远程学习对一些家长和孩子都不友好
High school librarian Andrea Kneeland started homeschooling her daughters part time before distance learning was up and running.
高中图书管理员安德里亚·尼兰德在远程学习开始之前就开始在业余时间让女儿在家上课。
"I wanted to keep a sense of structure and normalcy because my 8-year-old has anxiety, and I know that not having structure would be worse," said Kneeland, of Oakland, California.
“我想保持一种框架感和常态感，因为我8岁的孩子有焦虑症，我知道没有框架会更糟，”加利福尼亚州奥克兰的尼兰德说。
They did math with lemons as they made lemonade. They designed a schedule that permitted Kneeland to work some and them to learn some.
她们在制作柠檬水的时候用柠檬做数学。她们设计了一个时间表，有让尼兰德工作的时间和她们学习的时间。
When the barrage of assignments and meeting codes started arriving from school in April, the new regime resurrected that anxiety. "My 5-year-old started flipping out and refusing to do anything and hiding in the closet," Kneeland said.
今年4月，当学校接二连三地送来作业和会议守则时，新体制又让这种焦虑死灰复燃。“我5岁的孩子开始暴跳如雷，拒绝做任何事情，躲在壁橱里，” 尼兰德说。
Then she realized: "We could do this and have this negative experience. Or I could just let go of it," she said. "For our family, this doesn't work."
然后她意识到:“我们可以这样做，并经历这种负面体验。或者我可以任由这种事发生，”她说。“对我们家来说，这行不通。”
Megan Kinch, a single parent and electrician in Toronto, decided quickly that two-hour Zoom sessions weren't working for her kindergartner.
梅根·金奇是一名单亲母亲，在多伦多做电工，她很快就意识到，在Zoom上两个小时的课程并不适合她上幼儿园的孩子。
Instead, her child is practicing yoga; writing a story about her secret life as a mermaid; working on reading, language and math programs. She's also helping Kinch deliver groceries to elderly neighbors and participate in community organizing.
相反，她的孩子正在练习瑜伽;写一篇关于她作为美人鱼的秘密生活的故事;学习阅读、语言和数学课程。她还帮助金奇向年迈的邻居运送食品，并参与社区组织。
"We're dealing with my kid's emotional needs and the fear and this crazy situation," Kinch said. "That's way more important than keeping up with the curriculum for grade 1."
金奇说：“我们正在处理孩子的情感需求、恐惧和这种疯狂的情况。”这比跟上一年级的课程更重要。”
"Everyone's contending with this completely impossible situation," Parcak said. "We can't work full time and teach at the same time. It's literally impossible, and I refuse to do it."
“每个人都在与这种完全不可能的情况作斗争，”帕卡克说。“我们不能一边做全职工作一边辅导孩子功课。这几乎是不可能的，我拒绝这么做。”
As an archaeologist, she's studied childhood in ancient cultures, and she says that at no time in human history have humans been workers, parents and teachers all (literally) at the same moment.
作为一名考古学家，她研究了古代文化中的童年，她说在人类历史上，从来没有人同时是工人、父母和教师。
Parcak acknowledged that her son is privileged to opt out in favor of a better solution, not for lack of resources. And Kneeland's job allows her to devote time to her kids' education.
帕卡克承认，她的儿子有权选择退出，以寻求更好的解决方案，而不是因为缺乏资源。尼兰德的工作让她有时间去教育孩子。
"There are so many people out there who can't do that, and I worry about those parents and students," she said. "Obviously the digital divide is magnifying those inequities that are already there."
“有很多人做不到这一点，我担心那些家长和学生，”她说。“很明显，数字鸿沟正在放大已经存在的不平等。”
Even kids in relatively stable homes may be struggling right now. Studies have shown that trauma impactsmemory, focus and executive function, among many other skills. "The kids are in crisis because all sense of normalcy has been ripped away from them," Kneeland said.
即使是生活在相对稳定的家庭里的孩子现在也可能在挣扎。研究表明，创伤会影响记忆、注意力和执行功能，以及其他许多技能。“孩子们处于危机之中，因为所有正常的感觉都被剥夺了，” 尼兰德说。
Meanwhile, few teachers or students have trained to work remotely. "The tendency for teacher training is still very much face-to-face," Stephanie DeMichele, an Ohio-based digital learning designer and distance learning expert, said. "We're just substituting, taking what we had on paper and just moving it into a Google doc."
与此同时，很少有教师或学生接受过远程工作培训。“教师培训的趋势仍主要是面对面的，”俄亥俄州数字学习设计师、远程学习专家斯蒂芬妮·德米谢勒说。“我们只是把纸上的东西换成谷歌文件。”
Some parents of kids with disabilities find those needs just can't be fulfilled virtually. "There are students who have unique needs or impairments such as very low verbal functioning, who are much more engaged in hands-on learning and experiential learning, which makes distance learning with a professional through the computer challenging," said Erin Maguire, president of the Council for Administrators of Special Education.
一些残疾儿童的父母发现，这些需求实际上无法得到满足。”特殊教育行政管理委员会主席艾琳·马奎尔说：“有些学生有特殊的需求或缺陷，例如语言功能非常低下，他们更适合动手学习和体验式学习，这使得通过计算机与专业人士进行远程学习具有挑战性。”
