A technical integration support specialist cleans Chromebooks while preparing for the start of school at Newfield Elementary School on Aug. 31, 2020 in Stamford, Conn. | John Moore/Getty ImagesKristen Record, a science teacher at Bunnell High School in Stratford, Conn., looks forward to the day she can use regular lab equipment again. Teaching AP Physics through a computer is hard, even for Connecticut’s 2011 Teacher of the Year.
That moment was significant, and not just because state education commissioner Miguel Cardona was on the verge of being named President Joe Biden’s pick to replace Betsy DeVos as education secretary in Washington. Record marveled at how quickly her students and classes shifted to online learning. One former Lamont aide likened Connecticut's benchmark to nailing the final, golden spike into the transcontinental railroad.
“We have this misconception that ‘if you build it, they will come,’” said Doug Casey, the executive director of the Connecticut Commission for Educational Technology. Connecticut’s first challenge was measuring the problem’s scope. Without a definitive map showing where kids were connected or disconnected from remote classes, authorities leaned on school districts to estimate how many students needed Windows laptops, Google Chromebooks and web access.
“It’s not like going to Dell and just cutting them a check,” said Nick Simmons, Lamont’s former director of strategic initiatives who was recently appointed to a top federal school reopening post under Cardona.
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