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Shepherd Chimururi
Own Correspondent
Virtual learning calls for more direct parental involvement in education.
In fact, when it comes to lower grades, online lessons demand that the parent be the physical teacher who juggles multiple tasks like being the tech assistant, reader, interpreter, photographer, editor, all rolled into one.
‘So what is the job of the teacher if I have to do all this on my own?’
This is one question that is vibrating in the hearts of many parents.
Other pertinent questions on the back of the parents’ minds include, how will my child be able to do it, how will my child benefit, who will supervise my child during the online lessons, how much data is needed for lessons in terms of both quantity and cost, how will the teacher mark the work, who will explain the instructions for my child, how will my child do the corrections.
Schools have to do more to address these burning questions in order to get the support of the parents. Introducing parent technology programmes to boost online lessons is the way to go.
Feedback from junior schools that implemented online lessons during the lockdown indicate that the uptake was low.
From researches, I have discovered that resistance by most parents stemmed from ignorance on how the e-learning ecosystem functions and not lack of money for data and unavailability of gadgets as alleged in some quarters.
Ignorance is the key reason for lack of support from the parents.
But we can not fault parents because majority of them did not do online lessons when they were at school.
It is a new phenomenon for them.
A new mind-set is needed that regards the child’s phone as a compulsory multi-tasking learning aid, a weightless library, page less exercise book and unlimited blackboard.
Schools are making the mistake of teaching online using platforms that parents do know and understand.
Before schools start online lessons they have to make sure that the parents have a basic appreciation for the platform.
Schools have to organise orientation lessons for parents as schools open where they will explain the 6Ws and 1H of the online lessons that is the what, why, when, who, when, where, which and how of online lessons.
Teachers have to ensure that the appropriate apps for the lessons have been installed in the phones as well.
Do not take it for granted.
Introduction of parent technology education programmes in schools that orient parents with e-learning platforms Zoom, Google Classroom, Microsoft Teams, Whatsapp, etc.
Focus should be on basic digital skills like setting up home classes for children, about taking good photos of children’s work, filming, downloading educational videos and worksheets, recording voice notes, advising parents on type of phone to use, amount of data and the space needed and raising awareness about the dos and don’ts of online lessons, etc.
Offering the parent technology lessons for free will ensure high turn up and big loyalty points.
In a situation where parents resist paying for online lessons for their children it is worth it for schools to offer a test drive in form of free sample lessons at least for a week.
Seeing is believing.
Lastly, schools with the help of the education ministry, are under obligation to make parents to understand and appreciate that professional online lessons have more demands than class lessons.
Most parents only think about data without appreciating that the teacher still needs to research, plan, record, edit, present and assess.
A lot of time and resources are needed by the teacher to produce of quality online lessons.
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Online Reporter