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Technology Adoption in Plymouth-Canton School District Term Paper

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Updated: Aug 19th, 2022


Unfortunately, my school did not provide information about the Covid-19 technology plan, so this work is devoted to recommendations in the Plymouth-Canton School District. Although Plymouth-Canton’s Technology Adoption Plan (TAP) is quite reliable, it can be improved in several ways. Indeed, in the context of a global pandemic, it was necessary to look for practical solutions to further the education of students. The most reasonable measure was online learning, implemented in many educational institutions. The introduction of new technologies can be a complicated and lengthy process, during which many difficulties arise (Stornelli et al., 2021). The Plymouth-Canton TAP suggests a wide use of online platforms and resources. However, it would be helpful to conduct a more thorough acquaintance of teachers with the subtleties of online learning. For each lesson to be as effective as possible, teachers should be technically savvy and ready to answer all questions related to a particular technical problem.

New Technologies

The new strategy of education in the context of the pandemic is based on the active use of digital technologies by children and adults. Students can access any information, try many network functions, and communicate with each other, even from a great distance. Virtual classes suggested by The Plymouth-Canton are an effective way not to interrupt learning in a pandemic because they allow students to learn together through various videos and entertaining tools. For the most effective use of such devices, teachers and students should have constant access to the Internet. Students who do not have the Internet will be given access to educational content through a weekly package of educational materials and distributed either by pickup during food distribution or by mail to their homes (District/PSA Template for the Extended COVID-19 Learning Plan, 2020). However, there is a high probability that the student will not receive the vital information, so it is necessary to monitor this process carefully, for example, through calls to parents.

Disadvantages of the New Approach

Online learning suggested by The Plymouth-Canton is an effective way further to educate children in the context of a pandemic. There is a particular problem associated with the constant use of the Internet and the computer. Firstly, if a student spends a lot of time at the computer, he may have problems with vision and posture. To avoid this, the plans for online classes should include physical warm-ups, which can be carried out in a fun, playful way. Secondly, there is the problem of the availability of any information. Nowadays, it is possible to find literally any data related to any topic. Unfortunately, information on the Internet may be far from safe and not intended for children, preventing it from being publicly available. During online classes, it is necessary to carefully monitor the search queries of students, as well as install protection against unsafe information. In case of serious violations, it may be necessary to temporarily restrict the student’s access.

Weakening of Personal Attachment

There is another problem associated with direct access to any information. The active and constant use of digital devices prevents the deepening and strengthening of attachment to both teachers and other students. That is why the emphasis in the process of online classes should be primarily on interaction with the teacher and teamwork between classmates. Students should not look for answers to the questions posed exclusively in the search engine, otherwise, there is no need for textbooks and notes, so this moment also should be controlled.

Weak Motivation

Such an essential element of practical training as motivation should also be mentioned. The online learning format requires strong discipline and determination to complete tasks, stay interested and make progress independently. When classmates do not surround students, and there is no physical control from the teacher, there is a temptation to postpone their studies for later. And although The Plymouth-Canton TAP strongly encourages students to have a high level of motivation and efficiency (District/PSA Template for the Extended COVID-19 Learning Plan, 2020), it is possible to specify several recommendations for teachers. Teachers should set specific and achievable goals for students so that they do not feel lost but precisely see the path to achieving this goal in front of them.

Recommendations for the Educational Process

It is possible to create a virtual table and mark students in it who are responsible for online learning or individually send positive feedback by email using funny videos, GIFs, and images. The teacher’s main task in the process of online education is to keep the students’ interest in the subject. For this, it is possible to arrange interesting lectures, and exciting excursions using Google Maps and connect the material with real life. Also, it is necessary to keep in touch with parents: to remind them what work their child should do and what period, to inform them if he needs their help. The Plymouth-Canton TAP offers many opportunities to contact the student’s parents via email or social networks (District/PSA Template for the Extended COVID-19 Learning Plan, 2020). Still, perhaps a more personal contact will be the best solution at certain moments. Many parents will want to hear the voice of a living person, his alive emotions, rather than read messages by mail.

While in the classroom, students can communicate directly with each other and the teacher: instantly react, share experiences, joke and establish non-verbal contact, strengthening social skills. For many, communication with like-minded people is an important ritual, which they lose by switching to distance learning. Without friends, noise in the classroom, and personal contact with the teacher, students studying remotely can feel isolated. This psychological factor negatively affects motivation and academic performance (Palvia, Aeron, Gupta, et al. 2018). The virtual classes proposed by The Plymouth-Canton TAP are an excellent but still incomplete substitute for the entire educational process. To help students overcome the feeling of isolation, it may be worth creating a group or blog for communication during non-school hours, where students can all discuss what happened in the classroom together. It is necessary to make communication more personal, warm and friendly, addressing each student by name and periodically communicating on abstract topics.


Unfortunately, the technology of remote learning in my school was implemented poorly. As already mentioned in the technical evaluation paper, teachers were not given enough time, and there were also no specialists who would observe the process. Training, in general, was problematic and inefficient, so our district needs to improve communication and transparency. The Plymouth-Canton TAP tries to cope with the new difficulties that have arisen as effectively as possible. It offers a variety of solutions that should be comfortable for teachers, students, and parents. Using the proposed ideas, it is possible to continue studying outside of school, hoping for high, decent results. The plan offers virtual classrooms – an excellent alternative to real classrooms, various platforms for remote learning, and constant technical support for parents and students. Recommendations for strengthening control will help to avoid problems associated with insecure information that is freely available.

Recommendations that relate to the educational process will make learning more enjoyable and valuable for students and teachers. These suggestions will allow students to maintain interest in the subject, a high level of motivation, and purposefulness. These recommendations will also enable the teacher to keep in touch with the parents of students, help them accept profound changes, and convince them that they will not affect the quality of education.


Palvia, S., Aeron, P., Gupta, P., Mahapatra, D., Parida, R., Rosner, R., & Sindhi, S. (2018). Journal of Global Information Technology Management, 21(4), 233-241.

, Publ. L. No. 149, 98a (2020).

Stornelli, A., Ozcan, S., & Simms, C. (2021). . Research Policy, 50(6), 104229.

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