By Christy S. Martin, Ed.D.
Since schools shifted to remote instruction in March, teachers have struggled to find a single, practical professional development resource that clearly and quickly prepares them to teach online. Classroom 2.0 fills that gap. This video series is refreshingly simple, logically organized, and accessible even for educators who are not confident with technology. The narration is concise and easy to follow, and lessons are broken into manageable segments that deliver useful guidance without overwhelming the viewer.
From the opening module on “Setting Up the Classroom” through the final tips, Classroom 2.0 walks teachers step-by-step through the practical tasks that make online teaching workable and effective. The series is designed to guide even the most reluctant instructor toward a workflow that supports student learning and reduces technical stress.
The tutorials include clear, hands-on demonstrations for common meeting platforms. Teachers will find straightforward instructions for Microsoft Teams, Zoom, GoToMeeting, WebEx, and Google Meet. Each walkthrough highlights where to find and adjust audio and video settings, manage participant lists, and use chat features. Screens are shown in the videos, so users can visually confirm what they see on their own devices.
One especially helpful section addresses configuring audio and video equipment. Switching between sources, selecting speakers and headsets, and using mute/unmute controls are explained in practical terms. The videos show real examples of different settings and outcomes so teachers can quickly diagnose and correct common A/V issues during live lessons.
“I would highly recommend it for all teachers and encourage school districts to secure a copy for every teacher.”
Privacy and classroom management in a virtual environment receive careful attention as well. The series covers how to maintain student and teacher privacy, how to moderate chats, and best practices for conducting secure meetings. It also addresses the instructional choices that make technology effective: when to show a recorded video, how to sequence activities, and how to design interactions that keep students engaged.
Practical classroom techniques appear throughout the lessons. Teachers learn to set up virtual backgrounds, use digital whiteboards, troubleshoot common problems, and implement strategies to maintain student attention and interest. The program emphasizes the “3 Cs” of effective online instruction—Connection, Content, and Call to Action—helping educators structure lessons so students feel connected, receive clear content, and know what is expected of them.
Recording lessons is another area the series covers thoroughly. Teachers receive step-by-step guidance on recording from a computer and on capturing lessons using a smartphone, then transferring those files to a computer for editing or distribution. These practical tips make it easier to create asynchronous materials for students who cannot attend live sessions.
The series wraps up with a concise, practical summary: 14 essential tips for online teaching success and comfort. Segments are intentionally brief—most run between 8 and 15 minutes—so teachers can watch single modules as needed or view the entire course at their own pace. Each segment is clearly labeled and easy to revisit when a teacher encounters a snag. The format is upbeat and encouraging, aimed at increasing confidence and effectiveness whether an instructor is new to remote teaching or looking to sharpen existing skills.
Classroom 2.0 is one of the most usable, practical professional development resources available for online instruction. It is structured in short, digestible steps, and is realistic for the average teacher to apply in just a few sessions. The series is recommended for individual purchase and for adoption by school districts; individual courses are priced at $29.95, with discounts available for schools and districts.
A short preview video and ordering information are available from the course publisher.
About the author
Christy Martin recently retired after more than 30 years as an educator in K–12 and higher education and six additional years working in social services for foster youth. She has long advocated for at-risk students and considers that work a calling. Since retiring in February, she has returned to her passion for writing and continues to practice and publish on topics related to teaching, equity, and student support.