By Rita Mortenson
Deciding to open our district virtually for students in grades 3–12 was heartbreaking, yet necessary. Throughout the summer we explored several reopening scenarios, and when the mid-August decision came to move fully online, we met it with resolve and a clear awareness of how much would change for students, families, and staff.
As we prepared for a virtual start to the 2020 school year, those initial emotions shifted into focused work. The transition offered an opportunity to reassess teaching and learning practices, particularly the digital tools students interact with daily. With that goal, we evaluated and strengthened the core components of our virtual learning ecosystem to reduce barriers and support equitable access to instruction.
Reassessing our tech
Our review began with the Learning Management System (LMS). Although our district had used Canvas for several years, many features were underused and inconsistent course designs created confusion for students and families. To improve usability and engagement, we formed a Canvas subcommittee that developed a consistent course template. This template standardized Zoom invitations, assignments, and to-do lists, making navigation clearer for learners and caregivers. The template’s rollout significantly improved how instruction was delivered and received.
We also hosted three parent “back-to-school” technology sessions to demonstrate Canvas features and to show guardians how to become course observers. Teachers now routinely consult Canvas analytics to identify which students are engaged and which may need extra support, enabling targeted outreach and timely interventions.
Next, we evaluated our video conferencing platform, the primary channel for live connection with students. To enhance interaction and safety, we equipped certified staff with Zoom.edu accounts. These accounts provided essential features—breakout rooms, cloud recording, polling, waiting rooms, closed captioning, co-hosting, and detailed usage reports—that raised the quality of synchronous instruction. Breakout rooms, screen sharing, and in-meeting chat enabled collaboration, while usage and engagement reports helped teachers track participation, especially in large classes such as music where 50–70 students might attend or join late due to appointments.
To ensure secure and effective use of the platform, all teachers completed training and practiced features in professional learning networks (PLNs), department meetings, and informal practice sessions. Teachers were encouraged to upload recorded lessons to Canvas within 24 hours so students who could not attend live sessions could still access the day’s instruction.
As a K–12, 1:1 iPad district, we deployed new Mac laptops and iPads to all certified staff, and refreshed student iPads across K–12. Using device management tools, we completed largely touchless setups—remoting in when necessary and pushing profiles or apps to devices. iPads provide essential productivity tools like email and calendar, plus Google apps, and powerful creative and accessibility features. Students use them for audio and screen recording, video production, podcasting, and graphic design—capabilities that support both core learning and creative expression.
We also audited our digital content to ensure it was appropriate and user-friendly in a virtual environment. Our district provides access to Discovery Education content, which supplies standards-aligned videos, instructional strategies, lesson plans, audio files, interactives, virtual field trips, and professional learning opportunities. This engaging library became a central instructional resource across grade levels.
Beyond Discovery Education and Google Workspace, teachers continued to use targeted tools like Edpuzzle and Classkick. Edpuzzle lets teachers create interactive video lessons with embedded questions and an auto-grading dashboard that shows viewing time and student responses. This format encourages students to rewatch and engage deeply with content rather than skip important sections. Classkick enables teachers to create slide-based assignments and monitor student work in real time; teachers can record audio clarifications that appear directly on student slides within seconds. These tools allow immediate feedback and support diverse learners in a virtual setting.
Professional development
Sustained professional development was essential for teachers to grow comfortable and effective with a broad array of digital tools. The district provided curated learning playlists and allowed teachers to select trainings aligned to their needs. Mondays were reserved for professional learning, collaborative planning, and teacher-led sessions, creating a steady cadence for skill-building. We offered a “smorgasbord” of training topics so every teacher could find timely support.
We also introduced staff to professional communities such as Discovery Education Network (DEN) Ambassadors and other global educator groups. Participation in networks like DEN, ISTE, and Apple Distinguished Educators expanded our capacity to innovate and problem-solve during rapidly changing conditions. Those connections have been invaluable for sharing practical strategies, resources, and moral support.
The challenges of this unprecedented school year reinforced how adaptable students and educators can be, but they also highlighted the importance of organizational resilience. As we built our EdTech ecosystem, we did so with the understanding that “education everywhere” was no longer distant—it had arrived sooner than expected. Our district focused on minimizing obstacles to learning by refining the tools students interact with daily and by ensuring those tools were easy to use.
Even as many schools return to in-person or hybrid models, now is a good time for all districts to audit the digital resources they present to students. Prioritize simplicity, accessibility, and instructional alignment so technology supports learning instead of hindering it.
We all hope the COVID-19 crisis will end soon, but whether it does or not, optimizing digital resources is essential to making “education everywhere” an effective and positive experience for every student.
About the author
Rita Mortenson is the Educational Technology Coach and District Personalized Learning Coach at Verona Area High School in Verona, Wisconsin. She is an ISTE Certified Educator, a Discovery Education Leadership Council member, an Apple Distinguished Educator, a Google Certified Innovator, and a National Board–Certified Teacher. Rita enjoys collaborating with staff and students to create meaningful learning opportunities for all.