Educators see pitfalls to expansion of internet instruction in Texas

Texas educators have concerns about expanding online instruction in the state as a way to deal with health risks related to the COVID-19 pandemic.

The Texas Virtual School Network, which was established more than a decade ago by the state legislature to provide students with equitable access to remote instruction, now serves third- through 12th-grade students, and some schools see a need to expand such programs to balance education with new social distancing recommendations.

Lizeth Cuellar, an educator with Laredo Independent School District and a member of Innovative Teachers of Texas (ITT), noted that many districts are sending questionnaires to parents about whether they would prefer virtual instruction for their children or a combination of remote and in-person instruction.

Cuellar told Education Daily Wire that among teachers’ associations and unions in the state, the idea of using publicly funded vouchers for virtual learning is a nonstarter. 

“In a sense, public schools feel it wouldn’t be fair for certain schools/vouchers to receive the same funds as public schools because they don’t have the same requirements/demands as public schools, which is seen as unfair,” Cuellar said.

Cuellar also voiced concern that independent charter schools may have different regulations than public schools that allow them to remove certain students while public schools often cannot expel young learners.

“The issue teachers are having with the Texas Network of Virtual Schools due to the online format is that it limits how teachers can address students’ individualized needs since some may require accommodations or modifications,” she said.

Cuellar noted that some Texas school districts are also navigating funding and technology issues right now and how trying to figure out how the funds will be distributed from the Texas Education Association and federal sources.

A special education instructor and ITT member who wished to remain anonymous said two of her students took part in online instruction recently. Although the students and parents showed positive attitudes toward the program, the instructor noted that certain drawbacks remained evident.

“Since I am a dyslexia specialist, providing services over the internet was very difficult,” the instructor said. “As a language therapist, I need to hear clearly and see the formation of the students’ mouths. You can imagine how hard that is with technology going in and out.”

The problems were exacerbated by other factors. Families struggling with work, school, and care issues during the pandemic resulted in low turnout for the instructor’s online sessions.

“I did get a lot of positive feedback about teletherapy from the parents of the students that did attend, so I felt like the no-shows had too much going on to attend," the instructor said.