Financing construction projects - Enough equity?

Simple answer - missing devices, Wi-Fi coverage and bandwidth. Next level - there are no cameras in the rooms. If there are - personal rights of the students present. Missing devices in the virtual part of the group, missing internet access to ensure equal opportunities, etc. ;)

A camera can be positioned so that it only records the teacher. Then you just do frontal teaching again. And if I can’t transmit that 1:1 because the bandwidth doesn’t allow it, I record it and send it to the kids in the afternoon/evening. If necessary, I as a teacher just buy a camera myself. It doesn’t have to be super quality at all.

I come from the private sector and always tell her: You don't have to care how the children manage at home. Your employer has organized the process that way and deemed it good. If it doesn't work or is inefficient, then make a suggestion for improvement, otherwise, just do what you can. It's not your problem.

This exact attitude is the problem.

Who were the "parent initiatives" slowed down by?

Teachers, some parents, and diligent principals. It was noticed that 3-4 children were meeting and warnings were issued. Contact restrictions. With the note that there was emergency care. Ours was staffed by young people doing a voluntary social year... hardly any help, just supervision.

If necessary, I'll just buy a camera myself as a teacher.

Do you do that too? If your employer tells you to make coffee starting tomorrow. But there is no coffee machine or coffee.
Then you run off and buy all that with your own money?
The reality is that teachers really do that very often. An employee in a company would never do that.
But to still take that for granted is already "funny."

I have to come back with a few annoying facts.

a) Many teachers buy a significant portion of the teaching materials themselves (even before Corona) and some have, as a matter of course, bought a camera. In some poor municipalities, school books are not provided for teachers either, but have to be purchased.

b) Well-intentioned is not yet well done. If even a single student does not have the technical possibility to participate in a video stream, legally(!) nothing new may be done in video lessons. Principle of equal treatment. This degrades the tool in such cases to pure work hours and a video stream from hybrid lessons is excluded.

c) Many schools do not even have a sufficient internet connection to stream from the rooms.

d) You cannot transfer the usual teaching 1:1 to video conferences. Certain forms of interaction are not available. You need a different kind of teaching – one that, especially in primary schools, is more occupational therapy than a developmental offer and one with which there is still little experience.

e) The own initiative. The teachers who organize themselves in various video formats with a (by the way very likeable to me) “don’t give a damn” attitude are gambling on the card “no plaintiff, no judge.” Legally, it is not always clean. Parent initiatives tend to collapse because of legal conformity, not because of the will of the teachers. To ascribe an excessive legal conformity to a state employee would be somehow… well, nonsensical.

f) At least at secondary schools, grading “if necessary” (that is, at the latest in case of a complaint about a grade) requires complete documentation that can exclude technical problems on the student's side. Such a thing is practically impossible to do but fills some funny work hours pointlessly.

g) IT at schools. Usually done by teachers with affinity on the side. Accordingly, the results often are. The alternative is the one (in numbers: 1) employee of the municipality who, despite an IT degree, ended up at an E10 pay grade in an authority (nothing against E10, but on this labor market?) and now supports ALL schools in the municipality. Work speed: hardly measurable

Teachers, some parents, and diligent principals. It was noticed that 3-4 children were meeting and warnings were issued. Contact restrictions. With the note that there is emergency care. At our place, it was staffed with young people in voluntary social year.... hardly any help, just supervision

The schools are being closed to avoid contacts. Then there are study groups with 3-4 children? Hmm... I would also issue a warning there.
Why are parents against your initiative? Why the principal? Why the teachers?