Finally, the third section examines trends identified from the survey data and suggests ways to shift urgent online learning to learner-centered learning in K-12 education. Their work focuses on applying the theory of disruptive innovation to explore innovative pedagogical models and their potential to extend student-centered learning into K-12 education. Beginning in the fall of 2020, the Christensen Institute conducted a series of nationally representative biennial COVID-19 surveys to examine the adoption and practice of online learning. Part 2 finds out what respondents say about their future plans for online learning and online education models. It also explores the demand for innovative resources and practices in K-12 education using task-based theory. We also conducted follow-up interviews with 15 survey participants to gain a deeper understanding of how they developed curricula and what they did during the year. In the first part of the report, we describe what learning looked like for teachers and in different school systems in the 2020-21 school year. Thomas Arnett is a senior fellow at the Clayton Christensen Institute. Thank you for your interest and support of the Christensen Institute. To date, American high school students have had to miss more than a year of school during the pandemic. Hello, thank you for your visit.