Planning for Continuity in a Remote‑Ready Future

The COVID-19 pandemic forced educators and administrators across the globe into an uncomfortable but necessary pivot: immediate digital transformation. Virtually overnight, classrooms were replaced by screens, lesson plans moved online, and teachers became tech support. While the crisis eventually faded, it revealed something long overdue, we must build resilient, scalable systems for continuity of instruction, not just for emergencies, but for the evolving reality of digital learning.

As we look beyond the pandemic, the question isn't if remote learning will be needed again, but how prepared we’ll be when it is. Chapters 10–12 of Teaching and Learning at a Distance by Simonson and Zvacek (2024) emphasize the importance of infrastructure, planning, and instructional leadership in building durable online learning systems. This paired with insights from national education organizations and the Crisis Schooling Rubric, three critical priorities stand out: digital equity, teacher training and support, and instructional design for engagement.

1. Digital Equity Is Non-Negotiable

One of the most glaring disparities during the pandemic was access, or the lack of it. Reviewing the Crisis Schooling Rubric, it shows that many schools initially lacked the tools to support students equitably. The highest level of performance included not just device access, but consistent internet, tech support, and integration of learning platforms like ClassLink to streamline logins and access.

The SETDA eLearning Coalition emphasizes that digital equity must go beyond distribution. In their guide, they urge districts to “design for digital inclusion, not just digital access,” advocating for device durability, multiple learning formats, and offline access strategies.

Simonson and Zvacek (2024) reinforce this in Chapter 11 explaining that infrastructure is the foundation of distance education. Without reliable access to content and platforms, proper learning cannot occur. Thus, planning for continuity must include investments in long-term technology access, community partnerships, and alternative formats for those without reliable internet. 

2. Teacher Readiness Determines Continuity

The Professional Capacity & Development tab of the Crisis Rubric makes it clear that effective continuity planning must include comprehensive, ongoing training for educators. Teachers don’t just need tech tutorials—they need support in rethinking pedagogy for digital spaces. The CoSN Education Continuity Report explains that teachers need more than platforms; they need practice using those platforms to teach with clarity and engagement.

Educators must be trained to:

• Scaffold learning for digital environments.

• Foster student interaction remotely.

• Deliver timely, actionable feedback online.

In my own district, we found that tech-savvy teachers weren't always the most effective online instructors, those who embraced collaboration and feedback loops with students thrived. As the ClassLink Guidebook notes, ongoing professional learning must be “embedded into school culture, not simply added in response to crisis.”

3. Instructional Design Must Center on Engagement

The third standout issue from the rubric is in the Curriculum & Instruction tab. Many schools initially provided content but not connection. Students were given packets or static online lessons with little engagement or interaction.

As we prepare for future remote or hybrid models, we must go beyond simply uploading lessons. We must design experiences that are intentional, motivating, and rooted in best practices.

A powerful framework for doing this is the ADDIE model (Analyze, Design, Develop, Implement, Evaluate) and Gagné’s Nine Events of Instruction, both of which offer structured approaches to building engaging online learning environments. Rather than treating these models as theoretical, they should be applied practically to ensure lessons include attention-grabbing introductions, clear objectives, guided practice, assessment, and feedback.

According to Branch (2009) in Instructional Design: The ADDIE Approach, “the ADDIE model supports iterative, flexible design that enables instruction to be learner-centered and performance-focused, even across digital platforms” (p. 2). Similarly, Gagné’s model ensures cognitive engagement at every phase of learning—from gaining attention to promoting retention and transfer.

(For more on Gagne's model, see the video below)

By applying these models, educators can develop lessons that do more than deliver information, they build understanding, promote interaction, and foster motivation, even when delivered remotely. SETDA’s eLearning Coalition also echoes this, advocating for project-based learning, multimedia integration, and meaningful digital assessment as core design strategies.

Conclusion: Continuity as Culture, Not Crisis

Conclusion: Continuity Is a Mindset, Not a Moment

The pandemic may have brought urgency, but it also brought clarity in that continuity planning is not about a moment of crisis, it’s about creating systems that can flex and function in any context. Whether due to a snowstorm, a hurricane, or a global event, students deserve learning experiences that are uninterrupted, high-quality, and engaging.

The rubrics, resources, and research available now provide us with a blueprint. The question is whether we’ll build on it—intentionally, equitably, and with foresight.

Resources:

Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer. https://doi.org/10.1007/978-0-387-09506-6 

ClassLink. (2021). Learning Continuity Guidebook. https://www.classlink.com/solutions/remote-learning

Consortium for School Networking (CoSN). (2021). Digital Equity Report. https://www.cosn.org/

Educational Continuity Planning Rubric. (2020). Retrieved from https://docs.google.com/spreadsheets/d/1lXAwsLWBfNslkhIGxHqgojVjmV5n8KIrR7SCmZnNqsA

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020

Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing.

SETDA. (2022). eLearning Coalition. https://www.setda.org/main-coalitions/elearning/

Motivation: The Driving Force Behind Distance Learning Success

  When students begin an online course, they usually bring more than just technology and textbooks, they bring motivation, or sometimes, the lack of it. While motivation is a factor in all learning environments, its role in distance education is critical. Without physical classrooms, peer visibility, or daily face-to-face accountability, personal motivation often becomes the primary driver of persistence and success.

In distance learning, students face many unique challenges like the following: flexible schedules that demand self-discipline, digital isolation that may hinder engagement, and reduced access to informal learning support. Chapter 6 of Teaching and Learning at a Distance (Simonson & Zvacek, 2024) points out motivation in online learning is closely tied to how instruction is designed, how instructors interact with learners, and how learners perceive their ability to succeed. Understanding the types and triggers of motivation can help educators intentionally design more effective and student-focused online experiences.

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Intrinsic vs. Extrinsic Motivation in Distance Learners

    According to Ryan and Deci (2000) motivation can be divided into intrinsic (internal, personal satisfaction) and extrinsic (external rewards like grades or promotions). Both play roles in distance education, but research suggests that intrinsic motivation tends to lead to deeper engagement and long-term academic success.

For example, a learner enrolled in an online master's program out of passion for the subject is more likely to persist when challenges arise than one who is simply trying to meet a workplace requirement. However, effective online design can help nurture both forms of motivation by setting clear goals, offering meaningful feedback, and creating opportunities for student choice.

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Motivational Design

Instructors can’t assume students will arrive highly motivated. Instead, motivation must be intentionally supported through instructional design. Simonson and Zvacek (2024) highlight Keller’s ARCS model (Attention, Relevance, Confidence, and Satisfaction) as a research-based framework for motivating distance learners (p. 228):

This model emphasizes that motivation isn’t just about personality or mindset, it’s about how we design the course experience.

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Motivational Pitfalls

Motivation can dwindle quickly if students face poor course design, delayed feedback, technical problems, or a lack of instructor presence. Research by Martin and Bolliger (2016) found that student-to-instructor interaction was perceived as the most critical type of engagement for maintaining motivation in online learning. When students feel “seen” by their instructors, they are more likely to stay motivated, even when the work is hard.

This aligns with Simonson and Zvacek’s (2024) emphasis on instructor responsibilities: prompt feedback, meaningful interactions, and visible presence are not optional, they are essential to sustaining motivation in a distance learning environment (p. 171).

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Moving Forward: Practical Ways to Support Motivation

To foster motivation in distance education, instructors and designers can:

• Embed frequent low-stakes assessments for early wins.

• Use video to personalize instruction and boost social presence.

• Design for autonomy by offering learners choices in assignments.

• Provide meaningful, timely feedback that encourages progress.

• Scaffold self-regulation with planning tools and reflection activities.

As Simonson and Zvacek (2024) remind us, motivation is a dynamic and malleable factor, and online instructors have more influence over it than they may realize.

Check out this video from Khan Academy for more tips on motivating students in an online setting:

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Conclusion

Motivation is not just about making students “try harder”, it’s about creating conditions where learners feel capable, connected, and purposeful. By applying research-based strategies and understanding what truly motivates learners, we can design online experiences that don’t just inform but inspire.

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References

Martin, F., & Bolliger, D. U. (2016). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 20(3), 1–25. https://doi.org/10.24059/olj.v20i3.605

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020

Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing.

Lessons from Distance Learning: Growing Through the Screen

 Distance learning has become inevitable in modern-day education and instruction. This has dramatically transformed the way we engage and interact with students. My most significant experiences with distance learning came during the time I spent online for my graduate studies and as an educator during the pandemic. During this time, I encountered both highly effective courses and some courses that revealed substantial areas for growth. By reflecting on these experiences and grounding them in the foundational principles of distance education, we can uncover valuable insights about what makes virtual learning truly effective.

A Positive Distance Learning Experience: Structure Meets Engagement

One of my most positive experiences with distance education was a graduate-level instructional design course. The instructor exhibited a clearly defined structure, modules with consistent formats, and a mix of asynchronous and synchronous activities. Each module included a short video lecture, a reading assignment, and an engaging discussion forum, followed by a live session to review and reflect on our learning. 

This course exemplified what Simonson and Zvacek (2024) describe as “equivalency theory,” which emphasizes designing distance education experiences that are equivalent—not identical—to face-to-face learning (Simonson & Zvacek, 2024, p. 26). This instructor didn’t just try to replicate the classroom; he transformed the experience to fit the educational environment, offering flexibility while maintaining expected academic rigor. 

The course also fostered a strong sense of social presence—defined as the ability of participants to project themselves socially and emotionally in a community of inquiry (Garrison, Anderson, & Archer, 2000). Weekly reflections, instructor feedback, and small group Zoom breakout discussions made me feel seen and supported, which research identifies as a critical factor in online student satisfaction and persistence.

A Distance Learning Experience with Growth Potential

In contrast, another course I took during the same period, struggled to engage students meaningfully. The content was delivered through long, text-heavy reading assignments paired with activities that provided minimal guidance. No interaction with the instructor or peers was required beyond submitting assignments. The course was technically “available” online but lacked the pedagogical design elements essential to learning.

This experience highlighted a common misconception in distance education: that uploading content is enough. As Simonson and Zvacek (2024) reveal in Chapter 2, distance education is more than delivering content—it is systematic planning, development, and delivery of instruction (p. 33). This course lacked the instructional design backbone and interactivity necessary to support learner success. 

According to Grey and DiLoreto (2016) "Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways" (p. 1).

Solutions for Improvement

To improve the less effective experience, several instructional strategies could be implemented:

1. Course Design Based on ADDIE: Applying the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) could help redesign the course to ensure alignment between learning objectives, materials, and assessments.

   
   
   

2. Instructor Presence: The inclusion of short video messages, announcements, and timely feedback would increase instructor presence and connection. 

3. Interactive Components: Even in asynchronous courses, the use of tools like discussion boards, peer reviews, and multimedia assignments can foster cognitive engagement and collaboration.

4. Clear Navigation and Expectations: The course could benefit from clearer instructions and modular organization. 

Conclusion

Both distance learning experiences I encountered emphasized the importance of intentional design, interaction, and presence in online instruction. By surrounding course design with established theories and research-based practices, educators can elevate virtual classrooms into meaningful learning spaces. As distance education continues to change and evolve, its success will depend on how well we understand and apply its foundations.

For ideas on how to make your online learning environment successful, check out this video on 10 Tips for Distance Learning

https://youtu.be/VXuiNE-VBbQ?si=bUqnTCHu6gxoNy7G

Resources

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2–3), 87–105.

Martin, F., & Bolliger, D. U. (2016). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 20(3), 1–25. https://doi.org/10.24059/olj.v20i3.605

Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Charlotte, NC: Information Age Publishing, Inc.

Creating an Environment of Trust in Schools

  

 Creating an environment of trust within schools is not just important to the success of a school and its culture, but foundational. This atmosphere of transparency and trust is crucial to strive for no matter your role be it a teacher, administrator, or another employee at the school. Fostering a line of open communication through one channel or another at all times can significantly enhance the educational experience for all parties that are involved. “Studies of trust and leadership support the importance of the principal in establishing a culture of trust through demonstration of respect, integrity, competence, benevolence, and reliability” (Bukko, Liu, & Johnson, 2021, p.59). One tool that is used by many including the school I am currently at is through the implementation of a weekly newsletter or blog. 

Transparency in education is much more than just sharing pertaining information; it’s about building an environment of trust and creating a sense of community amongst all parties involved in the school. When administrators and educators alike are transparent about their decisions, policies, and initiatives as well as other happenings of the school, they become an example to others of how to be accountable and respectful to all stakeholders. This transparency also promotes understanding and collaboration By keeping everyone in the school informed and in the loop about school happenings, updates, and decisions, administrators can foster a culture of openness through the invitation of feedback and engagement. This creates an environment educators are happy to be a part of and promotes buy-in by stakeholders into the school and its objectives. Blanchet (2022) explains “Trust matters—people who work in high-trust environments experience less stress, burnout, and sick days than those who work in low-trust environments.”

A weekly newsletter or blog serves as an excellent platform for distributing information and fostering openness, community, and transparency within a school. The blog shown below is an example of my current administrator's way of communicating with her staff upcoming events, initiatives, happenings within the school, and oftentimes pertinent data such as results from testing and data collection. This helps provide our teachers and staff within the school consistent updates that keep us well informed. It also encourages two-way communication by inviting feedback, suggestions, and questions from her staff as we are allowed to complete surveys embedded in the newsletter, vote on various ideas presented, and email back with any questions or feedback we may have. 

“Effective communication is not just about making the news, but making sure that all stakeholders hear it” (Sheninger, 2019, p. 163). To achieve this, not only does our administrator provide her staff with a weekly newsletter, she also sends one out to the parents and community members involved within our school. Sheninger (2019) states, “Blogs are fantastic communication tools where parents can glimpse into your educational life and become more familiar with the culture of your school” (p.170). This openness with the community aids in having support from the parents and those within the community working with the staff and students of the school. 

By embracing this form of transparency and consistently sharing information, our school, as well as others who participate in this practice, creates and cultivates a culture of trust, respect, and partnership within its staff and stakeholders. Newsletters and blogs continue to serve as powerful tools in accomplishing the commitment of embracing transparency, communication, respect, and partnership.

Committing to the Environment

 

   Committing to the overall well-being of the environment is something I view as an extremely important aspect of my everyday life. My husband and I are very focused on conserving energy whenever we can in ways such as not leaving lights on, not running the AC when it isn't necessary, and recycling what we can. During my time in the Cherokee County School System, this practice of saving and conserving energy was something that I found the system as a whole strived for. The district put into place an energy conservation program that outlined exactly what we should be doing each day as well as over short and long breaks in order to conserve the most energy as possible. While their motives may have been based more on saving money in some instances, I truly believe that this drive to save and conserve energy also came from a commitment to being responsible for the environment through energy saving practices. 

      This program also served as a great way to communicate with the public Cherokee County Schools’ value of energy saving practices. A report was generated each month showing how much energy was saved, how much money was saved by following the program’s guidelines, and what we were doing to ensure the program guidelines were being met by each school. This report was sent out to the stakeholders to ensure that the schools within Cherokee County were being held accountable to their commitment to this program and its directives. I believe Cherokee County puts this report out there to the public to ensure they are the ones sharing the story and showcasing positive points about the schools to the public. This is an important practice because as Sheninger (2019) states, “If you don’t tell your story, someone else will. More often than not, when someone else tells your story, it is one that you don’t want told” (p.179). To go further with this idea, Centre Middle School, a school within Cherokee County, has posted via their social media pages different stories of how students as well as teachers are practicing energy saving methods throughout the school. “Stories by far are the best way to begin the process of shifting the way stakeholders perceive schools” (Sheninger, 2019, p.181). 

    I believe that by coming up with this program, Cherokee County Schools have been able to streamline their thinking of conservation of energy within each school in their system. They ensure they are communicating with the school when there are changes to the program as well as when specific perimeters within the guidelines are not being followed by certain schools. This communication with the schools is absolutely necessary to ensure all schools are sticking with the commitment their system has made. Coursera (2023) explains “Good communication in the workplace ensures employees have the information they need to perform well, builds a positive work environment, and eliminates inefficiencies.” By ensuring that they are communicating with the schools on their expectations as well as when schools are exceeding those expectations or struggling with them, helps to ensure their employees are aware of what they need to continue or start doing to perform how they are expected to. Not only that but “Effective workplace communication helps maintain the quality of working relationships and positively affects employees' well-being” (Plaza & Windon, 2022).

    Overall I am proud to have been a participant in Cherokee County Schools’ initiative to conserve more energy. I feel like by the openness of communication between the program’s administrator and the schools within the system I was able to adequately follow the expectations of the district as well as open my eyes to how much of an impact the conservation of energy has. I also see that this important decision helped to share a positive light on the schools in Cherokee County for the public to see. For any schools wanting to implement a program such as this or anyone looking for better energy saving practices for their school, I am attaching a copy of the Cherokee County energy conservation program document below as well as a video with helpful tips. 

References

Coursera Staff (2023, December 1). Why is workplace communication important? and how to improve it. Coursera. https://www.coursera.org/articles/workplace-communication

Plaza, C. H., & Windon, S. (2022, July 5). Effective communication in the workplace. Penn State Extension. https://extension.psu.edu/effective-communication-in-the-workplace

Sheninger, E. C. (2019). Digital Leadership: Changing Paradigms for Changing Times. A joint publication of Corwin ICLE.

 

Getting Unplugged

Today, we live in a digital age where technology has become an integral part of education, changing how teachers teach and students learn. From interactive whiteboards to online learning platforms, technological tools offer opportunities for engagement, collaboration, and personalization in the classroom that generations before us would have never imagined. Frazier (2017) makes the statement, "Access to the Internet has quickly become an indispensable resource for schools" (p.119). An increase in access as well as availability to technology and tools as well as all of one's personal files through platforms such as Google Suites and Office 365 allow students and educators to have said technology at their disposal almost 24/7 which can "lead to improved collaboration and wider use of technology resources" (Frazier, 2017 p.133). However, as schools increasingly rely on technology to deliver instruction, there is growing concern about the potential drawbacks of this dependence.

A major concern in schools now is the risk of over-reliance on technology, which may unintentionally hinder students' development of essential skills such as critical thinking, problem-solving, and communication. Additionally, the constant use of screens can lead to digital fatigue and attention issues among students. Recognizing these challenges, many educators are exploring ways to balance the use of technology for its benefits while ensuring that students have opportunities to learn without it. One study found that "that heavy television use predicted a loss of reading of four months relative to peers two years later: heavy computer use predicted a similar loss in numeracy two years later" (Mundy et al., 2020).

Many schools have begun turning to "unplugged" days in schools in an attempt to come up with a solution to this balancing act. These designated days provide a break from digital devices for both teachers and students, even down to checking emails at times, and encourage students to engage in learning activities that do not require technology. Whether conducting hands-on science experiments, participating in group discussions, or working on collaborative projects, unplugged days offer a refreshing change of pace and a chance for students to hone their non-digital skills.

But the benefits of unplugged days extend beyond just skill development. They also promote mindfulness and well-being by giving students a break from the constant stimulation of screens. Research has shown that excessive screen time can have negative effects on mental health, including increased stress and anxiety. By providing regular opportunities for students to disconnect and engage in offline activities, schools can support their overall well-being. Along with these benefits, unplugged days encourage community and collaboration among students by communicating with each other and using their eye contact, body language, and actual words instead of digital means of communication.

Of course, implementing unplugged days requires careful planning and coordination. Teachers need to design engaging activities that can effectively replace digital instruction and ensure that students remain focused and motivated throughout the day, keeping the teachers sharp and on their game so to speak. Additionally, schools must provide adequate resources and support to facilitate unplugged learning experiences, such as access to materials and professional development for educators.

Ultimately, the goal of unplugged days is not to eliminate technology from education but rather to strike a healthy balance between digital and non-digital learning experiences. By incorporating regular unplugged days into the school calendar, educators can help students develop the skills, habits, and mindset needed to navigate an increasingly digital world while also preserving the timeless principles of learning and human connection.

References

Frazier, M. & Hearrington, D. (2017). The Technology Coordinator’s Handbook, Third Edition (3rd ed.). Eugene: International Society for Tech in Ed.

Mundy, L. K., Canterford, L., Hoq, M., Olds, T., Moreno-Betancur, M., Sawyer, S., Kosola, S., & Patton, G. C. (2020). Electronic media use and academic performance in late childhood: A longitudinal study. PLOS ONE, 15(9). https://doi.org/10.1371/journal.pone.0237908

Navigating Ball Field Meetings

Picture this. A beautiful spring day, the scent of popcorn filling the air, watching your favorite little player running from first to second base. Suddenly you overhear, "Did you hear what Mrs. Smith allowed to happen to my little Johnny?" Another “bleacher meeting” is taking place. The ball field, church gatherings, community events, and other settings where members of the community are together often serve as the background for these field-side conferences where the focus often shifts from the event they are gathered for to school happenings, complaints, or just plain gossip that fuel frustrations and resentment for the school amongst those involved in the conversation. These “conferences” although sometimes innocent, can often lead to a venting session that leaves everyone feeling fired up as well as hostile toward the school faculty and staff. With the rise in technology, these grievances have started being centered around issues dealing with devices, such as concern for the lack of monitoring student devices.

So how can teachers play a role in preventing these gatherings from spiraling into something far beyond control? Maintaining public relations is key. According to Whitehead et al. (2013), "The development of a strong public relations program is at the core of educational change and reform" (p. 149). Promoting open communication, involving members of the community in decision-making, and providing regular updates can assist in assuring parents and community members their concerns are being heard and considered in their protocols.

One of the most effective ways teachers and administrators can prevent these bleacher meetings from going too far into negative territory is by fostering open communication with community members. Strong parent-teacher communication has been known to correlate with more positive behavior from both parents and students. By building this rapport and establishing healthy relationships with parents, addressing their concerns, and being proactive instead of reactive, teachers can aid in mitigating the parents’ need for public venting sessions.

With the concerns increasing over protection for students using technology, concerns should be addressed when developing a technology plan. “The technology coordinator should enlist the aid of a variety of stakeholders when beginning the planning process” including community representatives (Frazier & Hearrington, 2017, p.169). Community members bring diverse perspectives and experiences to the table which can greatly aid in the decision-making process related to digital safety and other issues. Frazier & Hearrington (2017) suggests that one should engage “stakeholders in an analysis of the school’s or district’s Strengths, Weaknesses, Opportunities, and Threats” (p. 169). By engaging in this, not only may concerns dealing with technology arise, but other concerns community members may have about school happenings and/or protocols.

Providing regular updates keeps parents informed about school happenings and eases their minds about any safety concerns they may have for their students. This relief from anxiety can lead to a reduction in the likelihood of grievances being aired out at community events. Regular updates through newsletters, emails, or community meetings with the school allow for ongoing dialogue and transparency which can prevent misunderstandings from occurring and manifesting into something major.

Overall, teachers play a vital role in shaping the school community and relationships between the school and the community. By promoting open communication, including community members in decision-making, and providing updates to community members, teachers can assist in the prevention of these ball field meetings from becoming platforms for expressing frustrations about the school and its protocols and/or happenings.

 

References

Frazier, M. & Hearrington, D. (2017). The Technology Coordinator’s Handbook, Third Edition (3rd ed.). Eugene: International Society for Tech in Ed.

Whitehead, B. M., Jensen, D. F. N., & Boschee, F. (2013). Planning for Technology: a

guide for school administrators, technology coordinators, and curriculum

leaders (2nd ed.). Thousand Oaks, CA: Corwin.