only of different age brackets but different socio-economic realities, ethnicities, and so much more. What if the in-person-classroom goes away and kids gather in digital–classroom sessions with attendance dependent on interests that start with introductory information and travel up the chain to expert level.
What is the future of classroom-based learning and the technology that plays a role in providing instruction?
Imagine the best teachers on each subject teaching millions of kids. There are teachers out there who will emerge as a result of this. Education for children that is compelling may come out of this quarantine. Education that is available to the child when the child’s interest is piqued may also be a positive outcome. We need educational options that inspire the student to keep coming back for more. An education system that has kids seeing themselves as inventors, as individuals with valuable ideas. A system that encourages learning by doing rather than by merely listening. All of this is productive.
We could come out of these next few months with parents who have a profound new appreciation for good teachers. We hope to come out of this experience with an entire society that has a new appreciation for the profession of teaching. Online curriculum with digital, in-person, or at least one-on-one meetings with an educational mentor/teacher/parent who can help the child meet the deliverables and work with the student to make and exceed their goals would offer a positive outcome for distance learning and students.
Response from Louisa Childs, head of school, Dwight Global.
We’ve used an array of technologies over the years to meet our students’ needs, regularly incorporating feedback from students, parents, and educators along the way. We’re confident that online education can not only help students thrive, especially during challenging times, but can also be even more effective in certain circumstances.
The support and flexibility of parents and families is crucial to an online school’s success. That means, teachers should strive to make sure parents feel included just as much as students, and that their ideas on how to incorporate more real-world learning into their child’s education are encouraged.
The platforms we use at Dwight enable students to experience classes in the same way brick-and-mortar students do. For example, in language classes, we use Miro, a robust virtual white board tool, to create appealing visual materials for students. Our math teachers use another tool, Aww, which is also a whiteboard, to solve equations ‘on the board’ just as a teacher would in a physical classroom.
Just like brick-and-mortar schools, online schools can’t use a one-size-fits-all approach. To be successful, teachers must use different technologies for different age groups and skill sets.
Ultimately, even though education is facing a massive shift right now, our students’ core educational needs are the same: students need consistency and access to materials and technologies that engage them and help them empathize with each other. They need to know their voice matters.
McGraw-Hill, a leading learning science company, today announced free digital access to its 5 Steps to a 5 Advanced Placement test preparation guides for educators, students and parents navigating the challenge of school closures due to the COVID-19 pandemic. The online Cross-Platform Prep Courses will be available for 90 days for students who log in to get access prior to June 30, 2020.
(PRNewsfoto/McGraw-Hill)
“During this unprecedented time of disruption, we want to do everything we can to support educators, students and parents during the shift to online learning,” said Scott Grillo, President of McGraw-Hill Professional. “By offering free access to our innovative 5 Steps to a 5 Cross-Platform Prep Course across multiple AP subjects, we hope it will be a valuable resource to supplement virtual classroom instruction for AP courses.”
The Cross-Platform Prep Course provides students with study and practice content that is fully customizable. Students can create a personalized study plan based on their test dates and set daily goals to stay on track, while integrated lessons, practice questions, exams, flashcards and games provide important review of key topics and practice to build test-taking confidence. Since the 2020 AP exams are being shortened and focus is shifting toward free-response and document-based questions, students and teachers can navigate the content to find resources that are most relevant to this year’s exams.
The prep resources are available across 14 AP subjects: Biology, Calculus AB, Chemistry, English Language, English Literature, Human Geography, Macroeconomics, Microeconomics, Physics 1, Psychology, Statistics, U.S. Government & Politics, U.S. History, and World History: Modern.
Responses from Adam Garry, senior director of education strategy, Dell Technologies.
Because most schools have moved to virtual learning environments in response to COVID-19, what are the likely long-term outcomes of this?
A: A likely outcome is that schools will realize that virtual learning should be a component of every student’s learning journey, but fully online will not work for most. In the rush to move online, many educators are learning that what they had to do in 14 days should really take months. The K–12 school systems that already solved for access and moved toward blended learning had a much easier time shifting. As a result, we will likely see a strong push for access and blended learning going into next school year. School systems and higher education institutions will build for the future with blended environments as a core component of design and this will allow for the educator and student to have a smooth transition into fully online learning whenever they may choose.
Also, moving forward the technology leader will be seen as an essential part of the leadership team, if they haven’t been already. Administrators are realizing that learning simply can’t happen without the support of IT and, therefore, we should anticipate technology leaders in education will have a voice to support all decisions that impact the vision and the day-to-day work. These leaders will need to look beyond just the devices and think about the infrastructure needed to support learning anytime, anywhere.
Will more schools embrace distance learning once we’re beyond the pandemic? If so, what will that look like? Will some educational entities move beyond physical classrooms altogether?
This is a question that came up on one of our recent CIO chats that we host and the answer is maybe. I don’t think that it will be embraced as it is being designed right now because most school systems and institutions are rushing to get something created to support their learners and likely would do things differently with more time.
But I think we will see collaborative work happen across the education spectrum to create courses and curriculum that can be implemented in ways that take advantage of face-to-face and online learning. This will allow schools and universities to redefine how they use physical space and tailor more toward the actual learning.
For example, students working in a collaborative group on a project might need a smaller space in the library with a white board, laptops, internet connection, and a screen to share. While other students are in a lecture hall getting new information via a Socratic seminar. Also, we might rethink how we use projects and playlists to support personalized learning that defines mastery with application of learning, so all learners have an opportunity to show learning in unique ways.
There will likely always be an element of classroom learning at a physical school, however, that will likely look very different in coming years as pedagogy and technology continue to evolve in new ways to empower learners.
In-classroom learning remains essential until we can solve the issue of equity. We still have students and teachers that do not have the correct devices or broadband access for virtual learning. We’re seeing schools grappling with how to conduct special education or help ESL students with a balance of synchronous and asynchronous virtual learning.
Additionally, in-classroom learning provides additional social and societal benefits including school lunches, after school programs and a safe space for children in less ideal home situations.
It also remains essential because learners are social, and the physical building creates opportunities for collaboration and learning that wouldn’t be possible if we were all working in remote locations.
In essence, what is the future of classroom-based learning and the technology that plays a role in providing instruction?
I am not sure that the vision for the future has changed; I just think we have a new sense of urgency. School systems and institutions are still moving toward a definition of personalized learning that gives students some voice and choice in the learning process. This requires access to technology and the internet at home. If we can solve the inequities that exist today for our learners, then we will be able to shift to environments that provide true blended learning and remove time and space as the barriers. Learners will be involved in competency-based models that allow them to learn at their own pace. The university will become a hub for life-long learning and students will move in and out based on short and long term goals that they set with an advisor. In the end, we will utilize technology as the platform to enable great innovation and shift the model of learning to meet the needs of all learners.
Responses from Brian Galvin, chief academic officer, Varsity Tutors.
Will more schools embrace distance learning once we’re beyond the pandemic? If so, what will that look like? Will some educational entities move beyond physical classrooms altogether?
While we in ed tech have been thrilled to see students engaging with interactive, personalized content, the other side of the story – and likely the bigger story – is that everyone is realizing just how integral physical schools and teachers are to daily life. We’ve seen the importance of the meals they provide to at-risk students, the way that kids crave the socialization and recreation aspects of the school day, the sheer awe that parents have for teachers having had to walk a few miles in their shoes each day. I don’t think we’ll get to the end of this and be ready to replace physical schools anytime soon; if anything it seems like we’ll have a newfound appreciation for schools and teachers.
What I think will change are a few things: For one, distance learning for supplemental education will boom. Parents are seeing even the youngest kids fully engage in online reading and math programs, fully comfortable with the technology and as a Virtual School Day kindergarten reading teacher put it ‘when they get to talk in front of classmates on a webcam they feel like little celebrities on TV.’ We’ll see online summer and after school programs surge for educational enrichment, not just for remediation. A full day of summer school, for example, is a drag; an hour of reading a few mornings per week, however – with parents not having to drive across town to make it happen – is a recipe for turning summer slide into a summer acceleration.
We’ll also see more and more assignments move online to become personalized and adaptive. When kids receive assignments that adapt to their ability level to keep them challenged but not bored or overwhelmed, homework is more efficient and much less tedious. When programs can remember which skills a student should see again in certain increments — and serve those skills up in small but significant doses – short-term memory becomes long-term mastery. Every ed tech company that has its act together is investing in personalized learning, in creating more content to allow for more adaptivity — when we get through this period we’ll find that much like World War II left us with a surplus of manufacturing capacity, COVID-19 will have left us with lots of personalized learning capacity for schools to tap into.
And we’ll see affordable, small-group personalized learning boom, too. At Varsity Tutors we’re watching classroom teachers flock to online teaching to fill their days and bolster their bank accounts — and they love it. And we’re seeing parents grateful for free online classes and adaptive lesson plans, but craving some personalized attention on particular learning objectives.
One response we’ve had to that is to create a small-group tutoring program, where parents can split the cost of one-on-one tutoring with other families to create really affordable small group sessions. And we’re working to help parents identify other families with learners looking for the same instruction at the same level so that we can not only pass along the savings, but organize meaningful, personalized instruction. That’s tough to do without a large pool of families each seeking out particular assistance so that there are matches — and great instructors — for each. But COVID-19 has created that critical mass, and what we’re seeing is that as people see the benefit, they’re eager to continue it through summer vacation, into the next school year, and beyond.
Schools — not to mention teachers — has so many benefits to our way of life that they’re not in danger of being wholesale replaced anytime soon. This era will certainly steer schools toward more and better technology usage in classrooms and for assignments, but when that first bell rings after quarantines are lifted, most students and parents will be thrilled to get back to normalcy.
What we’ll likely see, however, is a lot of schools develop distance learning plans for things like snow days or elective classes — if a school can’t afford to offer as many Advanced Placement classes as students might like, for example, distance learning has proven to be a viable way of aggregating a handful of students from each of a dozen or more schools and offering that class where it might not have been a possibility before. Summer school might become more of an option that way, too — much like a college student might knock out a class like organic chemistry at a local community college over the summer to avoid a stressful semester, high schoolers may add to their transcript with one class each summer. We’ll see online education supplement the classic school routine, and add a lot of benefits to students who can take advantage of more options and modalities. But that bell is going to ring to start the 2020-21 school year and people are going to rejoice.
In essence, what is the future of classroom-based learning and the technology that plays a role in providing instruction?
There’s no doubt that 1) the world is having educational technology forced on it right now and 2) the vast majority of people are going to really like it, or at least really like certain portions of it. So this era will leave a legacy, to be sure. But while we’ve been talking about the flipped classroom and the completely online high school for years now, the research shows that the standard school experience is still more effective in most cases and we’re also seeing the societal benefits of in-person schools, too. So for the near and medium term, we’ll see technology enhance and supplement the traditional school experience – but not replace it. Technology offers immense opportunities for personalization – whether adaptive assignments, small groups focused on similar ability bands, or diverse offerings to fit interests and abilities – and we’ll see school districts avail some of that potential and lots of parents tap into the supplemental education aspect of it, as well.
Responses from Adrian Ridner, CEO and co-founder, Study.com.
Will more schools embrace distance learning once we’re beyond the pandemic?
Absolutely. It’s paving the way out of necessity. This situation forced schools and districts to consider how technology can work hand in hand with teachers. I don’t think online learning will replace the in-person, teacher-student relationship, but we are seeing how it can extend learning beyond the classroom. Stress-testing system capabilities for the future including the infrastructure and specifics like Single Sign On are now fully utilized and tested – creating habits of how to evolve learning moving forward.
If so, what will that look like? Will some educational entities move beyond physical classrooms altogther?
We won’t see physical classrooms disappear, but a blend of synchronous and asynchronous learning will take place. I’ve heard from districts that say online learning is really helping the students blend the two as students can do things now like rewind their teacher to hear a specific thought again. Also, I think you will see platforms expand their accessibility by offering multiple modalities. For example, Study.com is a mobile-first platform, but also provides more traditional learning tools such as downloadable worksheets and transcripts. Video-based online learning will continue to expand, whether that is a web conferencing tool such as Zoom that allows teachers to virtually interact with students or curriculum that is packaged into engaging video lessons.
I don’t believe online learning will completely take over in-class learning, but it will continue to become a vital part of how students learn. I think this current situation challenged schools and districts to not only provide short-term solutions for virtual learning environments, but to consider how to implement a hybrid classroom approach utilizing technology and human interaction. The mass adoption that has been enabled by this situation will break down barriers and make schools less apprehensive to adopt technologies moving forward – something that prior to this had been a slow moving process.
These new ways of learning are creating access, personalization of learning and new technology to help teachers and parents, creating opportunity to re-imagine the classroom learning and give teachers more tools in the tool kit. Technology can really bring lessons to life through video-based learning. This pandemic has shown that it’s time to re-imagine what you can do with a physical classroom.
In essence, what is the future of classroom-based learning and the technology that plays a role in providing instruction?
The future will be a lot of mix and matching of the best of both worlds. There are ways of learning and discussions that are better designed for in the classroom, but now everybody has more learning technology to fuel lessons taught in the classroom. For example, history lessons in a video format are much easier to visualize and become stickier for the learner than a textbook or lecture.
There are also a lot of considerations including equity, quality, flexibility and adaptability. Fourteen percent of households with school-aged children do not have access to the internet, and creating technology, such as a mobile-first platform that can be accessible to these families will be paramount. This situation has forced the education industry to work on closing the equity gap – providing 1:1 student to device access.
Responses from Vikram Savkar, vice president and general manager, medical segment, Wolters Kluwer’s Health Learning, Research, and Practice business.
Because most schools have moved to virtual learning environments in response to COVID-19, what are the likely long-term outcomes of this?
Time in the classroom, small group interactions, labs, and so on will always remain an important part of the medical school experience. But medical school faculty have long employed an online component to their classes by capturing their lectures and posting them online and recording narrated PowerPoints for students to consult. And the current crisis is significantly expanding the demand for digital tools. Many students left campus in such a hurry that they did not take textbooks home with them. As a result, we have had many schools that had not already subscribed to our digital learning tools inquire about how they can quickly get access. Wolters Kluwer responded by offering 90-day free access to these collections to help medical schools and students navigate through unprecedented and painful disruptions.
What faculty and students alike are discovering during this disruption, out of necessity, is that online medical education can be surprisingly effective. They are realizing that illustrated textbooks, quizzes and exams, medical board preparation, case studies and so on are all available through online tools, and in many cases these tools can open up new educational benefits.
Some products, for instance, allow instructors to assess how students are performing, and to zero in on students who may be struggling to grasp a subject, so that quick remediation can be employed. Even anatomy classes – which one might suppose could not possibly be virtualized – are being transitioned rapidly during the disruption to powerful visualization digital tools, and the instructors we are speaking to are surprised and delighted by how effective they can be.
When this disruption is past, and med students return to their classrooms in the fall, I doubt classrooms will fully return to “the way things were.” My assumption is that, in the wake of COVID-19, medical schools will have begun a path of willing transition toward robust integration of digital learning tools into the curriculum, a path that will play out over several years but constantly accelerate.
Will more schools embrace distance learning once we’re beyond the pandemic? If so, what will that look like? Will some educational entities move beyond physical classrooms altogether?
The medical school curriculum has already undergone significant changes in recent years, incorporating team-based activities, problem-based learning and a flipped classroom approach. And as mentioned above, I do envision that uptake of online tools will now advance gradually beyond online lecture and narrated PowerPoint to encompass digital textbooks, assessment solutions, test prep tools, visualization platforms and so on, all of which will push some of the basal learning elements of medical school out of the classrooms and into the students’ private study time.
This transition will enable time in the classroom to be used even more than today as a forum for discussion and assessment, and a place to learn by doing in order facilitate mastery of advanced content. It may even free up more time for early-stage students to get practical, hands-on experience with patients, which is an increasing area of focus across the medical school community. But all of this simply represents an evolution toward balancing the timeless strengths of classroom education (direct contact with expert instructors, peer learning and so on) with the benefits of digital tools (personalization, self-paced learning, immersive study).
As for pure distance learning, that is a more complicated question. I do think most medical schools will set up digital webcasting capabilities moving forward, so that if there are further disruptions and periods of social distancing, they will be able to rapidly and effectively transition classes to a distance mode. But I don’t envision many medical schools making a significant move toward pure distance education in the near future except during periods of massive disruption like the one we are experiencing now. As I’ll cover in more detail below, the classroom and campus aspect of the medical school experience is core to what medical students learn and how they learn.
Tools4ever, a leading provider of identity and access management solutions in education, announces its membership to the Student Data Privacy Consortium (SDPC). The SDPC is a collaborative of schools; districts; regional, territories and state agencies; policymakers; trade organizations; and marketplace providers. SDPC strives to address real-world, adaptable, and implementable solutions aimed at data privacy concerns.
The Consortium also leverages work done by numerous partner organizations but focuses on issues being faced by “on-the-ground” practitioners. To this end, Tools4ever, an active leader in student data privacy, is strengthening its commitment to this call by becoming a vendor member of the SDPC.
“Tools4ever has served schools and districts for more than 20 years through our identity and access governance solutions, so this collaboration marks a natural culmination of our efforts in the sector,” said Tom Mowatt, managing director of Tools4ever. “The SDPC has a phenomenal group of participants, and we are pleased to work alongside them.”
The SDPC is designed to address the day-to-day, multi-faceted issues that schools, states, territories, and vendors face when protecting learner information in the real world. The organization works to develop common activities, artifacts, templates, tools, and effective practices that can be leveraged through a collaboration of end-users and marketplace providers, including information security vendors like Tools4ever.
“The Student Data Privacy Consortium is inspired by the increasing number of educational stakeholders joining the community and showing their commitment to student data privacy,” said Penny Murray, the community director of SDPC. “With schools, states, and vendor members collaborating in the development of shared Data Privacy Agreements (DPA), the community is reducing burdens and streamlining contracting processes.
“An increasing number of vendors are recognizing the importance of showcasing their applications through the SDPC Resource Registry and we are delighted to welcome Tools4ever into the community,” Murray added.
Responses from Nader Qaimari, chief learning officer, ISACA.
Response Dr. Leah Hanes, CEO, 
Response from Louisa Childs, head of school, 
Will more schools embrace distance learning once we’re beyond the pandemic? 
