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The article focuses on the need for digital-citizenship education to address more than just responsible online behavior. Topics include the inadequacy of current curricula in tackling the complexities of digital platforms, the importance of including technical and political-economic dimensions in digital education, and the necessity for students to engage with broader civic issues related to digital technology.

The article discusses the impact of the Covid-19 pandemic on the mental health of students in the U.S. The author observes that the pandemic along with remote schooling, a racial justice movement and economic instability will affect student's mental health. Psychologist Robin Gurwitch predicts that the behavior of children will be based on how parents and caregivers treat them. It also mentions the substance abuse, anxiety and concentrating problems among students.

The article focuses on Doug Vander Linden, director of educational technology at Burlington Unified School District 244 in Burlington, Kansas. Topics discussed include advantage of a broader range of virtual learning opportunities, leadership positions in high school wrestling and two-way interactive distance learning.

The article focuses on Jason Hodgson, director of professional development at Panama-Buena Vista Union School District in Bakersfield, California. Topics discussed include the union's professional development program, multiweek courses in English, math, science and essential skills like classroom management; and the PBVUSDƒ-Distance Learning through which teachers earn three different levels of distance learning certification.

The article explores how teaching has been considered a high-stress job during the Covid-19 pandemic, and teacher stress levels skyrocketed as they pivoted to teaching online, or in socially distanced classrooms. Topics include the Delta variant threatens to upend in-person instruction once again as physical health suffers; and teachers are also tasked both with catching students up academically and attending to their trauma and social-emotional needs.

An introduction is presented in which the guest editors discuss the theme of the issue, how virtual learning is falling short on preparing students for future careers.

The article discusses issues and strategies related to assessment of mathematics. Topics include that teachers have been focusing on assessing students' conceptual understanding of the mathematics; and teachers have been using hybrid instruction, and administering tests and quizzes for developing students' math skills.

The article discusses the association of online education with math education during the COVID-19 pandemic. Topics include disruption in school examinations that has effected learning techniques and skills in students, and teaching in teachers; and that virtual learning promotes cheating, and declines the overall development.

The article discusses how students, even those who have grown up with the internet, can be easily deceived by online information. It highlights the importance of teaching lateral reading. Topics include the challenge of digital illiteracy, the credibility of online information sources, and the effectiveness of teaching lateral reading as a critical thinking skill to navigate the web effectively.

The article provides an answer to a question concerning the relevance of Texas Instruments' Graphing Calculators in comparison to online tools.

The article focuses on the results on National Assessment of Educational Progress which shows declined scores of eighth graders in U.S. history on test known as Nation's Report Card. Topics discussed include need of students to learn about U.S. history and civicl classes, declined history scores of U.S. for Hispanic, Black and white students, and switch of schools to remote learning at start of the pandemic.

The article focuses on long-term investment in student learning for better growth opportunities. Topics include strategy to improve instruction. Tutoring has soared on districts' radars as pressure mounts to help students recover from two years of pandemic-driven learning disruption; and School districts are channeling big chunks of their federal COVID-relief money into tutoring programs.

The article focuses on the difficulties being experienced by school districts in some states compared to others across the U.S. with regards to returning to remote learning following a surge in cases of the coronavirus variant Omicron. The surge in cases has resulted to increase in teacher shortages, a growth in student absenteeism and a shortage in school bus drivers. Topics discussed include results of a study from Education Week on the response of states to returning to remote learning.

The article informs that the Covid-19 emergency moves to online teaching and student monitoring involved frantic efforts to train the pilots and load the passengers midflight. Topics include students and teachers returning to school with academic and technical challenges has often fallen on digital learning; and differentiating between pandemic and remote teaching done in an emergency and high-quality digital integration with the technical expertise.

The article informs that students across the country have experienced tremendous loss from the disruption of traditions to interruptions in learning, and schools also address the loss of students in K-12 are returning to school. Topics include schools need to ensure these students' mental health needs pertain to grief and teachers; and trusted school staff and teachers as leaders need to ensure staff get access to the support needed post Covis-19 pandemic.

The article discusses the importance of reading the service agreements during the signing for various school educational online applications in the U.S. to safeguard students' privacy and teachers' intellectual property rights. Topic includes a survey conducted the organization Consortium for School Networking on the use of digital open educational resources by schools, views of the intellectual-property lawyer, Jason Kunze on educational mobile applications, and data privacy.

The article discusses open educational resources, free online sharing of the same, and creation of open-licensed resources by organizations like Open Up Resources and the educational agencies for the school curriculum. It is mentioned the 15-year-old effort of the private institution Massachusetts Institute of Technology of offering online course materials and the mathematics curricula developed by the mathematician William McCallum for Open Up Resources.

The article reports on administrators and online providers will be insufficient for providing students with robust remote learning that can match or even exceed in-person schooling during COVID-19 pandemic due to cuts in public spending. Topics include challenges in long-term financial sustainability, and policies related to funding online schools.

The article discusses the hiring of virtual teachers by companies like Proximity Learning and Elevate K12 to address the teacher shortage crisis in the U.S. Topics explored include the virtual learning services being offered by the firms, remarks from Elevate K12 chief executive officer (CEO) Shaily Baranwal regarding the live-streaming instruction model of the firm, and the potential impact of virtual instruction on wages of traditional teachers.

The article discusses the Human Rights Watch (HRW) report which investigated the alleged collection of personal data of students by big technology firms such as Facebook and Google through online education platforms used for remote learning during the coronavirus disease 2019 (COVID-19) pandemic.

The article discusses several school districts in the U.S. are planning or considering a fully remote learning option for 2021-2022. It mentions parents are keeping their children home for a variety of reasons, and working-class Black and brown communities hit hard by COVID-19 pandemic. It mentions expected changes in the quality of curricula, teaching, and social opportunities in the remote programs.

The article addresses privacy issues relating to the use of remote classroom-management tools that give teachers real-time look into what their students are viewing or working on. It provides an overview of how remote classroom-management systems work, considers the claim of teachers that the tools enable efficient feedback to students, and highlights the importance of communication with parents.

The article presents the author's view on the impact of the Covid-19 pandemic on the mental health of students and the support extended by her to tackle the problem. She mentions that when the Covid crisis started, the staff rose to the challenge by providing remote learning for students. She observes that students were in apathy regarding their learning arrangement and were struggling with stress of a pandemic and the demands of unfamiliar learning environment.

The article discusses about the views of the author on expected changes in teaching and learning when the schools will reopen after pandemic. The approaches learnt during remote classes are also discusses. Topics includes teachers work on immediate and more-personal feedback on the work, More competency and standards-based grading and focus on better communication with parents for the overall growth of the students.

The article reports that due to COVID-19 pandemic several nation started schools online that is why thousands of districts scrambled to partner with internet service providers to cover the cost of broadband for low-income students. Topics include considered that funding typically comes from a combination of local philanthropists, city and state governments, and the federal CARES Act, passed to provide coronavirus relief.

The article discusses the use of Reasoning Mind, a web-based instruction model for mathematics, at Mayo Elementary School in Compton, California in the district's After School Education and Safety (ASES) program. The model is based on a math curriculum used in Russia, designed by Alex Khachatryan, and developed by the nonprofit education company Reasoning Mind. Topics include the costs of the program, financial support from the ExxonMobil Foundation, and the use of pilot projects in education.

The article looks at personalized learning developments in schools that pioneered use. Topics discussed include the personalized learning projects of Edmonds Middle School in Burlington, Vermont through grants from the Tarrant Institute for Innovative Education in 2011 and nonprofit group Digital Promise in 2012, the online courses program of Baker Web Academy principal Benjamin Merrill, and Red Lion School District technology-rich investments on digital learning devices.

The article reports that K-12 teachers in the U.S. reported teaching students to evaluate online information. Topics include create opportunities for students to learn to evaluate digital content in K-12 classrooms; and committed to understanding and developing ways to support teachers to learn effective evaluation strategies and to stop learning from social media in the meantime.

The article reports that education nonprofit focused on innovation with the National Assessment Governing Board during an educational crisis on its hands. Topics include make education a national priority to prevent a disastrous loss of talent consider retiring or leaving the profession; and teachers stay in the classroom while investing in teachers is investing in students as teachers and district and state education leaders.

The article reports that School districts across the country are planning tutoring programs as a way to help children recover academically from the COVID-19 pandemic that can be done effectively online. Topics include Spain and Italy offer encouraging signs that tutoring online can work to help children complete unfinishedlearning; and effects of an online math tutoring program provided for about socioeconomically disadvantaged students 12 to 15 years old in Madrid and Catalonia.

The article reports that the U.S. has earned a score of 79.5 out of 100 possible points and a B-minus letter grade on Education Week's annual Chance-for-Success Index, which captures 13 cradle-to-career indicators that play into the chances for successful outcomes over a person's lifetime. It mentions that shift to remote learning prompted by the COVID-19 pandemic has caused widespread concern about learning loss for the nation's K-12 and college students.

The article reports that livestreamed remote instruction is set to remain a significant part of K-12 education, long after the coronavirus pandemic is finally under control in the U.S. It mentions that school districts in San Antonio, Texas are making hybrid instruction permanent, wherein livestream workout classes for teachers offered by Dougherty County, Georgia. It also mentions the comments of Pedro Martinez on same.

The article presents views of Twitter users on online mathematics education.

The article discusses research which investigated family disengagement from distance learning during the coronavirus disease 2019 (COVID-19) pandemic in the U.S. Topics explored include the cultural factors which tend to influence partnership between families and schools, the attitude of minority students and their parents toward remote learning programs, and the need for educators to consider culturally inclusive educational policies.

The article discusses public health issues associated with the reopening of schools in the U.S. in the midst of the coronavirus disease 2019 (COVID-19) pandemic. Topics explored include the need for school boards to decide whether to continue remote learning programs or return to in-person instruction, the health metrics to be considered prior to school reopening, and the concerns of schools over contact tracing and other COVID-19-related safety protocols.

The article focuses on the plans of schools about the privacy implications of broadcasting a classroom. It mentions that in California, several teachers' unions are pushing back on district livestreaming policies. It also mentions that schools that want to livestream classrooms will need to provide professional learning.

The article reports that America's sprawling K-12 public education system is scrambling to move online. It mentions that educators were caught unprepared for the scope and speed of the disruptions caused by a global pandemic. It also mentions that Nearly three-fourths of teachers in schools closed due to the coronavirus issued that they are still providing some instruction to their students.

The article reports that coronavirus pandemic has force schools to close and use technology for online teaching and learning. It mentions that teachers in school districts are spend their days trying to maintain relationships with students, planning for what remote instruction. It also mentions views of Holly Johnson of Advanced Math and Science Academy Charter School on online instruction with graded assignments because of equity concerns for both students with disabilities.

A personal narrative is presented which explores the author's experience of observing how distancing barriers placed on teachers for in-person students made teaching feel even more impersonal, during Covid-19 pandemic.

The article suggests every school and system must focus more sharply and think more precisely about where, when, and how technology-supported learning can and cannot add unique value to students' experiences and outcomes during Covid-19 pandemic.. It reports that technology use should be evidence-informed, inquiry-driven, and impact assessed.

The article offers the author's insights on the rethinking by the Walton Family Foundation on the expectations and policies in creating virtual charter schools through online education. The funding of reseach studies that will measure the impact of the schools on the academic growth of the students, the findings on the negative impact to academic achievement, and the question on whether the operators have suggestions on innovative solutions to improve online learning.

The article discusses the use of virtual classes for special education students. Topics include online-learning services offered by for-profit firms, the use of blended learning for students with disabilities, and the provision of online classes through a virtual public school in North Carolina. The relation of blended learning to personalized education is addressed.

The article focuses on the Delta variant of COVID-19 on the rise as school districts may have no choice but to opt for remote learning. Topics include considered that mayor of Salt Lake City recently imposed a mask mandate for K-12 schools, and reports that school district was among the many around the country forced to move school online.

The article discusses the re-branding campaign being launched by the for-profit virtual education company K12 Inc. in 2014. Introductory details are given outlining the company's restructuring of its educational products under the single product-line called Fuel Education. Discussion is then offered relating the financial challenges and poor publicity faced by the company in 2013.

The article reports on the public split of K12 Inc., a major for-profit provider of online education, with the virtual school Georgia Cyber Academy. Topics discussed include statement from Mike Kooi, the schools' executive director, remarks from Kevin Chavous, the president of K12 Inc., and actions taken by K12 in retaliation for the school's curriculum change.

The article offers suggestions to school and district leaders to appreciate efforts of teachers in the U.S. such as need to include teachers in education decisions. It mentions need to respect and support all modes of teaching such as remote learning, modified in-person instruction, and all manner of hybrid models.

The article discusses the impact of remote learning, caused due to the Covid-19 pandemic, on the mental health of students. It mentions that during the COVID-19 pandemic, a number of risks associated with suicide may increase including social isolation, barriers to care and personal and economic loss. The author as a school psychology researcher examines how schools can play an important in suicide prevention in students.

An introduction is presented in which the guest editors discuss the theme of the issue, how virtual learning is falling short on preparing students for future careers.

The article discusses legislation related to virtual education in the U.S. since 2011, focusing on public schools in Utah, Florida, and Georgia. In 2011 Utah lawmakers mandated that school districts allow high school students to take online courses, leading to a consortium of schools that provides teachers and curricula for all students. The Florida Virtual School (FLVS) and the Georgia Virtual School are discussed, as well as financial incentives for schools that offer online courses.