“THE FORD GOVERNMENT IS USING THE “UPTAKE IN ONLINE LEARNING” DURING THE PANDEMIC AS EVIDENCE OF THE DESIRE FOR A PERMANENT VIRTUAL LEARNING OPTION FOR ELEMENTARY STUDENTS POST-PANDEMIC. CLEARLY THE OPPOSITE IS TRUE; PARENTS WANT IN-PERSON LEARNING WITH THE APPROPRIATE HEALTHY AND SAFETY MEASURES IN PLACE.”


appropriate infrastructure and instructional digital tools used to deliver virtual learning based on local needs and priorities and will be an erosion of a teacher’s ability to exercise their professional judgement. There is a clear desire by the Ministry within this plan to standardize and centralize virtual and online learning across Ontario and remove decision- making power from local school boards.


Misconception: Early years programs, such as kindergarten, can be delivered success- fully online.


Fact: Ontario’s internationally recognized early years programs are designed to help children reach their full potential through child-centred, developmentally appropriate programs based on the understanding that young children learn best through authentic play-based experiences. We know that play motivates, stimulates and supports children in all development areas. To suggest that these experiences can be replicated in a vir- tual environment contradicts the knowledge that we have gained from extensive research and proven in practice. As stated in the in- ternationally-recognized The Kindergarten Program: “Children’s early experiences at school are of paramount importance. Quali- ty early learning experiences have the poten- tial to improve children’s overall health and well-being for a lifetime.” The excitement and anticipation in Ontario households as children start kindergarten is due to the in- novative program that features two years of full-day programming, play-based pedago- gy, outdoor learning, the instructional team of a teacher and DECE and strong partner- ships with families and communities. These hallmarks necessitate an in-person learning environment.


Misconception: The virtual learning plan provides an equitable learning option for students.


Fact: There are many equity implications in- herent in virtual learning. Existing inequities have been highlighted


– and worsened – during the pandemic. Is- sues with access to devices and reliable in- ternet connectivity continue to disadvantage students across Ontario. Although this is not new, the lack of access highlights and widens socioeconomic, class and regional disparities. Virtual learning also poses unique challenges for English Language Learners (ELLs) and students with disabilities who need special- ized instruction.


30 ETFO VOICE | FALL 2021


Students who currently have strong, at-


home support, have families that can af- ford quality devices and reliable internet, can problem-solve technical issues and are well- resourced will benefit more from this plan than those that this proposal alleges to support. These significant equity concerns will


not be solved by expanding student access to virtual learning at this time. Throughout the pandemic, and despite the best efforts of educators and school boards, we have seen further marginalization of students and ineq- uities exacerbated across the province.


Misconception: Many parents/families want the option of full-time virtual learning.


Fact: Families choosing virtual learning during the COVID-19 pandemic are doing so for a variety of reasons, including health and safety concerns. The Ford government is using the “uptake in online learning” dur- ing the pandemic as evidence of the desire for a permanent virtual learning option for elementary students post-pandemic. Clearly the opposite is true; parents want in-person learning with the appropriate healthy and safety measures in place. The government should not be using statistics collected during the pandemic, including enrollment num- bers in virtual learning, as justification for a fundamental, permanent change to the de- livery of public education for all students in Ontario. Changes of this magnitude require time, research, a genuine commitment to col- laboration with education stakeholders and an understanding that decisions should be informed by data gathered in the field.


Misconception: The plan will allow virtual teachers and other education workers to work from home.


Fact: Unlike the virtual learning during the pandemic, there are no health restrictions that would prevent educators from reporting to work at a physical school location. Teach- ers and education workers would be required to perform supervision duties, participate in staff meetings and engage in their school community – as they would in a traditional school setting.


Misconception: It is easy to transfer teaching practices to a virtual learning classroom.


Fact: Teaching virtually is an entirely differ- ent way of teaching from in-person instruc- tion. It takes a deep understanding of online


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