Virtual schooling? Don’t make me laugh!

It used to be the case that bankers would lend money only to those people who didn’t need it, ie the ones who could easily pay it back. Something Di Brooks said last night got me thinking: is the same sort of logic true of virtual schools?

Di was giving a talk on Life Without Connectivity, looking at the ways in which the earthquakes in Christchurch, New Zealand, affect the community, economy and education. Her talk and photographs brought to my mind the disaster movies we’ve probably all seen, in which there is devastation everywhere. Of course, in the movies there is always a superhero (cue good-looking actor) to sort things out.

The reality is rather different: the “superheroes” were the neighbours, friends and even strangers who all lent a hand and helped and supported each other as well as they could. The situation included lack of electricity, making it hard to keep smartphones charged. Digital phones didn’t work: the old analogue ones did. Lack of electricity meant lack of TV, which meant that gossip and phone calls from friends and relatives elsewhere were the main sources of news. Lack of electricity, water, fresh food, sewage: these were the realities.

And lack of transport: Di told us of a woman who had to leave her car on one side of the river and swim across because the bridge was down, and then run the 10 kilometres home in order to reach her children.

Schools were closed, so what about virtual schools? Di’s response was something along the lines of: “We were concerned with our survival; education was the least of our problems.”

Does that mean that, although virtual schooling ought to work in such circumstances, in practice it only really works when it isn’t really needed? In other words, it’s a great idea when everyone has electricity etc etc, but when none of those things we take for granted are in place, when a virtual school that would not only keep kids being educated but keep the community informed would be wonderful, there’s not much chance of it happening.

Some interesting, and heart-warming, developments emerged in the context of blogging: listen to the recording to find out what!

Comments

[John Woodring]

Interesting point here. I have had many discussions with people about how to keep kids learning in disaster situations. The area I live in is prone to possible hurricane destruction. However, unlike an earthquake, we can see a hurricane coming and get out of the way by evacuating inland. Another scenario is next great pandemic plague or flu or whatever disease will quarantine us in our homes. Hopefully, the electricity will continue and people will be able to communicate via the Internet. Plans should be made and tested to create a virtual learning environment and encourage teacher training for such things. During those difficult times children will want some form of stability and even going to a virtual school might offer that support if it does nothing else. What needs to happen now is to teach children various technology tools and encourage parents to furnish laptops, desktops, or even mobile devices so when, God forbid, a disaster strikes, school can continue in some form or fashion.

This won't be easy but a teacher on the other end of a wireless link could also be one of the superheros that helps save the day in a disaster.

[Natalia@universitiesfinancialaid.com]

I dont agree that education can be the least of the problem in a long term, but sure first of all people should solve problems with food, water, hygiene and so on. Virtual schools can substitute normal education for some period of time

[Terry Freedman, Educational ICT Consultant]

Thanks, Natalia

[Terry Freedman, Educational ICT Consultant]

Thanks, John. Actually, I hadn't thought about it in terms of a teacher/school providing a form of stability in an awful situation, but I think you're absolutely right. The big problem, of course, IS the electricity, because that would be quite likely to fail in many disaster situations I would think.