Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 38 they get to use your hands." Staff accordingly described these hand-on kits as a "game changer," while acknowledging that the logistics of providing them could sometimes be a challenge. Other Content Providers described how they specifically offered sessions that would work well in a virtual setting. As one explained, "We basically just looked at what elements would translate well from an in-house experience to a virtual one on a two-dimensional screen. Not every program was suitable for that." This illustrates the thoughtful design process behind selecting and adapting virtual content. At the same time, it acknowledges that some experiential components may not translate, which could leave gaps in programming; though the extent or significance of any such gaps was beyond the scope of this evaluation. On the flip side, one Content Provider shared how some of the sessions they were able to deliver through Connected North actually had no feasible real-life counterpart; for example because of safety concerns. The many strategies that Staff and Content Providers discussed to support effective student engagement in Connected North sessions will be elaborated in later sections; however, they were frequently framed through the lens of managing the particular challenges of a virtual environment. These included troubleshooting technology, working closely with teachers to facilitate participation, making deliberate efforts to connect content to students' lived experiences, and incorporating varied activities, media, and delivery styles to hold students' attention. A final element in bridging the gap between virtual and in-person experiences was Connected North's emphasis on relationship-building. Staff noted that long-standing relationships with specific Connected North personnel helped establish continuity and trust with both educators and students, contributing to smoother and more natural virtual interactions. The value of in-person visits was also highlighted as further strengthening these connections. Teachers The general idea that the experiences offered by Connected North were not otherwise available was raised by all interviewed teachers, and reflected in a large volume (100% positive) of teachers' survey responses. Comments highlighted not just the idea of having a given experience that would otherwise not be available, but specifically the wide variety of experiences that could be accessed through Connected North. Beyond this basic idea, teachers provided more specific insights into the features of Connected North that were otherwise unavailable. In interviews, many teachers referred to how Connected North filled gaps in school programming or in their own skills or knowledge, and even school-wide programming gaps. Particular challenges of the northern context, including a large number of new teachers, and the need for teachers in more remote schools to teach subjects outside their specialty 21 were noted as 21 This challenge is noted in the academic literature; for example Kitchenham & Colin Chasteauneuf, 2010. "Without the support of Connected North Sessions, there would be no music program at our school this year." -Teachers Survey Respondent