Education technology evangelists see major crises affecting the school system differently than most of us. The “global catastrophe” of the COVID-19 pandemic, to their eyes, presented a form of what Austrian economist Joseph Schumpeter termed “creative destruction.” “Out with the old, in with the new” was more than a catchphrase because the massive upheaval might well herald the long-awaited “Big Shift.” Out of the wreckage, there were signs of the dawn of a new era of innovation, transforming traditional schooling into the nirvana of “21st century learning.”
The COVID-19 disruption certainly precipitated a profound crisis. School lockdowns and the unscheduled default to ‘emergency home learning’ from March 2020 through to June 2021 upset the lives of some 5.5 million students and their families. Schools across Canada, from province-to-province, toggled back and forth to online learning, as education authorities, acting mostly on public health directives, struggled to provide a modicum of ‘continuous learning.’
A majority of Canadian students were out-of-school for 16 to 20 weeks, one of the highest rates of closure in the developed world. Some 200,000 students went missing from the system and were dubbed “third bucket kids.” Final student assessments were modified or eliminated and system-wise student assessment was, in most cases, suspended until 2021-22. The home school population almost doubled from 2019-20 to 2020-21 and student absenteeism rates were high during regular in-school periods of time.
What’s shocking is that, In the midst of the global education crisis, Canada’s school leaders infused with tech-evangelism were essentially inhabiting another planet. A small but representative group of school district superintendents and deputy education ministers were dreaming of better days – and School Beyond COVID-19. While student, teachers and families were weathering the crisis, the “system leaders” were meeting online and seeing a “silver lining” amidst the storm clouds. The educational catastrophe was nothing of the sort – it was a rare opportunity to “build back better” with technology-led innovation aimed at “accelerating the changes that matter” for K-12 students in Canada.
School system leaders associated with the C21 Canada (Canadians for 21st Century Learning & Innovation) network saw it as an opportunity to “accelerate the changes” afforded by technology and were preoccupied with safeguarding the social well -being of children. The massive COVID-19 education disruption, in their view, “magnified” the “central importance of wellbeing, equity and inclusion, and the growing use of technology to support learning.” With the support of leading technology firms and learning corporations, they envisioned a new educational order more conducive to “21st century learning” and “global competencies” enhanced by the latest ed-tech innovations.
School district superintendents, according to C21 Canada, almost welcomed the upheaval. “COVID-19 changed everything that was familiar about schooling in Canada,” the brief states. “To protect the health of students and staff, districts had to quickly redesign school, following directives from their provincial or territorial government and in response to local conditions…. Some districts pivoted quickly to online learning or to blended online and in-person learning. Meetings moved online, too. Almost every convention at every level of the system was upend-able— the what, when, where, why, and how of learning and work. “We’ve never done it that way,” was no longer relevant, except as a reminder that change is hard.”
The COVID-19 pandemic, the futurists claimed, broke through the ‘resistance to change” in the system. “Change has always been hard in public education. Schools and school systems were designed for stability, not innovation. Even positive changes backed by research and broad consensus can be wickedly difficult to implement at scale. In 2015, the C21 Canada group had identified the sources of resistance and how to overcome them in Shifting Minds 3.0: Redefining the Learning Landscape in Canada. “The pandemic disruptions—harsh as they were— accelerated some changes they had long sought: more collaboration, digital connectivity, and greater attention to wellbeing and equity.” School district superintendents took heart from discoveries that “teachers and administrators” were “innovating in ways that could forever transform their practice.” Going forward, they were determined to capitalize on the disruption, to stay nimble, and to prevent what one researcher has called “the Great Snapback”—a return to the old normal.
“Building back better” sounded familiar to those acquainted with the C21 Canada technology-led change agenda, neatly packaged as moving forward with creativity, collaboration, student-well-being, and core competencies for the 21st century world. (Milton, C21 Canada, 2015, p 17). The overarching priorities were aligned with those of the OECD Education agenda and district leaders believed that “global competencies will matter more than ever in school after COVID-19.” Two new mutations were grafted onto the vision: “Indigenous ways of knowing will enrich learning. And social and emotional learning (SEL) must be infused everywhere.”
“Teacher professionalism and trust,” according the C21 Canada group, would see students through the worst education crisis in our lifetime. Some students may need “targeted instruction,” especially in the foundations of literacy and math. “Others might have “unmet physical, social, or emotional needs” that are interfering with their learning. “Strategies to close the equity and achievement gaps must be culturally responsive and trauma informed.” Addressing “leaning loss” was not on the agenda: “More training or policies won’t change results. Results change when educators engage purposefully in collaborative practices that pay attention to the students’ own experiences.
Lost in Transition – Academics and Student Learning
Core knowledge, academic skills, and student achievement did not figure in that vision. Social and emotional learning (SEL) skills were paramount, in their thinking. As one district leader quipped, “SEL is not another thing to add to the plate; it IS the plate.” It’s all part of the new CASEL “framework” putting heavy emphasis on inculcating “social and emotional skills and cultural competencies to build partnerships with the people they work with and influence, including students, colleagues, specialists, community partners, and families.” “We must Maslow before we Bloom” was accepted as the new education gospel and, “in all communities, attention to social and emotional learning (SEL) was key.”
System-Wide Assessment – No Need for Benchmarks
School district leaders affiliated with C21 Canada were culpable in the total abandonment of system-wide student assessment and monitoring of student achievement. “Formative assessment practices” were proposed as “essential identifying gaps in student learning,” but “externally imposed standardized tests” were not. Buried in the brief, is a rationale for abandoning universal assessment and doing away with performance benchmarks. “Measuring student learning in relation to pre-pandemic benchmarks misses the point that the pandemic has created new realities for everyone. Some students made less progress in learning while others made greater gains than would have been predicted in a pre-pandemic school year.”
Conclusion – The Pandemic Disconnect in K-12 Education
Canada’s system leaders associated with the C21 CEO Academy were missing in action while most student, parents, and teachers were struggling amidst the school shutdowns and near-constant upheaval in family and work life. “Learning loss” was real – and according to the latest research – has adversely affected the whole pandemic generation of children and teens. The “mental health crisis” has been diagnosed and now we know the academic toll — amounting to between one-third and one-half of a school year arose early in the pandemic and has persisted over time. Reading the C21 Canada brief, “Schooling beyond COVID-19,” issued in September 2021, is enlightening because it demonstrates how far removed the system’s leaders were from the everyday concerns of students, teachers and families.
What world were C21 Canada system leaders inhabiting at the height of the “education catastrophe”? How did the C21 Canada visionaries view the crisis and respond to the whole upheaval? Whatever happened to the system’s core mandate – teaching and learning something and setting standards for student progress and achievement? How long will it take for today’s generation to get back on track? Will they ever – and does it even matter to the system’s leaders?