; (2) expand the use of technology for the in-class instruction of students in educator preparation programs; (3) conduct research on and analysis of technological tools in classroom settings; (4) ensure that technology is used in an equitable manner to enhance the learning and opportunities of students; and (5) ensure that educators are prepared to support the continuity of instruction in the event of national or local emergencies that disrupt in-person schooling. (c) Educator workforce partnerships (1) In General An educator preparation program that receives a Resiliency Grant for educator workforce partnerships shall use grant funds to facilitate partnerships between the educator preparation program and at least one eligible entity in order to address shortages in certain subject matter fields in schools documented by the State educational agency where the educator preparation program is authorized to operate, by— (A) expanding pathways for individuals to become profession-ready educators; (B) expanding pathways for currently practicing educators to earn supplemental credentials or licenses, which may include— (i) certification in shortage areas or fields as identified by a State or local educational agency; or (ii) nationally recognized, standards-based advanced certification; or (C) ensuring that schools have adequate staffing to provide continuity of instruction in the event of national or local emergencies that disrupt in-person schooling. (2) Eligible entity In this subsection, the term eligible entity means— (A) a local educational agency; (B) a 2-year institution of higher education, which may include a community college