illinois-digital-educators-alliance-81412

Can Everyone Hear Me?

Wed, 01 Apr 2026 14:54:51 GMT

It’s likely that most of us have been at a conference, whether as a speaker or an attendee, and have found ourselves in a room that didn’t have a microphone. Typically, the microphone-free rooms are the smaller rooms with less seating capacity, and the microphone isn’t seen as a necessity. In fact, even in a room with a microphone, a speaker overwhelmingly makes the decision to ask, “Can you hear me okay?” or say, “I’ll use my teacher voice,” instead of picking up the microphone and using the aid for information delivery.

One of the things we continue to struggle with, not simply in education, is understanding what accessibility actually means and that not all disabilities are visible. It’s not as if the recognition of the need for audiological support in spaces is new, but being aware isn’t the same thing as addressing the issue and providing equitable, inclusive, and accessible solutions. For at least a decade, as witnessed by this piece posted on LinkedIn , there have been larger and more targeted discussions in the education conference space about what accessibility in education means and how it’s impactful. However, when our social ecosystem has been designed for those without disabilities, real change can be hard to effect.

Take curb cuts, for instance. Wheelchairs have been in use for over a thousand years. In fact, according to sciencemuseum.org.uk , “stone inscriptions from Ancient China and Greece suggest that wheeled furniture has been used to transport people since at least the sixth century AD.” However, it wasn’t until some World War II vets found themselves in wheelchairs that the idea of sidewalk accessibility began to grow with the first curb cut appearing in Michigan in 1945 thanks to the efforts of Jack Fisher, a disabled veteran and lawyer in Kalamazoo. The University of Illinois would become the first college to use curb cuts a decade later in 1955 , but the Americans with Disabilities Act would not pass until 1990 when curb cuts would become legally required. The need was there, had been there, but it took over 40 years to move from the first curb cut to a realized accessibility feature for all Americans. And wheelchair use is a visible impairment.

When we talk about accessibility, it means accommodating more than visible disabilities, and an area that continues to be egregiously overlooked or ignored when dealing with invisible disabilities and the accessibility needs associated with them is the use of microphones in public speaking areas, including classrooms. I’ve seen well-meaning educators ask a group of their peers whether the microphone was really necessary, and it always makes me cringe. That question requires a person to single themselves out, to admit to a vulnerability in a room full of strangers, and that certainly doesn’t build trust with an audience. And regardless of whether an audience member is hearing impaired or not, all participants benefit from a presenter using a microphone.

Conference planners take note. This also pertains to your decisions around whether to provide mics in all session rooms. I found myself at a conference recently with no microphone; although, the information led me to believe there would be mics. I was transparent with the audience that I would use a microphone, but I didn’t have one. One of the attendees happened to have a mic that they traveled with, and they let me borrow it for the session. That didn’t help me in subsequent sessions, however, and with no microphone, I was left with my “teacher voice” as the solution, which is to say, there was no solution. Because ultimately, it doesn’t matter how loud your teacher voice is, the microphone is the solution.

This applies to our classrooms as well, but we’re less likely to see voice amplification solutions in those spaces. Kids are experiencing higher levels of hearing loss than ever before, and like adults, they aren’t likely to correct a confident adult about needing them to use a microphone or to speak up when they can’t hear. In fact, as Lightspeed points out in “How Instructional Audio Overcomes the Top Three Barriers to Learning,” “20% of teens will experience some hearing loss— a rate about 30 percent higher than 20 years ago, largely attributed to the increased use of headphones. “ This is also where products like the Qball become important tools for students contributing because they are durable, meant for students/audience members to have a voice, and help students feel more comfortable contributing in class since it cuts down on the number of times a student will hear something like, “Could you say that again, please?” or, “Could you please speak up?” or, “I’m sorry; I couldn’t hear you.”.

Yes, there are individual technological options that will help with audiological input, but those options come with a price tag for the individual — AirPods and hearing aids especially — which means those solutions aren’t equitable, and we shouldn’t expect individual teachers and presenters to provide their own microphones or to assume that each student has the means to provide their own individual hearing aid.

Ultimately, when we treat accessibility options as necessities instead of as add-ons, the entire community benefits from it. No individual should need to prove the need for amplified speech in a classroom or conference session.

Stefanie Crawford is an educational reform advocate and entrepreneur. She has worked in education for nearly 20 years as a classroom teacher, K-12 instructional coach, Professional Development Coordinator for a Regional Office of Education, and currently as the Executive Director at Illinois Digital Educators Alliance. Stefanie advocates for changes in the traditional grading system, rethinking instruction, making lasting changes that support DEI & Accessibility for all students, including neurodivergent individuals, and the meaningful inclusion of technology in instruction.

Giving Your Dreams Life

Wed, 25 Mar 2026 18:20:34 GMT

Have you ever had a dream that you dared to dream? One that you really wanted to come true, but if you were being honest with yourself, you doubted if it would ever truly become a reality?

It's been hitting me lately, that one of those dreams is actually happening for me, and I just cannot fathom that it's real. I feel like any moment now I am gonna wake up and it will all have been a magical illusion my brain cooked up while I slept.

But as far as I can tell, I am awake, it's real, it's happening. The Rainbow Tree , my first children's book, was published in July of 2025, and the next one, Destroy the Box , is coming out next week! (SCREAMSSSSSSS in Celebratory tone.) I have learned so much about myself during this journey. I wanna share a bit of it here to encourage you as you seek to make your own dreams a reality.

1. Perfection is the enemy.

Many of us don't start things because we fear they won't be good enough. That is true. It won't be perfect. No one/nothing is. Knowing that, get started on whatever it is you dream about doing. Seriously, do it now. Knowing now that it won't be perfect should make you feel better to get going!

2. Procrastination is fear.

Every time I put off creating an illustration for the book, it was NOT because I didn't have time or resources to do so. I was scared to death. Scared that I couldn't create what I needed to. Scared it would look silly. Scared it wouldn't look “professional." Scared no one would take me seriously as an illustrator. Scared that all the art friends I have would mock it in secret. Sigh… I have been scared a lot so I put the work off for a few weeks while I found some courage. Don't worry, I found it and told procrastination to kiss my…

3. People will always laugh.

Everyday, everywhere, people are laughing and talking about somebody. Sometimes it's me they are talking about, I am sure. I used to worry about this. Not much anymore. Of course there are moments, but for the most part I have learned to embrace their laughter and mockery. Why? It means I am doing something worth talking about. No one talks about those who are hiding in the background. Let them laugh.

4. Process is messy.

You are going to mess up. Many times. You may cry, you will definitely cuss, and you will have one million doubts. Please, I beg you…KEEP GOING! Whatever it is that you are dreaming, someone out there needs it to happen. Maybe it's something huge that the whole world needs, or maybe it's something huge that you need to push you forward in life. Get messy in the making, doing, creating. Wear an apron if you want to. :)

5. Patience is required.

Turning a dream into a reality does not happen overnight. I first dreamed of writing a children's book way back in 2003. I have read a gazillion of them. I have researched their authors, illustrators, publishers, etc. I have studied their techniques, their words, their processes. I didn't just wake up one day to this reality that is approaching. It took a minute.

6. Permission is needed.

I will say this first and foremost here…You do not need permission from ANYONE else to start this journey. It's ok for adults to lean into playful living, creative journeys, and making their dreams come true regardless of what the “grown ups” say. And even if it's not ok, do it anyway! Our lives are so short, “you are but a mist that appears for a little while, then vanishes.” Thanks, James. :) But, one person I did desire approval for this journey from was…myself. Please, I beg you, give yourself the permission you need here. As soon as you do, the dream is one BIG step closer.

If you don't believe in you, no one else will.

Jed Dearybury embarked on his education journey in 2001. His dedication earned him numerous accolades, including recognition as Male Leader of the Year in GQ Magazine and as a South Carolina honoree of the Presidential Award for Excellence in Math and Science Teaching. As a National Board Certified Early Childhood Generalist, he was also named a top 5 finalist for South Carolina Teacher of the Year and the first-ever Milken Fellow for the state. Since transitioning from the 2nd-grade classroom in 2015, Jed has become a leader in professional development worldwide. He shares his expertise in early childhood education, children's literature, creativity, and fine arts through teaching and higher education. In 2019, he founded his own education consulting business, mrdearybury.com LLC, serving as Director of Creativity and Innovation. Jed is also an author and illustrator, having published several books including "The Playful Classroom," "Courageous Classroom," and "The Playful Life." His debut children’s book, The Rainbow Tree published with GWG Press in June of 2025. His second children’s book, Destroy the Box will be published in March 30, 2026.

The Classroom Shift: From Behavior Management to Meaningful Engagement

Wed, 11 Mar 2026 16:16:14 GMT

If you ask educators what has changed the most in recent years, they’d say more and more students are overwhelmed and disengaged. Teachers are noticing that students are physically present, but not always emotionally grounded. They’re connected digitally, but not always connected to each other. And managing behavior often feels more complicated than it used to.

That’s why in 2026, we need to be asking:

What does it mean for students to feel safe, seen, and capable?
What role does digital dependence play in education and students’ well-being?
How should we give feedback that builds confidence, not defensiveness?
How do we help overwhelmed students regulate their emotions?

Across our work with educators, we’re seeing a growing interest in strategies that prioritize regulation, connection, and executive functioning alongside academics. Educators want practical ways to support students who are overwhelmed, easily discouraged, or struggling to focus in a tech-saturated world.

That’s part of why our professional learning courses are evolving. Topics like positive discipline, the social and psychological effects of digital dependence, resilience-building feedback, and ADHD-informed instruction are gaining traction. These subjects aren’t trends; they’re necessary supports for today’s learners.

At TCL, we’ve developed new coursework around these themes, including From Conflict to Connection , Digital Dependence , Feedback That Fuels , and Strategies for School and Life Success: ADHD Teaching Excellence . They’re designed to help educators think deeply and respond intentionally to what they’re seeing every day.

This shift isn’t really about behavior management. It’s about helping students build the skills and confidence to engage fully in learning.

For more information, please visit: https://www.connectinglink.com/

Alicia helps shape high-quality educational experiences as Course Facilitator for TCL. With expertise in course development, instructional support, and curriculum refinement, Alicia ensures that every course meets rigorous academic standards, fostering an engaging and impactful learning environment for educators and students alike.

Getting Back to Our 1:1 Roots

Thu, 18 Dec 2025 15:15:53 GMT

It’s not often that I get to actually attend sessions at conferences any longer. Many times, conferences for me now mean more presenting and facilitating learning, having in person conversations with individual educators or vendors, having meetings for different education initiatives with groups of people that aren’t often gathered in the same spaces, and with IDEAcon, I have an organizer’s role to play to help ensure our attendees are learning, connecting, and collaborating while they’re there. But when I do get to attend sessions, I love seeing new and seasoned presenters, old and new friends, educators talking about their passions, their strategies to solve tough problems, and their stories so that we know we’re not alone.

Recently, I had the privilege of being a Featured Speaker at LACUE in New Orleans. Also there in the same capacity was Dr. Adam Phyall , a former high school science teacher, IDEAcon Thought Leader, and current Director of Professional Learning and Leadership with the nonprofit All4Ed. We had just gotten to catch up the week prior at TETC in Chattanooga, TN, and when we landed in the same space again, I told him that I hadn’t gotten to see him present in a long while and that I’d like to see a session if he had one at a time I was free. Luckily for me, he did, and it was one that has left me reflecting since.

Adam talked about the magic of connections, and he focused on ways to create space for meaningful interactions in our classrooms. But it was more than just the general content of Adam’s session that really got me thinking. What stuck with me and has continued to live rent free in my brain is when Adam reminded us, especially those of us who have been educators for a while, who started before 1:1 computers/devices were possible in schools and before it became the norm, that 1:1 wasn’t started so that all students would be on a device at all times. It started, and was celebrated, because it suddenly opened a new world of possibilities for teachers and students.

For those of us who taught in buildings with one computer lab, we can remember having to try to reserve the lab for a time that would work for the class we hoped could utilize it for the lesson. This required the lab schedule to be open, and sometimes we had to look two, three, or even four weeks into the future to find an opening that would work for us. That also meant we had to have our students all at the same point in whatever research or project we were working on so that they could utilize the time.

The power of 1:1 was that teachers and students were empowered to have choice in learning, to have the ability to pull out a device to research when a student was at that point and needed the device, to be able to extend learning or offer additional resources for reteaching and differentiating learning. But somewhere along the way, we forgot what 1:1 was for at its roots. Instead of using these devices as a tool in our toolbox, we started using them as THE toolbox, putting everything on devices, even when it was just a substitution of a digital worksheet for a physical worksheet.

As some districts start to consider pulling back on 1:1 initiatives in order to save money, to address behaviors they see as tied to technology use, to avoid some of the security issues that come up with students on 1:1 devices for the majority of a day, it’s hard not to think of how the tool that was supposed to provide a more equitable and flexible education has become more of an albatross around educators’ necks in some ways. However, eliminating 1:1 isn’t the solution. It’s an easy “fix” that doesn’t actually fix the existing problems or prepare students for a world outside of school that requires them to be technologically literate.

We need to go back to our 1:1 roots. Having access to 1:1 devices is important. Being able to learn at different speeds and support more equitable student learning in different ways that 1:1 technology makes possible is necessary. Instead of eliminating that access, we need to make the 1:1 devices a tool in our toolbox instead of THE tool.

Stefanie advocates for changes in the traditional grading system, rethinking instruction, making lasting changes that support DEI & Accessibility for all students, including neurodivergent individuals, and the meaningful inclusion of technology in instruction.

Taking Flight with the Aviation Club

Wed, 19 Nov 2025 16:16:31 GMT

Thanks to the generosity of IDEA’s Mini Grant, our middle school Aviation Club took flight with the addition of Meta Quest VR goggles and flight simulator software. What began as a student-driven idea quickly turned into one of our most engaging STEM experiences, allowing students to explore the science of flight and practice real-world problem-solving, all through immersive virtual reality technology.

Idea Funded

The focus of our mini grant was to use virtual reality technology to create an Aviation Club. The goal was to give students an immersive, hands-on experience exploring aviation principles while fostering problem-solving and critical-thinking skills through real-world flight scenarios. What made this project especially meaningful is that it was student-driven. The idea for the Aviation Club came directly from students who were already involved in our MakerSpace program. They were curious about how flight works and wanted to explore aviation careers in a more interactive and technology-based way.

Implementation with Students

Students were at the heart of every step in bringing the Aviation Club to life. After expressing their interest in learning about flight, they helped design the structure of the club and even took the lead in setting up the equipment once the Meta Quest VR goggles arrived. Together, we transformed a section of our MakerSpace into a mini “flight lab,” complete with VR stations and a tracking system for flight hours.

Students explored the various simulator curriculums, learning aviation principles through hands-on missions. They worked in teams to complete takeoffs, navigate weather conditions, and overcome real-world flight challenges together. They also took ownership of troubleshooting technology, sharing tips, and encouraging one another to master more advanced simulations. By giving students control of both the setup and the learning process, the club became a truly student-centered experience where curiosity, collaboration, and creativity took flight.

Student Reach

The Aviation Club includes students in 6th, 7th, and 8th grade, with approximately 60 participants. Students from all three grade levels collaborate in mixed-age groups, allowing younger students to learn from older peers while developing teamwork and leadership skills. This diverse mix has created a supportive learning community where every student, regardless of experience level, can explore aviation and STEM concepts in a hands-on, engaging way.

Lessons Learned

One of the biggest surprises was how quickly students took ownership of their learning. They didn’t want to just “play” with the VR goggles. They actually wanted to master the science of flight. Their excitement to teach one another, share flight tips, and troubleshoot together showed me how powerful student-led learning can be. What worked especially well? Learning how to project what the students saw through the VR headset onto a tv screen. This helped students stay deeply focused and made celebrating successful landings together more fun. The collaborative energy was incredible.

The main challenge came during the setup phase. There was some trial and error in finding the best simulation game to use. Since the project was student-driven, their definition of “educational” didn’t always match mine. We tested several programs trying to balance fun, realism, and strong educational value.

Reflections and Adjustments

If I could do the project again, I would start by introducing a few different flight simulations earlier, giving students more time to explore and compare them before settling on the main program. This would help balance student choice with educational goals from the beginning. My advice for others trying a similar project is to embrace the student-driven approach, even if it means a bit of trial and error. Let students take the lead in setting up equipment, testing programs, and exploring concepts. They often surprise you with their creativity and problem-solving skills.

Student Impact

Students responded with incredible enthusiasm and curiosity. Watching them fully immerse themselves in the VR flight simulations was inspiring. They were excited to log flight hours, solve real-world aviation challenges, and collaborate on strategies. I observed significant growth in problem-solving, critical thinking, and teamwork. The joy of “flying” their own planes and seeing their progress reflected in the simulator created an engaging, motivating, and unforgettable learning experience.

Sustainability and Next Steps

The success of the Aviation Club has opened the door for exciting growth. Our Educational Foundation has seen how engaged students are with the VR flight simulations and is now interested in funding additional VR goggles so more students can participate. Expanding access will allow us to reach an even larger group of learners across all grade levels. Looking ahead, we plan to broaden the program beyond aviation by introducing other STEM career simulations such as surgeons, mechanics, and engineers so students can explore a variety of high-demand fields through immersive, hands-on technology. The goal is to continue building curiosity and confidence in STEM while inspiring future career pathways through innovative, student-driven learning.

Heather McCarthy is the Media Specialist at Oak Lawn Hometown Middle School, where she inspires students through a blend of literature and technology, fostering a love of reading while engaging them in hands-on, digital learning experiences. She is passionate about incorporating her global travels into her library, from exploring animal prosthetics after visiting an elephant sanctuary in Thailand to leading efforts to build a library in Zimbabwe.

Finding Balance in a World of Technology

Wed, 05 Nov 2025 15:46:32 GMT

Lately, I have been thinking about a conversation that my co-host and I had last school year with a college professor we interviewed for our podcast, CareU. She was engaging, thoughtful, and genuinely likable, the kind of guest who makes you think long after the conversation is over. At the end of the interview, I mentioned to my co-host that I would have hated being in her class. Not because the professor didn't care about learning. She absolutely did, but she banned all devices.

If I were a student in that room, I would have been lost. I've built a system that works for me. All my notes, highlights, and digital bookmarks are stored on a device, making it easy to make sense of my reading. Being told I could not use it would have felt like taking a test without my glasses. It's not that I need technology to think. It's about having developed a way of working that helps me process and remember.

That conversation made me realize something about how we handle technology as a society. We tend to react instead of reflect. We have a habit of waiting until technology creates problems before we decide what to do about it. That is how we handled cell phones in classrooms. We are doing the same thing again, only this time with AI. New technology often finds its way into classrooms before we have time to think deeply about how it should be used. Only after the problems appear do we start trying to fix them.

I enjoy using AI daily; it aids my thinking, creativity, and planning. However, I worry that tech companies are the ones setting the rules. They are building the tools, shaping the norms, and defining what responsible use looks like while the rest of us try to keep up. It feels backward. We should be deciding, as educators and as a society, how we want these tools to serve us.

We have been here before. When devices first entered classrooms, we didn't spend much time reflecting on their purpose. We plugged them in and hoped for the best. When distraction and disconnection followed, we reacted again. We banned phones. We limited devices. We focused on control. But banning is not the same as teaching. It skips the hard work of helping students learn how to make wise choices.

That brings me back to the college professor. I understand what she is trying to do. There is value in starting analog. There is something meaningful about slowing down, using paper, and finding a sense of focus away from screens. But when an entire course completely shuts out technology, we miss an opportunity. That is not the world students live in, nor is it the one they will enter when they leave school.

This raises a question I often wrestle with. Should school mirror the "real" world, or should it act as a frontline defense against the parts of that world that we feel harm students?

In my district, we have blocked social media on student devices. I see that as a good decision. We are not pretending social media doesn't exist. We acknowledge that while it is part of the world, it is not a part that belongs in the classroom. We know the toll that endless scrolling and comparison can take, so we are choosing to protect students from that during the school day. It was an intentional choice rooted in care rather than fear.

The goal should not be to eliminate technology. The goal should be to use it with purpose.

Students need help learning to decide what works for them. Some prefer a notebook. Others highlight and annotate on a tablet. Both approaches can be valid. What matters is giving students space to reflect on their choices. When we remove that opportunity, we also remove the chance to practice responsible use.

It is about being deliberate. We do not need to chase every new tool, nor do we need to shut technology out completely. Our work is to help students learn to live and work with technology wisely, creatively, and reflectively. That is how we prepare them for a world that will not slow down, a world where technology and AI are part of daily life. The question is whether we will keep reacting to change or start shaping it with purpose.

Don Sturm is in his 35th year in education. He was a high school social studies teacher for 23 years before becoming the technology integration specialist for Morton CUSD#709. While he is passionate about all things education, his main interest is helping educators reflect on their classroom practices. He is the co-host of three podcasts, Through the Educational Looking Glass , which focuses on teaching and learning, CareU which focuses on helping those raising kids be more intentional in their practices, and That’s the IDEA! which dives into fresh perspectives and innovative ideas in education.

Don has been married for 37 years and has two grown children. He loves to travel and read.

Coding Through Stories

Wed, 29 Oct 2025 19:45:01 GMT

Thanks to the generosity of IDEA’s Mini Grant, our K-4 STEM classroom at Farmingdale Elementary in Pleasant Plains, IL added six new Sphero Indi robots to our collection of robots. They have quickly become the students’ favorite.

Idea Funded

My goal was to explore a new way to support literacy and increase reading scores by introducing robots during reading lessons at our elementary school. Our students visit our STEM classroom each week and have many opportunities to build, create, and code. There is always high engagement when robots are used. I wanted to see if I could extend this same enthusiasm to reading and explore how our robots could assist with reading comprehension and storytelling. I knew that our students love our school robots, and I wanted to extend that excitement into reading.

Implementation

I introduced our new Sphero Indi robots during whole-group STEM lessons with our 1st-4th-grade students. Each Indi uses color tiles to control its movement. The technology-free approach to coding made it perfect for introducing sequencing, loops, and problem solving. We spent three lessons learning about the robot, practicing creating algorithms, and designing programs with Indi.

Student Reach

This project reached every student in grades 1st-4th. Every child has had the opportunity to explore how coding can be used to support literacy.

What Surprised Me

Reflection

Student Impact

Next Steps

I’m Betsy Monke, the K–4 STEM teacher at Farmingdale Elementary School, Pleasant Plains School District. This is my fifth year teaching STEM after many years in the kindergarten and first grade classroom. I love creating hands-on lessons that let students explore, experiment, and discover through play. A fun fact about my classroom. I removed all desks and replaced them with plenty of cardboard, duct tape, and imagination.

AI and the Regression of Teenage Brains

Wed, 22 Oct 2025 18:20:27 GMT

ChatGPT, a form of generative Artificial Intelligence, more commonly referred to as AI, popularized amongst students my freshman year of high school. My at-the-time English teacher was the first to notice that all of a sudden, freshmen—who had never taken a high school-level English course—wrote as advanced as a college professor. He pointed out that students who showed high school-level hand-written papers were able to properly use an em dash and focused on parallel structuring solely on their online assignments, a feat he had not seen in freshmen before. It became natural for teachers—from freshmen classes to senior classes—to connect that students using emdashes or specific words—delve, deep understanding, crucial, elevate, resonate, enhance, tapestry, foster, endeavor, enlighten—had used AI in their paper. After a few months of teachers reporting that students began scoring exceptionally well on papers, my school implemented an application called TurnItIn, ironically, another generative AI that reviewed paper and scanned for “proof” of AI generated text. The issue started once TurnItIn accused students who properly incorporated a citation into an essay plagiarized the text, ignoring all credit given to the original author and the research done by the student. Needless to say, we switched back to teachers reading papers and discussing with the students themselves if there was suspicion of AI incorporation and my school made a policy about “AI Academic Dishonesty”.

Even amongst my peers in the classes with the highest rigor, there are countless kids who incorporate AI into their school work. Be it through having ChatGPT solve their calculus problem or Chemistry problem, AI is widely incorporated, which causes a noticeable shift in their critical thinking capabilities. Rather than spending thirty minutes struggling through a derivative problem on their own, they immediately refer to having ChatGPT solve it and copy the answer down, depriving them of critical understanding of the problem and the method used to solve it. General conversation is shifting too—my hallways are full of students misusing words or bragging about how ChatGPT landed them an A in a specific class. This isn’t to say I’m against AI—because I truly believe proper use of AI can be more beneficial than harmful—but as it is now, generative AI devices are damaging the development of my peer’s brains and there are dozens studies showing that generative AI, specifically Elon Musk’s Grok, is ruining the ecosystem of Memphis.

I also find that the use of the resources around me has gradually decreased. When I was a freshman, my school used a center court to hold a resource center for all subjects—on top of every teacher having office hours for an additional 30 minutes after every day—and it quickly became a hot spot for students. I write fanfiction during my free time so I was actively inside the court, having English teachers proofread my work and discussing my ideas for the next scenes. I also went in to simply talk to teachers, but that’s beside the point. Each day I was in our resource court, it was filled with students coming in for support—be it math, English, science, history, or a language—and truly working on bettering their understanding of the subject. However, now, as a senior, we only have a math resource center (MRC) that operates full-time and a science resource center that operates during the first 40 minutes of a class. My school no longer has an English resource center for students that need help and for those who do, even office hours are a 50/50. As mentioned before, teachers stay for 30 minutes after school—with the exception of teachers who supervise clubs or sports—which is far too short for English teachers that have dozens of students coming in for English support. A select number of teachers introduced an appointment scheduling simply because of how busy their office hours are, while other teachers have students who only come in the day before a summative. The teachers I know became teachers because of their love for helping students, yet my peers are dismissing all help from their teachers in favor of ChatGPT, who isn’t even correct 100% of the time.

This phenomenon occurs with reading, too. I’m an avid reader—most of my favorite novels have multiple volumes with hundreds of chapters (my all-time favorite has 1,400 chapters for the first book alone; the second book has another thousand), and a growing issue I’ve noticed as AI grows is that my peers use AI to summarize documents. For example, Connected Papers has been recommended to me by my closest friends and once I googled it, I found that it uses AI to web-browse for articles similar to a paper currently being read and labels key points that correlate to your current article.

AI is useful; essentially, AI isn’t inherently harmful and there are proper uses for it, but the misuse of AI continuously outweighs the benefits. In the above instance, having a resource capable of easily accumulating sources in a similar field of interest shaves off time spent scouring online and leaves that time for additional revisions, which is beneficial, but the most common use of AI is completion, not assistance, when it should be the opposite.

Emily is a senior in high school who believes the average teenager is underpinning knowledge regarding internet safety. She enjoys educating her peers on how to be safer digitally and following technology-based news reports. During her free time, she is an avid webnovel reader and enjoys enlarging her book collection.

How IDEA Is Reimagining Educator Community

Wed, 10 Sep 2025 16:39:21 GMT

For years, educators have gathered at IDEAcon, the flagship conference of IDEA (Illinois Digital Educators Alliance), leaving energized by the connections and conversations they’ve shared. But as the months go by, those connections often fade. Teachers return to their classrooms and daily routines, and although IDEA provides opportunities for professional learning throughout the year, the high of being surrounded by like-minded peers tends to wane without the opportunity for consistent and meaningful connection.

This year, IDEA decided to change that. The organization has launched a pilot Slack community, extending its mission of educator development and well-being into a year-round professional home. Unlike static forums or social media groups, this space is designed to feel alive, a living, breathing extension of the IDEA community.

“Educators need a place to pop in and out of very quickly,” explains Amy Stefanski, the IDEA board member leading the effort. “They don’t have time for static forums. They need somewhere they can drop a message, add an emoji, or share a funny meme in the middle of their day and still feel part of something bigger.”

From the outside, it might sound like just another PD platform. But this community is intentionally different. It’s not built around products or programs—it’s built around people .

At its heart, the space emphasizes pride in the teaching profession and in those choosing to work in education. Over the last several years, the education field has seen a wave of teachers leaving. And yet, many have stayed, not because they had to, but because they chose to. IDEA wants this community to honor that choice, to create a space where staying in the profession feels meaningful, supported, and celebrated.

“This community isn’t about piling more onto educators’ plates,” Amy says. “It’s about professional pride. It’s about reminding educators they’re not alone, and giving them a space where their work is seen and valued.”

The design reflects that balance. Members will find professional growth opportunities—book studies, micro-PD sessions, and IDEA’s weekly chat series—but they’ll also find casual spaces to share wins, seek advice, or connect over humor. It’s part digital teacher’s lounge, part learning hub, part community well-being space.

Wait, weekly chats?

This weekly chat was (re)born from an earlier era of online conversations that sparked friendships lasting nearly a decade. As that space shifted, we knew it was time to carry the same spirit into our own community, creating space not only to reconnect but also to welcome a new generation of educators into the conversation.

On September 2, a group of educators from across the IDEA network gathered in the IDEA Community Slack for something brand new: the first-ever Weekly IDEA Chat. It was 30 minutes of laughter, GIFs, and deep conversation about what matters most at the start of a school year: relationships, routines, and joy.

The first chat proved exactly why this matters.

Relationships first: Participants emphasized that trust and connection are the foundation of meaningful learning.
Strong communities: From picture books that reinforce a growth mindset to fun, surprising activities that break the “rules-and-policies” mold, educators shared routines that make classrooms welcoming and consistent.
Skills that matter early: Understanding how to navigate expectations, building confidence to ask questions, and respecting peers were all named as essential habits to start the year strong.
Finding joy in teaching: Perhaps the most inspiring theme was that educators reminded each other that curiosity, creativity, and connection are what make this work worth it. From launching student podcasts to teaching speech for empowerment, the joy is alive and well.

Most importantly, the chat felt like a community in action. As Stefanie Crawford, IDEA’s Executive Director, shared, this community space has the potential to provide educators with the kind of encouragement and connection that helps them thrive beyond their school walls.

This is just the beginning. IDEA Chats will happen weekly on Tuesdays in the IDEA Community, and every IDEA member is welcome. Come as you are, share what you can, and know that this is a space built to lift each other.

Why Slack, Why Now?

The decision to use Slack as the platform was both practical and intentional. Having worked with Slack in multiple roles—including building enterprise-level communities for college students - Amy knew its strengths.

Slack is familiar and widely used, making onboarding easy. It offers structured channels and threads to keep discussions organized. Most importantly, it feels dynamic, far removed from the static vibe of a forum or the noise of traditional social media.

“I didn’t want anything that resembled a Facebook group or a forum,” Amy explains. “Slack feels alive. It gives us a platform that looks and feels different, something teachers actually want to check between classes or during prep .”

A Vision for the Future

So what does success look like? For IDEA, it’s not just about numbers, it’s about connection.

The vision is of educators walking into IDEAcon and meeting peers for the first time in person, yet already knowing them through months of online collaboration. It’s about hearing conference chatter where attendees lean in and say, “Wait, how do I join this?” It’s about creating a buzz that partners, sponsors, and even Slack itself can’t ignore.

“I want this to feel like IDEA’s best-kept secret,” Amy says. “I want to see members excited to invite others, to see partners embracing this relaxed space, and for the community to carry conversations forward well before and after the conference.”

This pilot is experimental by design, but its purpose is clear: to create a safe, energizing professional home where educators can connect, grow, and take pride in their work.

“These spaces aren’t for everyone,” Amy acknowledges. “But if you’re curious about what’s happening across the network, if you’ve ever wanted a place to belong, to share, or even create something new, this is that place. We know the work is hard. We grind daily, not for ourselves, but for our students. This is a space to be humble and to be humbled.”

The IDEA Slack community is currently in its pilot phase, running through IDEAcon 2026. Educators can verify their membership now and request an invite .

It may just be the future of educator collaboration, quietly taking shape, one conversation at a time.

Back to School with AI

Wed, 13 Aug 2025 15:19:36 GMT

As we gear up for another school year, our to-do lists start to grow. We are thinking about greeting new students, revising lesson plans, and taking all those back-to-school bloodborne pathogen tests again! With the return to school, new buzzwords and tech tools also flood our inboxes. Artificial intelligence and innovation will surely be featured themes in our various institute days. Talk of AI has become as pervasive as Google searches; however, how to best use AI in the classroom still seems murky to many.

If you’re relatively new to AI usage or are unsure how AI tools can enhance student learning in your educational space, don’t worry. Let’s dive into what AI can do for you and your students by exploring some low-risk, high-reward ways to begin utilizing these tools. As this technology continues to permeate all facets of our lives, both in and out of the classroom, let’s consider how it might add value to our teaching practices this school year.

What can AI do for educators and students?

Educators are already using AI to generate lesson plans, quizzes, and activities. Tools like SchoolAI and MagicSchool have made lesson planning easier by incorporating standards and research-based teaching strategies into their outputs. I’ve enjoyed using NotebookLM to synthesize multiple texts and resources that I use in any given unit. Having AI critically examine my teaching materials has helped me identify potential learning gaps my students might face. I’ve used AI to explore the science of learning and how I might incorporate best practices into lessons I’ve had in my archives for several years. Google Gemini has become a thought partner, challenging me to consider new approaches and providing feedback on my work. I look forward to continuing my use of AI tools to adapt learning materials and provide personalized support to the students who enter my classroom this year.

Speaking of students, we need to face the facts: students have been using AI tools like Photomath to check answers on problem sets, and they’ve translated texts from one language to another with the help of Google Translate. They’ve used AI to generate writing samples and correct grammar, perhaps altering their ideas too much. As we step into the 2025 to 2026 school year, our goal should be to help students see how AI can promote critical thinking, reflection, and deep learning. Instead of simply using tools to generate quick answers, AI tools like NotebookLM can help students understand multiple texts, generate study guides, and review important information through podcasts. SchoolAI and MagicSchool can support students by offering prompts that encourage reflection on their work rather than simply solving problems. Gemini can even be used to review the process of solving a problem, as long as we prompt it to do so. With the right prompting from our students, AI can serve as a personal tutor, available anytime, from anywhere.

To encourage students to use their AI skills responsibly, we must model and explore AI tools collaboratively with them. By keeping an open mind and imagining what could be, rather than fearing the misuse of these tools, we can help students harness AI’s potential for meaningful, thoughtful learning.

How do we get started?

Whether you are just dipping your toes into the AI shallow end or a high-powered user, you might consider focusing on one or two easy-to-use AI tools. You certainly do not need to become an expert on every AI tool, and quite honestly, the tools are evolving so quickly that perhaps no one can truly be an expert on every tool.

Start small. Input and upload lessons and documents you’ve already created, and ask for feedback. Be specific about what you are hoping AI will generate. Include the subject matter, the audience, and the desired format. Talk about standards and the purpose of a particular lesson as you ask for feedback, examples, or even fresh ideas for assessments. Remember, you can modify the prompt as you begin to read and review the output.

Use AI to create bell ringers and exit tickets. Encourage AI to use research-based retrieval strategies to encourage critical thinking and application of key ideas within your classroom. These fast strategies at the beginning and end of a lesson can help you to better gauge student understanding while also giving you ideas to enhance your lessons.

Explore how AI can be used to promote differentiation. From leveling texts to creating vocabulary lists, AI can quickly generate support to meet students at their varying ability levels. Leaning into tools like Diffit can help teachers generate resources and graphic organizers to guide students’ thinking and support them at their level. They can create several versions of the same resource quickly. Remember that even though AI moves quickly, educators are still the content area experts. Review what is created and make sure that the material generated is accurate and suited to your goals.

How do we leverage our curiosity about AI to find the most value in its use?

Adopting AI in the classroom can seem overwhelming, and educators who worry about the misuse of AI have valid reasons for being leery of its use. Focusing on the possibilities and embracing a growth mindset around AI use can yield positive outcomes for our students, who will inevitably be using AI in their lives on a daily basis, both personally and professionally.

AI is here to support us, not replace us. AI can enhance our creativity and give us feedback on what we are already doing in our classrooms. Every interaction with AI can be an opportunity to learn something new. AI also serves as a collaborative partner, asking us questions to further our thinking. We simply need to explore and practice our prompting techniques. The more we experiment and explore, the more we will discover ways to enhance our teaching.

Back-to-school season is an exciting time, and incorporating AI into your teacher toolbox can make this year even better. Start small and keep an open mind as you explore. AI is ubiquitous, being included in every tool and digital space we enter online. So why not take a chance on AI this fall? One tool and one strategy can lead to transformation and opportunity. You’ve got this!

My favorite free AI tools for the fall are:

Google Gemini
MagicSchool
Diffit
SchoolAI
Canva

Before diving into a new tool, please check with your district to ensure that the tools have been approved and are SOPPA-compliant for your purposes and uses. Get district support before you fall in love with a tool. After you’ve gotten the green light, consider what tools you’d like to incorporate into your teacher toolbelt this year!

Steph Sukow is a high school English teacher in suburban Chicago with 16 years of experience and has taught college-level speech communications since 2016. A National Board Certified educator, Google Innovator, and Pear Deck Coach, she’s passionate about digital literacy and using educational technology and high-impact instruction to enhance student learning. Steph co-hosts the Teach in Ten podcast, spotlighting educators in CHSD 155, leads professional learning, and believes in amplifying student and teacher voices to improve education for all. When she's not teaching, she enjoys spending time with her husband and three kids and supporting theatre arts in her community.

Amplifying Student Voice in the Age of AI

Wed, 06 Aug 2025 16:32:09 GMT

The fast-changing evolution of AI is inevitably reshaping the educational landscape, bringing both exciting possibilities and crucial questions about how we foster authentic learning. In an era where AI can generate text, images, and even video with increasing sophistication, how do we ensure students are truly engaging in thoughtful creation and demonstrating genuine understanding? Where do we find AI-resistant solutions? Video learning , particularly through platforms like WeVideo , can stand as a powerful AI-proof method for amplifying student voice, nurturing originality, and showcasing learning outcomes that are undeniably their own.

Why AI Makes Us Rethink Learning

The rise of AI tools presents a unique challenge to traditional assessment and creative expression. If an essay can be largely AI-generated, how do we evaluate a student's critical thinking? If an image can be conjured with a prompt, what becomes of their artistic interpretation? While AI offers incredible potential for personalized learning and access to information, it also necessitates a renewed focus on skills that AI cannot replicate: genuine creativity, critical analysis, personal perspective, and the nuanced articulation of original thought. This is precisely where video learning shines.

Video: Where Learning Comes to Life

Video, as a medium, demands a multi-faceted approach to learning and expression. It’s not simply about recalling facts; it’s about synthesizing information, crafting a narrative, making intentional visual and auditory choices, and presenting a cohesive argument or story. When a student creates a video, they are engaged in a process that inherently requires higher-order thinking skills . They must plan their content, script their ideas, consider their audience, and then execute their vision through editing, narration, and visual elements. This active construction of knowledge stands in stark contrast to the passive consumption or automated generation of content.

Consider the difference between an AI-generated written report on a historical event and a student-produced video documentary. While the AI report might present accurate information, the video project allows the student to voice their own interpretation, to choose video or images from WeVideo’s expansive education-safe stock media library that represent how they picture the event, to interview "experts" (peers, teachers), to use audio (also available in the stock library) to evoke emotion, and to craft a narrative arc that reflects their unique understanding. The process of making the video itself becomes a learning experience, forcing them to engage with the material on a deeper, more personal level. This is the essence of amplifying student voice – allowing them to express their learning in a way that is distinctly theirs .

WeVideo: Fostering Student Creativity

WeVideo , an interactive video learning platform, empowers students to embrace this creative process with intuitive tools and a user-friendly interface where they can bring their ideas and learnings to life. Imagine a science project where students explain a complex biological process through animated diagrams and their own voiceovers, demonstrating not just knowledge but also pedagogical skill. Or a literature class where students adapt a scene from a novel , stepping into the characters' shoes and exploring themes through their own directorial vision. Or a collaborative research project where student teams investigate the evolution of a technological advancement (i.e. the history of AI, enabling them to learn about AI without using it directly in their projects). Or creating video-based public service announcements for the school. These aren't just assignments ; they’re opportunities for students to become creators, communicators, and critical thinkers.

Explore more: See real-life student video examples in WeVideo’s Student Showcase .

Furthermore, video learning inherently fosters originality. When students are asked to create a video, they are tasked with developing a unique perspective and a personal approach to the topic. There's no single "right" way to make a video, encouraging diverse interpretations and innovative solutions. This contrasts sharply with the often singular, fact-based output of many AI models. The individual quirks in a student-made video are precisely what make it genuine and demonstrate their unique learning journey. It's a tangible artifact of their thought process, a testament to their efforts, and a clear demonstration of genuine learning outcomes.

Encourage Authentic Expression in a Collaborative Setting

Beyond individual creation, the power of video truly blossoms in collaborative settings. Imagine a classroom where students don't just submit their video assignments to the teacher, but also share them with their classmates. WeVideo’s newest feature, ClassFeed , facilitates this by allowing students to easily upload their video projects and then view and respond to their peers' work with feedback. This creates an engaging learning environment where students become active participants in each other's learning journeys.

Seeing how a classmate approached the same topic can spark new ideas, challenge existing perspectives, and encourage students to refine their own expressions. This peer-to-peer learning fosters a deeper sense of authentic expression because students are communicating not just to an instructor for a grade, but to a genuine audience of their peers. The act of giving and receiving constructive feedback cultivates critical thinking and communication skills, pushing students to articulate their thoughts clearly and respectfully. Original ideas flourish as students are inspired by, and build upon, the unique voices of their classmates .

Ready for the Future

In the age of AI, the ability to communicate effectively, to think critically, and to create original content will be more valuable than ever. By providing students with the tools and opportunities to express themselves through video, we are equipping them with essential 21st-century skills that are inherently "AI-proof." We are nurturing their creativity, fostering their individuality, and enabling them to demonstrate genuine learning outcomes with thoughtfulness and creation at the forefront.

Ready to see how your students can find their voice? Explore WeVideo's resources for educators and start your journey toward more authentic, creative assessment.

WeVideo is an all-in-one video learning platform designed for active learning in the classroom. Our cloud-based, easy-to-use video editing tool empowers students to bring their voices to life through multimedia storytelling. Our interactive video maker, along with AI Assist (reserved only for teachers), helps educators create dynamic, instructional content that engages and assesses student understanding.

To experience the creativity, collaboration, and deeper learning that WeVideo brings to your school or district, reach out to our WeVideo team at https://www.wevideo.com/contact-sales .

Lessons to Address High School Vaping

Wed, 02 Apr 2025 22:33:13 GMT

It’s no doubt that we are experiencing a growing epidemic of high school students vaping. Over the last several years, youth e-cigarette use has seen a surge. According to the U.S. Data from the 2024 National Youth Tobacco Survey 1 , 8.1% of middle and high school students – that’s an estimated 2.25 million young people – reported current (past 30-days) use of any tobacco product, with e-cigarette products being the most commonly used tobacco product. What’s more, many young people are vaping on a daily basis, indicating both the addictive nature of nicotine and a growing problem among our youth.

While we may not yet understand the long-term effects of high school students vaping, one thing is for certain – science shows that any kind of substance addiction can impact the brain and body, leading to long-lasting impacts. Now more than ever it’s important that we work to establish vaping prevention programs for high school students to ensure that they are equipped with the necessary knowledge and resources to either avoid starting or have the resources to discontinue e-cigarette use.

Through various high school vaping prevention resources, we can introduce our students to vital information about e-cigarettes and the epidemic that continues to impact many young people. With EVERFI’s interactive high school vaping prevention courses, students can come to understand what vaping is, how vaping affects the body and the implications of vaping during a global pandemic like COVID-19. The following includes in-depth resources to help you get started on the path to your own vaping prevention program for high school students.

What Is Vaping? Lessons to Introduce the Possible Dangers of Vaping in High School

The concepts of vaping and e-cigarettes are relatively new, with JUUL and other similar vaping devices having come onto the scene just a few years ago. It could be helpful to include basic information about e-cigarettes in your high school vaping program. EVERFI’s Vaping: Know the truth offers interactive lessons on e-cigarette use and the possible dangers. The first lesson “Know” is a perfect place to start, covering topics, including:

The definition of vaping
Students’ current knowledge
A history of the tobacco and vaping industries
And harmful ingredients found in vaping devices

One engaging and interactive way to introduce the topic of vaping to your students could include a game to challenge what your students think they know about vaping. Consider putting students into two teams and having them compete to see who knows more. Possible prizes could include extra credit or a homework pass, for example, to keep students engaged and excited. Some examples of questions to ask include:

Which is less harmful to the body – traditional cigarettes or e-cigarettes?
JUUL is a safe alternative to traditional cigarettes. True or false?

High School Vaping and Addiction – Lessons to Lay the Foundation

It’s well-known that nicotine is a highly addictive substance found in traditional cigarettes. What you may not know, however, is that e-cigarettes can deliver as much, if not more, nicotine than cigarettes. I didn’t know before utilizing some of EVERFI’s vaping information for students, and it’s likely that some of your students may not either due to a major lack of available and reliable information on the impacts of vaping.

EVERFI’s Prescription Drug Safety: Know the truth offers students the tools to make healthy and informed decisions when it comes to prescription medications and addiction. In the second lesson “Science of Addiction,” students explore the nature of addiction and how it impacts both the brain and body. Students are also equipped with information to help them avoid addiction or find support. One way to integrate this lesson into your vaping program could be to connect addiction to vaping and how easily people can become addicted to the high nicotine concentrations found in e-cigarettes. You can explore concepts, such as nicotine withdrawal and tolerance, and how these conditions, which result from addiction, can negatively impact someone’s life.

New this year, there’s an additional lesson called “Addiction, Treatment, and Recovery,” which you could leverage to illustrate that recovery from addiction – including nicotine addiction – takes time and support, but it is possible.

Leading Anti-Vaping Initiatives

A school’s character and ethos are often a reflection of its leadership. With the rise of vaping among high school students, it’s crucial for school principals and administrative teams to step forward and address this growing concern head-on. The war against vaping begins at the helm.

Understanding the magnitude of the situation is paramount. Principals should be informed about the latest statistics, trends, and health impacts of vaping. Schools might consider conducting their own surveys to gauge the prevalence of vaping within their student body. Such data can be an eye-opener and can also offer insights into the efficacy of interventions over time.

The next step would be clear communication. Holding assemblies or school-wide meetings to openly discuss the dangers of vaping can set a clear stance on the school’s position against it. In these meetings, it’s vital to provide students with real information, debunking myths that e-cigarettes are ‘safe’ or ‘harmless.’

One of the most influential steps a principal can take is to actively incorporate vaping prevention programs into the curriculum. EVERFI’s vaping prevention courses can serve as a comprehensive tool in this regard, offering interactive sessions that can be seamlessly integrated into school schedules. By endorsing and implementing such programs, principals not only educate but also demonstrate a commitment to the well-being of their students.

Vaping Companies Are Targeting Our High School Students

Integrating anti-vaping education into existing school programs is an efficient way to ensure that the message reaches every student without overburdening the school schedule. Here’s how schools can make it happen:

Health Classes : These are a natural fit. Lessons on the effects of nicotine on the body, the addictive nature of vaping, and the long-term health implications can be woven into the broader health education curriculum.
Physical Education : Given that vaping can impact lung function and overall physical wellness, PE classes can incorporate sessions highlighting how vaping can hinder athletic performance. Simple demonstrations or activities showing the difference in lung capacity or endurance between vapers and non-vapers can be impactful.
Life Skills & Counseling : Schools often have sessions or classes centered around life skills, decision-making, or counseling. This is an opportune space to discuss the peer pressures associated with vaping and arm students with refusal skills. Role-playing exercises can be particularly effective here.
Science Classes : Delving into the chemistry of e-cigarettes, the composition of e-liquids, and the physiological effects of vaping can be an engaging way for students to understand the dangers from a scientific perspective.

EVERFI’s interactive lessons on vaping prevention are designed with flexibility in mind. They can easily complement these existing programs, providing educators with rich, evidence-based content that can be tailored to fit various educational settings. By weaving vaping education into the fabric of daily school life, the message becomes omnipresent, reinforcing the importance of staying vape-free.

Protecting Students in the Midst of a Fentanyl Crisis

Over the past three years, teen overdose deaths have doubled. ( Source : data from CDC, tabulated by The Hill, 2023). This is, in part, due to an alarming trend of teens consuming fentanyl unknowingly packaged in counterfeit pills that appear as legitimate prescription medication or vapes bought from an unauthorized source. Even a small amount of fentanyl can be fatal. The newest lesson (lesson 8) of Prescription Drug Safety: Know the truth is called “Fentanyl – Fast and Fatal” and educates students on what fentanyl is, how to avoid it, and what to respond to an overdose. This information is vital to include in any vaping program, so students know what to look out for and how to protect themselves and others.

About the Author:

Christina DeBartolomeo specializes in marketing and journalistic communications, and has been writing professionally since 2017. She graduated from The George Washington University in Washington, D.C., in May 2020 with a Bachelor of Arts in journalism and mass communication and a minor in business administration.

IDEAcon: A Partner’s Perspective

Wed, 19 Mar 2025 17:45:31 GMT

A few weeks ago, I had the incredible opportunity to represent Common Sense Education at IDEAcon, a thought leadership conference focused on current education topics and innovative practices.The experience was transformative, bringing together featured speakers, a dynamic exhibit hall and highlighting educator stories. Check out my session recaps below.

1. Digital wellbeing: Do your tech habits support or hinder your values?

This session centered around Common Sense Education’s digital wellbeing lesson collection for grades 6-12. These lessons are designed to empower students to develop a balanced approach to their tech use.

2. Digital Citizenship: Thinking Outside the Box

I had the opportunity to present with Dr. An Wren, an elementary educator in a large urban school district that showcased the idea of using Book Creator to create The Kindness Book : A schoolwide collaborative book that shares all the kind things we do both online and offline. We created super digital citizen trading cards using Adobe Express and shared literature that can jumpstart the digital citizenship conversations in your classroom.

3. Championing Device Free Classrooms: Key Questions to Inform Your Cell Phone Policy.

Research reveals that 72% of high school teachers identify cell phone distraction as a major problem in the classroom, with 97% of 11- to 17-year-olds who have smartphones using them throughout the school day. While 77% of U.S. schools already have policies prohibiting device-use for non-academic purposes, implementation remains a challenge.

Empower students to discuss the benefits and drawback s of a school-wide cellphone ban.
Equip educators with research-backed implementation strategies, professional development resources, and classroom management tools to create engaging phone-free learning spaces
Engage parents as essential partners through clear communication frameworks and practical guidance for reinforcing healthy digital boundaries.

But the real magic of IDEAcon wasn't just the content; it was the people. I had the privilege of meeting incredible educators, storytellers, problem solvers, and education enthusiasts from all walks of life. Each conversation was a source of inspiration, sparking new ideas and igniting a passion for innovation. It's truly inspiring to see so many dedicated individuals committed to shaping the future of education.

We shared stories, exchanged ideas, and laughed a lot! It's amazing how much you can learn and grow when you're surrounded by like-minded individuals who are passionate about making a difference.

Jennifer Ehehalt is the Sr. Regional Manager at Common Sense Education . As a former elementary educator, Jennifer has over 20 years of experience in education. Jennifer designs and delivers high-quality professional development opportunities for educators across the country. She spotlights thought leaders by creating and moderating conversations on timely topics relevant to digital teaching and learning. She holds a bachelor’s degree in elementary education and a master’s degree in educational leadership.

ParentSquare and Canva: Partnering to Empower Creative School Communications

Wed, 12 Feb 2025 12:41:56 GMT

Between your website, social media accounts, and ParentSquare feed, there’s no shortage of places for sharing information about events, school achievements, volunteer opportunities, and more. And in today’s world, creativity is more important than ever when it comes to crafting communications to engage with families across these channels. With so many other notifications and posts fighting for their attention, exciting visuals can capture their eye and keep your community more connected and involved.

To support districts and educators in creating eye-catching visual content, we’ve partnered with Canva for Education. This partnership allows schools to easily design and share engaging communications through the ParentSquare platform and Smart Sites—ParentSquare’s integrated school website solution. Canva for Education is a free tool for K-12 districts, schools, teachers, and students, offering tools to create everything from lesson plans to posters.

To explore the different ways ParentSquare customers can use Canva for Education to enhance school-home communications, we recently hosted a webinar led by Janice Wintermyer from Canva for Education and Ivana Grimsley and Melissa Mertz from ParentSquare.

Read on for some of the tips and ideas they shared for using Canva with ParentSquare and Smart Sites.

Create Branded Assets with Canva Brand Kits

To streamline the process of building creative school communications, Canva users with an admin role or who are organization brand designers can create Brand Kits, which include brand assets like templates, logos, colors, fonts, voice, and photos that are available to use across your school or district.

Brand Kits make it easy for anyone in your school or district to use branded templates and assets in their creative designs. Kits and templates can be created, managed, and shared across your district, and you can also create folders for select groups that may use different brand assets such as individual schools or or sports teams.

Pro tip: In Canva, users can access Brand Kits by going to the “Brand” tab on the left. This tab offers a one-click way to apply brand logos, colors, fonts, voice, and photos to your design Brand Kit colors and fonts are also accessible directly through the main content editing menus.

Use Canva’s curated library of ParentSquare templates

Canva can also help make announcements and event updates come to life in your ParentSquare feed. One example is designing headers, or graphics that signify different sections in your ParentSquare posts and communications. Headers appear in both mobile and desktop views, and they can help direct families to the most important information on their feed.

We’ve worked with Canva to create a curated library of 49 school-centered templates designed to work specifically in ParentSquare. These templates are based on some of the most common ParentSquare use cases, and you can use them to create eye-catching newsletters, signature blocks, post headers, and more.

To see the full collection of ParentSquare templates on Canva, just type “ParentSquare” in the search bar on the Canva home screen.

Did you know? You can translate the text within entire Canva designs, so the same visual content can be posted in multiple languages to meet the needs of your school community.

Access your Canva creations directly in Smart Sites

Smart Sites components and content blocks can be customized with your own content to enhance branding across your website. With the new Smart Sites integration with Canva, it’s now quicker and simpler than ever to bring your branded Canva designs directly into your school or district website.

When you create a content block in the Smart Sites editor, you’ll see a button that allows you to add designs directly from Canva. Once you connect your Canva account to Smart Sites, you can upload your Canva designs as either a PNG (photo) or GIF (GIF) animated image––all without having to leave the ParentSquare platform.

Watch the webinar on demand for more tips and ideas

When you’re working to foster a school culture of connection and engagement, creative communications can help you cut through the noise and catch the attention of your community. To start incorporating visual content in your ParentSquare communications, check out the curated collection of ParentSquare templates in Canva for Education and connect your Canva account to Smart Sites.

And for more ideas on making the most of ParentSquare’s partnership with Canva, including a feature demo and walkthrough, check out the webinar recording on demand here .

ParentSquare is relied upon by millions of educators and families for effective school communications. With the only fully integrated school websites and communications platform, ParentSquare provides schools everything they need to engage with their families and community. It manages connections across voice, mobile, web and social media, ensuring equitable communication.

On the Road with CodeHS: Illinois Edition

Wed, 05 Feb 2025 17:35:12 GMT

The first week of the CodeHS road trip started in the heart of the Midwest — Illinois! Each classroom visit was packed with hands-on learning, insightful questions from students, and fun coding challenges in Python. Here’s a look back on our first few stops in Illinois, the activities we hosted and incredible students and teachers we met along the way.

Stop 1: Stevenson High School (Lincolnshire, IL)

We kicked off the road trip at Stevenson High School in Kelly Smith’s computer science classes with an engaging AI lesson. The highlight of the visit was the student coding Python challenge with Tracy the Turtle. Students were tasked with creating a digital version of the iconic pink CodeHS van, and the classroom excitement was contagious as they competed for a chance to win an exclusive stuffed Super Karel! This was such a fun visit, and really set the tone for the visits to come later on.

Stop 2: Northside College Prep (Chicago, IL)

Our next stop was at Northside College Prep, where we joined Amy Wagner’s AP Computer Science Principles classes. The students, who were just getting started with their CodeHS accounts, eagerly dove into Python lessons. The CodeHS Team each shared their own journeys in computer science and answered questions about the field and their careers.

A particularly memorable moment was meeting students from Northside College Prep’s robotics team, who were already familiar with CodeHS and working on impressive projects. Students took the opportunity to ask the CodeHS CEO, Jeremy Keeshin, questions and sparked an insightful discussion about the entrepreneurial side of tech.

Stop 3: McHenry High School (McHenry, IL)

At McHenry High School, our team led an assembly-style presentation with over 70 students. We discussed careers in the computer science field, and many students were eager to ask questions related to college and career readiness. The students also broke into smaller groups to work on a coding graphics challenge with Tracy the Turtle. Our team was impressed with how respectful the students were, their curiosity, and their excitement to learn, making the visit even more worthwhile.

Shoutout to Kelly, Amy, and Tim for inviting us to visit their computer science classes and being the first visit of our cross-country road trip!

Want CodeHS to visit your school?

We’re just getting started with the road trip and can’t wait for the next school on our list to visit! Learn more and request a visit at codehs.com/roadtrip .

CodeHS is an online computer science education platform that supports schools and districts in teaching computer science. We offer an all-in-one solution for schools that are looking to improve or create a K-12 computer science program. Our platform includes a free web-based curriculum for teaching all levels of computer science, from Introduction to Computer Science to AP Computer Science classes. In addition, we provide tools for teachers to manage their classrooms and professional development to help new and experienced teachers learn to teach coding effectively.

We are working with schools and districts worldwide to bring the best-in-class computer science classes. Learn more or sign up at codehs.com .

Learning Styles: Separating Fact from Fiction

Thu, 30 Jan 2025 20:07:11 GMT

For years, the idea of “learning styles” has shaped how educators teach, parents guide, and students approach learning. From being labeled as a “visual learner” to claiming to thrive with “hands-on” activities, the concept seems both intuitive and practical. However, decades of cognitive science research have debunked this widespread myth. Let’s delve into the origins, misunderstandings, and evidence-based alternatives to this popular but misguided theory.

What Are “Learning Styles”?

The learning styles theory suggests that individuals learn best when teaching methods align with their preferred sensory modality. Most commonly these are visual, auditory, or kinesthetic (VAK). For example, a visual learner might benefit from charts and diagrams, while an auditory learner might absorb information more effectively through lectures. A fourth common modality is reading/writing learners.

Despite its widespread acceptance, learning styles lack scientific support. According to researchers Cedar Riener and Daniel Willingham, there is no credible evidence that teaching to a student’s reported learning style improves outcomes. Studies, such as those reviewed by Pashler et al. (2008), consistently fail to show that matching instruction to a learning style improves student learning.

Misinterpreting Multiple Intelligences

One source of confusion fueling the learning styles myth is Howard Gardner’s theory of multiple intelligences. Gardner’s framework identifies distinct cognitive capacities, such as linguistic, spatial, musical, and interpersonal intelligences, which describe the ways individuals process different types of information.

However, Gardner himself has emphasized that multiple intelligences are not synonymous with learning styles. He likens these intelligences to “autonomous computers” in the brain, each designed for specific tasks, such as interpreting spatial relationships or recognizing musical patterns. The idea is not to pigeonhole learners into one modality but to appreciate the breadth of human capabilities.

Why Learning Styles Persist

The persistence of the learning styles myth can be attributed to its intuitive appeal and anecdotal reinforcement. Statements like “I’m a visual learner” or “I can’t learn unless I do it myself” feel personal and relatable. Yet, research from institutions like Yale’s Poorvu Center for Teaching shows that these self-reports are subjective preferences rather than evidence-based strategies.

Another factor is the prevalence of learning styles in teacher training materials and educational practices. A 2020 study from Education Next highlighted how licensing materials for educators still perpetuate these debunked ideas, undermining efforts to train teachers in effective pedagogy.

The Real Harm of the Myth

Believing in learning styles may seem harmless, but it can lead to real consequences including limited growth opportunities, misdirected resources, and the stagnation of teaching methods. Limited growth opportunities comes from labeling learners which can discourage them from developing underutilized skills or trying new approaches. By following these beliefs,schools and organizations can spend time and money on training and materials based on a flawed premise. Finally, by rigidly adhering to the concept of learning styles prevents educators from employing diverse, evidence-based techniques leading to a stagnation of teaching methods.

What Works in Learning?

While the concept of learning styles does not hold up under scrutiny, there are other well-supported strategies can enhance education. First, using varied teaching approaches. By combining visual, auditory, and kinesthetic elements learning can be enriched and address the demands of different subjects.

A second approach is to focus on the content. The best teaching methods depend on what is being taught. For example, learning geometry might benefit from visual aids, while practicing a language may thrive with auditory repetition. A third technique is to use active engagement. Techniques like problem-solving, collaboration, and self-reflection encourage deeper understanding. Ideally educators should try to use a variety of appropriate techniques for the subject being taught. The more varied the instruction, the more of Gardner’s intelligences are engage. Combine that with making sure the material is connected to prior knowledge and learning can be improved.

A Call to Reimagine Learning

It’s time to move past the myth of learning styles and embrace evidence-based methods that empower all learners based upon their backgrounds and levels of understanding. As researchers like Shaylene Nancekivell and colleagues (2019) have shown, correcting this misconception can improve educational outcomes. Let’s focus on what truly matters: fostering adaptable, resilient learners who can tackle challenges from multiple angles.

In the words of Howard Gardner, “The brain is more like a team of skilled workers than a single all-purpose machine.” It’s not about fitting students into predetermined boxes but equipping them with the tools to learn and grow in diverse ways.

For more information on the research on the concept of learning styles, see this annotated bibliography .

Phil has been a Social studies, speech, and video teacher for almost 30 years with 15 years in a 1:1 environment. He believes technology should transform teaching. His doctorate focused on flipped learning, educational technology, and quality PD for educational technology. He has taught graduate courses on EdTech and presented at numerous national and regional conferences.

Why Educators Can’t Miss IDEAcon 2025: Transform Your Teaching Practice

Thu, 23 Jan 2025 02:31:14 GMT

The anticipation for IDEAcon 2025 is growing as educators, administrators, and tech enthusiasts prepare for one of the year’s most transformative professional development events. This annual conference has been instrumental in shaping my growth as a teaching professional, offering fresh perspectives and innovative strategies to enhance education.

A Meeting of Minds with a Shared Passion

One of the most energizing aspects of IDEAcon is the chance to meet with like-minded individuals who are as passionate about technology and education as you are. IDEAcon offers a space where everyone is united by the shared goal of enhancing student outcomes. The conference is a wonderful opportunity to connect with people who “get it”—those who understand the challenges of teaching and are open to sharing strategies, solutions, and success stories.

IDEAcon empowers educators. Attending IDEAcon isn’t just about acquiring information—it’s about transforming how you approach education and inspiring your students to reach their full potential.

The Power of Networking and Collaboration

Education doesn’t happen in isolation, and neither should professional development. At IDEAcon, you’ll find countless opportunities to network with fellow educators, thought leaders, and technology experts. These connections often spark creative brainstorming sessions, where you can tackle classroom challenges with fresh ideas and new perspectives.

The conference offers sessions on STEAM, Equity, SEL, Computer Literacy, Computer Science and much more. Through hands-on workshops and breakout sessions, you’ll leave with solutions, ideas, and most of all a renewed sense of purpose.

Inspiring Keynotes and Over 200 Sessions

IDEAcon delivers a powerful lineup of keynote speakers who will leave you motivated and ready to implement change. These thought leaders bring diverse perspectives and real-world experience to the stage, sharing stories that resonate and strategies that work. Whether you’re seeking practical tips, innovative tools, or a supportive community of peers, IDEAcon has something for everyone. Mark your calendar and prepare to be inspired, challenged, and equipped to transform your teaching practice.

Notes

ChatGPT 3.5 was used to organize and improve the wording of my original thoughts

ChatGPT 3.5 created the title of this post

Jeremy is a TEDx Speaker and a high school Computer Science & History Teacher in Effingham, IL. He is also a governing board member of Illinois Digital Educators Alliance (IDEA). Jeremy has earned a Masters in Educational Policy from the University of Illinois and a Masters in Teaching from Greenville University. His goal is to inspire students, teachers and anyone he comes into contact with to be a lifelong learner. Jeremy believes education is the key to solving our world’s problems. In his free time, he enjoys traveling,writing, spending time in coffee shops, and spending time with his family watching old TV shows on Netflix.

Teaching Insights from Seasonal Stories: Renew Your Passion This Winter Break

Thu, 19 Dec 2024 16:17:29 GMT

As winter break approaches, I find myself reflecting on the past school year while also planning ways to recharge and return to school refreshed for 2025. One tradition that always helps me reset during this time is revisiting three of my favorite seasonal classics: A Christmas Carol , A Charlie Brown Christmas , and It’s a Wonderful Life .

Despite having watched them countless times, these stories continue to offer fresh insights, whether it’s through a new perspective on a character or a deeper understanding of a theme. Each film beautifully embodies three timeless lessons we can all benefit from: the power of reflection, the importance of gratitude, and the opportunity for growth.

Power of Reflection

To truly recharge, we often need to take a step back and reflect on where we’ve been and what we’ve accomplished. A Christmas Carol offers a powerful example of this. When Scrooge is visited by the Ghost of Christmas Past, he’s forced to confront the trauma of his lonely childhood and the relationships he lost along the way. This moment of reflection sets the stage for his transformation.

In my nearly 20-year career in education, I’ve had my own moments of reflection. Thinking back to my early years, I realize how naïve I was as a new teacher. My focus was often content-driven and, admittedly, tinged with ego. It wasn’t until I left the classroom for nearly five years that I understood the heart of teaching lies in relationships, not just delivering content.

A Charlie Brown Christmas reminds me of the importance of humility and focusing on what truly matters, rather than what the world tells us is important. Like Charlie Brown, who searches for deeper meaning, I’ve had to reframe my perspective over the years. Early in my career, I was determined to make a “big” impact. But as I’ve matured, I’ve come to appreciate the quieter, more personal ways we leave a legacy.

George Bailey’s journey in It’s a Wonderful Life resonates deeply with me. His story highlights the value of understanding what truly matters and recognizing the sacrifices that are worthwhile. Reflecting on his character, I’ve learned that some sacrifices—especially those that take us away from family and friends—aren’t always worth the cost.

Importance of Gratitude

It’s easy to get caught up in our struggles, but taking a moment to look at our local community, nation, or even the world can put our hardships into perspective. While our struggles are valid, they often pale in comparison to what others may be facing.

During a particularly rough patch in my life, my therapist introduced me to the practice of keeping a gratitude journal. I began writing down one thing I was grateful for every day and sharing it with my wife via text. That simple act of acknowledgment, which started nearly 12 years ago, remains a grounding ritual in my daily life.

In A Christmas Carol , Scrooge experiences a profound shift in his perspective on gratitude. Watching Bob Cratchit’s family find joy despite their hardships—Tiny Tim’s health struggles and their limited means—teaches Scrooge that gratitude can flourish even in challenging circumstances.

Similarly, Linus’s recitation of the Christmas story in A Charlie Brown Christmas reminds us to focus on the intangible joys of the season rather than materialism. It’s a powerful moment that encourages thankfulness for love, hope, and togetherness.

In It’s a Wonderful Life , George Bailey, though disheartened by his perceived failures, learns through Clarence the Angel how deeply his life has touched others. From saving his brother’s life to protecting his community from Mr. Potter’s greed, George realizes that even the smallest actions can have a profound impact.

Opportunity for Growth

As I approach 20 years in education, I recognize that there is always room for growth and transformation. Becoming a better teacher for my students is a continual journey, shaped by reflection and a willingness to change.

In A Christmas Carol , Scrooge’s transformation is a powerful reminder of what reflection can achieve. By confronting his past and present, he evolves from a miserly, greedy man into someone who embraces generosity and actively helps others. His journey underscores the importance of looking inward to inspire outward change.

Similarly, A Charlie Brown Christmas illustrates the significance of community. When Charlie Brown’s friends gather to decorate his small, stick-like Christmas tree, they demonstrate how genuine kindness and support can turn something seemingly insignificant into a symbol of togetherness and care.

George Bailey’s story in It’s a Wonderful Life highlights another profound transformation. Through his experiences, George comes to understand that his true worth lies in the love he shares with his family and community—not in his accomplishments or ambitions.

As we prepare to close out the year, the timeless lessons from A Christmas Carol , A Charlie Brown Christmas , and It’s a Wonderful Life remind us of what truly matters. Reflection helps us grow, gratitude shifts our perspective, and transformation opens the door to becoming our best selves. These stories inspire us to carry these values forward, not just during the holiday season but throughout the entire year. May we embrace these lessons and return to our work, relationships, and communities renewed and ready for 2025.

Notes:

Images were created utilizing GPT-4o
ChatGPT GPT-4o was used to organize and improve the wording of my original thoughts
ChatGPT GPT-4o created the title of this post

Turning AI from Hurtful to Helpful in the Classroom

Thu, 12 Dec 2024 00:01:39 GMT

Artificial Intelligence (AI) is no longer a distant concept banished to science fiction. It has become an integral part of everyday life, especially in education. From personalized learning to administrative assistance, AI holds the potential to revolutionize how we teach and learn. However, its impact is not always positive. When used improperly or without a clear understanding of its limitations, AI can create challenges rather than solutions.

As educators, it's crucial to shift AI from being a hurtful tool to a helpful one in the classroom. Here's how we can harness the power of AI to support students, enhance learning experiences, and improve educational outcomes.

1. Understand AI's Role and Limitations

The first step in turning AI from harmful to helpful is gaining a clear understanding of what AI can and cannot do. While AI is great for tasks like grading, data analysis, and generating content, it lacks human empathy, creativity, and judgment. Over-relying on AI for tasks that require emotional intelligence or nuanced decision-making can lead to problems, such as ignoring the individual needs of students (Anderson & Rainie, 2018).

AI should be seen as a tool that enhances human capabilities, not as a replacement for teachers or personalized instruction. By setting realistic expectations about AI’s role, educators can avoid pitfalls and use it in ways that genuinely support student success.

2. Use AI for Personalization, Not Uniformity

One of AI’s greatest strengths is its ability to personalize learning experiences. AI-powered platforms can assess students' progress and adapt to their individual learning styles, offering customized lessons, exercises, and resources. However, if misused, AI can lead to a “one-size-fits-all” approach that ignores the diverse needs of students (Holmes et al., 2019).

To make AI a helpful tool, educators must ensure that it is used to complement diverse teaching strategies. Rather than solely relying on AI for automated assessments or content delivery, it should be paired with hands-on activities, discussions, and collaborative projects. The goal is to create a balanced environment where AI supports, rather than replaces, the teacher's role in understanding and addressing each student's unique needs.

3. Promote Critical Thinking and Digital Literacy

AI's influence can sometimes discourage critical thinking if students rely too heavily on it for answers. For example, AI-driven tools like chatbots and writing assistants can provide quick solutions, but this can encourage passivity and a lack of problem-solving skills (Binns, 2018).

To prevent this, teachers should use AI as a tool to foster critical thinking and digital literacy. Encourage students to question the answers AI provides and guide them through a process of evaluating the quality of information. By incorporating AI in assignments that require students to analyze and synthesize information, educators can promote skills such as creativity, logical reasoning, and independent thinking.

4. Ensure Privacy and Security

AI in the classroom often relies on collecting data to personalize learning experiences, but this raises important concerns about student privacy and data security. If AI systems are not properly managed, they can expose sensitive student information to misuse or unintended exposure (Gellman, 2019).

To ensure AI remains helpful, schools must prioritize data protection and transparency. It's crucial to implement strict privacy policies and choose AI platforms that comply with local data protection laws, such as GDPR in the European Union or FERPA in the United States. Teachers should also educate students about the importance of digital privacy and the ethical use of AI, teaching them to recognize potential risks and avoid sharing personal information online.

5. Promote Equity and Accessibility

AI has the potential to bridge the gap for students with learning disabilities or those who face challenges accessing traditional resources. For example, speech-to-text tools can help students with dyslexia, while AI-driven language translation apps can assist non-native speakers in understanding lessons (Brynjolfsson & McAfee, 2014).

However, AI can also perpetuate inequities if access to technology is not universal. To ensure AI is helpful, educators must advocate for equitable access to technology, ensuring that all students, regardless of socioeconomic status, have the tools they need to succeed. This might involve working with local governments, businesses, and communities to provide resources or support for students who lack access to the necessary technology.

6. Continually Evaluate and Adapt AI Integration

AI is a rapidly evolving field, and the tools we use today may not be as effective tomorrow. Therefore, it’s crucial to continuously evaluate the effectiveness of AI in the classroom and adjust strategies accordingly. Regular feedback from students, parents, and fellow educators can help identify areas where AI is thriving and areas where it needs improvement (Baker et al., 2019).

AI should always be integrated in a way that aligns with the broader educational goals and values. Teachers should remain vigilant in evaluating the ethical implications of the technology they use and be prepared to adapt their methods as needed.

Embracing AI for Positive Change

AI in the classroom holds immense promise, but only if it is implemented thoughtfully and responsibly. By understanding AI's strengths and limitations, using it to support personalized learning, ensuring privacy, and promoting critical thinking, educators can transform AI from a potentially harmful force into a powerful ally in the learning process.

The key to turning AI into a helpful classroom tool is not about replacing teachers but enhancing their ability to support students in ways that were previously unimaginable. By using AI to amplify their efforts, educators can create more engaging, personalized, and equitable learning environments that prepare students for the challenges of the future.

References

Anderson, J., & Rainie, L. (2018). AI, robotics, and the future of jobs . Pew Research Center.

Baker, R. S., D'Mello, S. K., Rodrigo, M. M. T., & Graesser, A. C. (2019). Better conversations with intelligent tutors . International Journal of Artificial Intelligence in Education , 29(1), 1-8.

Binns, R. (2018). The ethical impact of artificial intelligence in education . Journal of Educational Technology & Society , 21(4), 4-19.

Brynjolfsson, E., & McAfee, A. (2014). The second machine age: Work, progress, and prosperity in a time of brilliant technologies . W. W. Norton & Company.

Gellman, R. (2019). Data privacy and security in the classroom: The future of student information . Journal of Privacy and Data Protection , 25(2), 19-33.

Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning . Center for Curriculum Redesign.

Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education . Pearson Education.

Sara Reynolds has been a classroom teacher for 6 years and currently teaches 3rd Grade in East Moline. She has been a Technology Innovator for 2 years where she supported teachers integrating technology during the heart of the pandemic. She’s passionate about gamification and having students create while learning. Sara is the Governing Board member for the IDEA Blackhawk Chapter.

Embracing AI in K-12 Education: Turning Fear into Opportunity

Wed, 04 Dec 2024 21:27:06 GMT

The rapid advancement of artificial intelligence (AI) has created waves of excitement and apprehension across many industries, including education. For K-12 educators, AI holds the promise of transforming teaching and learning. Yet, many teachers also harbor concerns: Will AI replace my role? Can it be trusted? Will it widen the digital divide? These fears are valid, but they don't have to hold educators back. Instead AI can lighten the load of educators' plates and provide a way to change the face of student projects.

Understanding the Fears

The apprehension surrounding AI in K-12 education typically falls into a few categories:

1. Fear of Job Replacement
The idea of machines replacing human teachers is daunting. Teachers worry that AI might render their roles redundant, reducing teaching to data-driven algorithms.

2. Mistrust of Technology
Concerns about the accuracy, fairness, and transparency of AI systems are prevalent. What if an AI tool reinforces biases or gives incorrect feedback?

3. Overwhelming Complexity
Many educators feel unprepared to use AI effectively, fearing it will add to their already overwhelming workload.

4. Equity Concerns
Will AI tools be accessible to all students, or will they exacerbate existing inequities in education?

Shifting the Mindset

We can shift the mindset by seeing AI as something to fear and viewing it as a tool to assist enhancement. Here are a few ideas to help shift our mindset of AI:

1. Redefining the Role of Teachers

AI can never replace the human touch that educators bring to their classrooms—compassion, inspiration, and adaptability are uniquely human skills. Instead of viewing AI as a competitor, think of it as a collaborator. AI can handle repetitive tasks and even support teachers in coming up with a variety of hands-on activities. My team last year asked AI to help create a hands-on activity and instead of spending our whole 40 minutes trying to come up with an idea, our AI tool helped us in 5 minutes. We were able to create more lessons for the week than we had done in the past.

2. Focusing on Student-Centric AI

AI tools can be tailored to individual learning needs, offering personalized feedback and support that might be challenging for a single teacher to provide in a diverse classroom. Educators can leverage this to better meet students where they are. We can have students paste their written work into AI and ask for advice on grammar and the strength of their thesis statements. This provides a non-bias form of feedback that seems less threatening than one of their peers.

3. Cultivating a Growth Mindset

Educators should model curiosity and lifelong learning for their students. By experimenting with AI tools, sharing experiences, and iterating, they can showcase how embracing change can lead to growth. This also helps show students the correct way to use AI and how to advance learning instead of taking over assignments.

 4. Changing the Nature of Assignments

When AI can easily handle tasks traditionally given to students, it's time to rethink how we assess learning. Instead of relying on rote assignments that AI can replicate, educators should design more innovative and engaging ways for students to demonstrate their understanding. Hands-on projects, collaborative work, and creative assignments encourage deeper thinking and problem-solving, skills that AI cannot replace. For example, instead of writing a standard essay, students might create multimedia presentations, build models, or design experiments to showcase their knowledge. These activities not only make learning more interactive but also help students develop critical skills such as teamwork, adaptability, and creativity—essential traits for thriving in a world increasingly shaped by technology.

The Opportunity Ahead

AI is not a replacement for educators but a partner that can help them achieve what was once impossible. By addressing fears with knowledge and curiosity, K-12 educators can lead the charge in creating classrooms where AI amplifies teaching and learning. The future of education isn’t about choosing between humans and machines—it’s about leveraging both to build a brighter future for every student.

Works Cited

Brookings Institution. "The Promise and Pitfalls of AI in Education." Brookings Institution . Accessed November 21, 2024. https://www.brookings.edu .

EdSurge. "AI and Education." EdSurge . Accessed November 21, 2024. https://www.edsurge.com .

International Society for Technology in Education (ISTE). "Professional Development Resources for Educators." ISTE . Accessed November 21, 2024. https://www.iste.org .

Khan Academy. "AI Tutor: Khanmigo." Khan Academy . Accessed November 21, 2024. https://www.khanacademy.org .

Microsoft Education. "AI Tools for K-12 Classrooms." Microsoft Education . Accessed November 21, 2024. https://education.microsoft.com.

Partnership on AI. "Guidelines for Ethical AI in Education." Partnership on AI . Accessed November 21, 2024. https://www.partnershiponai.org .

UNESCO. "AI and Bias in Education: Guidelines for Ethical Implementation." UNESCO . Accessed November 21, 2024. https://www.unesco.org .

U.S. Department of Education. "Artificial Intelligence and the Future of Teaching and Learning." U.S. Department of Education . Accessed November 21, 2024. https://www.ed.gov .

World Economic Forum. "AI in Education: Examples and Uses." World Economic Forum . Accessed November 21, 2024. https://www.weforum.org .

Call for Adaptation: An Open Letter to My CS Professor on AI and Course Flexibility

Wed, 13 Nov 2024 23:11:54 GMT

* Note from IDEA: This is a different kind of blog post than we usually run. However, in the interest of acknowledging the complex feelings educators are experiencing around AI and to be transparent about the practices that educators are experiencing in their own education so that others may benefit from their perspectives, we are publishing it.

Let me set the context for this email/blog post. I am currently taking a 100 percent online course on Object Oriented Programming to sharpen my skills at a community college. Halfway through the semester, the professor changed the course format to “hybrid,” requiring in-person proctoring of exams to combat the use of AI. While I understand the professor’s viewpoint of students using it to 100 percent cheat and write programs, I challenged the professor that it was unfair and misleading to say a course is online when indeed they were wanting to switch it to hybrid halfway through.

Furthermore, I questioned what our goal is as CS teachers (I teach high school CS.) I’m battling the use of AI in my course, but I think students need to balance understanding with the use of tools and resources available. This is what people do in the work world.

Another consideration I noted in my letter was how higher education needs to evaluate how to teach and assess. I predict within the next five years basic programming courses will no longer exist due to most entry level CS jobs being obsolete due to AI and other advanced tools.

**Note: I have removed the college name and professor’s name to protect their privacy.

Continue reading for my Open Letter to My CS Teacher

October 5, 2024

Dear Professor ****** :

Instead of taking my test like I planned today, I’m writing this response to your message.

I don't think it is fair or right for the structure of this course to be changed/altered half-way through the semester. I work as a high school computer science teacher. It's difficult for me to take courses to begin with when I have a full-time job, family, events to go to, and sometimes contractual work on the side.

Now you're telling me after the drop deadline, I'm going to have to find a way and time to schedule a test at a proctoring center? That will be nearly impossible for me, especially by next week. Is it possible for you to use Respondus LockDown Browser versus in-person proctoring? The reason I selected this course is due to the nature of it being 100% online, at my own pace, and within the times that I set aside for study for myself.

Your syllabus does state, “This syllabus, along with course assignments and due dates, are subject to change. It is your responsibility to check with me or on Canvas for corrections or updates to the syllabus. Any changes will be clearly noted in course announcements.” Nowhere does the syllabus state “ in person proctored exams will be required as part of this online course ”. If the course would have required an in person element (proctoring) in the beginning, I would not have signed up for the course.

I've had multiple programming courses throughout my time as a student and I find it an insult that you would state or imply I or others are using AI to completely do their assignments. While more than likely some are, the majority should not be punished. Nowhere in your syllabus or course material does it suggest AI should NOT be used . There is an “academic honesty” area on the syllabus, but does not mention ethical or unethical AI use.

I encourage the use of AI in my CS courses. AI is not going away and students need to understand its ethical use. CS students especially need to understand how to use the resources available to them. For us to ignore or encourage not using an AI or other advanced tools is oxymoronic as our goal as CS teachers is to teach students to critically think, innovate, repurpose and learn in a multitude of ways.

I encourage my students if they have a code that is not running correctly or has errors to use it to help them find the mistake instead of spending hours attempting to find a minor syntax error. I have used AI to help with finding syntax errors. Just as one writes an essay and cannot find every grammar mistake this is also true with programming.

I don’t think there is anything wrong with using AI as long as I or others are not using it to write entire programs. Sometimes after completing a program, I ask AI to help cleanup my code and make it look more professional and more efficient which falls in line with #9 in the course 10 Commandments for Programming .

I know in the case of the seniors I teach most are not going to Stanford or MIT. If they use AI, they need to tell me how they used it. If something appears to be AI generated, in a lot of cases if one completely assesses it can tell, I have a conversation with the student. I ask them what their prompt was. I ask to see the results. We can then have a discussion of ethics and how the tool can be used. A lot of English teachers were upset when spell check and grammar check (specifically Grammarly) was introduced. Math teachers were upset when calculators became widely available. Find me one accountant who doesn’t use a spreadsheet or calculator. I guarantee they don’t use long division to calculate the result of large numbers. AI is no different. In fact, AI is part and used in these tools.

Times have and are changing. If we as instructors have a problem with students using AI, we need to find a different way to teach and assess. You’ve obviously done this by changing your approach to assessing half way through the semester. Assessment guidelines should be clear and not changeable once the semester starts. Maybe our approach to instruction and content needs to change. The students and the way we teach needs to be ever evolving. If we teach the same way we did last year, we limit ourselves and limit our students.

AI is already taking over entry level programming jobs. Students need to understand the basics. This can be done by using resources online as well as watching Youtube videos. If one is going to be a programmer and succeed, they are going to learn and find a way. As AI and other tools become more advanced, courses like this will be non-existent.

Here is a great article on The Impact of AI on CS Education . Here is a five bullet point summary of the article to save you time from ChatGPT suggesting the benefit of using AI in CS:

AI as a learning tool: Tools like Microsoft's Copilot are being used by students as tutors for programming assignments, making learning more interactive and dynamic.
Enhances teaching: AI can make programming education "come alive" by providing suggestions and helping students understand how to improve their code in real-time.
Reduced focus on syntax: As AI handles some coding details, beginning programmers can focus more on learning the underlying processes and logic of programming, which is essential for understanding.
Learning through interaction: Prompt engineering, a skill AI helps develop, teaches beginners how to structure questions and interact with models, which can aid in learning problem-solving skills.
Complement to foundational skills: While AI assists with tasks, it doesn't replace the need for learning the basics of programming, making it a supportive tool rather than a crutch for beginners.

I refer to MIT as it is one of the leaders in Computer Science research. While most Universities including MIT give instructors autonomy when it comes to AI use in courses, but states the need to be clearly explained in the syllabus and verbally via video, etc. Here is a helpful website and links to articles on the topic of changing our thought processes, pedagogy, lesson design and assessment.

MIT’s Generative AI and Your Course suggests items to think about when it comes to course design and assessment. In fact, this website gives suggestions to faculty members on what to write in their syllabus.

This University of IL Chicago published The Impact of Artificial Intelligence on College Instruction . In this article/interview Dr. Machajewski says while it is too early to tell the ultimate effect AI has on student achievement, he cites the study Math Education with Large Language Models: Peril or Promise? finding AI has a positive effect on academic progress.

In closing, while I’m upset about the changes of this course, I’m even more disheartened that we have instructors around the world not willing to adapt and adequately prepare students for life outside of school. Many are stuck in the 1970s and 1980s mentality of education. If we (teachers/instructors/professors) are unwilling to adapt (due to AI and other advancements) and change our way of teaching our students, we will limit them and our way of life eventually.

Higher education is already being challenged by a lot of the business world looking for people with skills not a piece of paper and that’s how it should be. People are tired of jumping hoops and taking extra courses set forth by colleges and other governing entities telling them they can’t graduate, be hired or cannot do a particular job because they are “not certified”.

Some of my best teachers were not people that have masters degrees or Ph. D’s, but people with a high school education who understand the world. I prefer the best, one who is willing to adapt to the changes of the world, support students, and ultimately care about the well-being of others within a community whether it is an elementary school, high school, college or the real-world.

If you’ve read this all, I appreciate your time reading. I hope that you will consider my request to allow me to continue the course using Respondus LockDown Browser or as it was previously designed.

Sincerely,

Jeremy M. Rinkel

Notes:

Images were created utilizing the website Ideogram.ai, a text to image AI tool

ChatGPT 3.5 created the title of this post

The Power of Gamification in Education

Wed, 30 Oct 2024 21:17:09 GMT

“Games are popular because they engage players in a structured environment where they are given goals, rules, feedback, and the chance to challenge themselves. They empower learners by providing a sense of autonomy and competence, allowing them to take control of their own learning journey.”

— Karl M. Kapp, The Gamification of Learning and Instruction

The way we learn from infancy is through games. We play to learn how to interact with the world around us. Why should education be any different? Gamification is a powerful tool that brings the excitement of games into learning environments. It not only makes learning more fun but also helps build critical skills in a memorable way.

What is Gamification?

Gamification is the use of game-like elements in non-game contexts, such as the classroom. It involves incorporating aspects like points, rewards, levels, and competition into the learning process. Remember a time when we reviewed our tests by competing in Jeopardy? Some still use the idea of Jeopardy for students to review important facts before a significant learning benchmark. We incorporated a game aspect to engage students in recalling essential information. By turning lessons into interactive experiences, teachers can motivate students and create a more dynamic learning environment.

For example, a math lesson might include a leaderboard where students earn points for solving problems correctly, or a reading challenge might offer "badges" as rewards for finishing books. These game-like elements encourage students to participate more actively and stay engaged.

Gamification Ideas for the Classroom

Here are some simple, effective ways teachers can introduce gamification into their classrooms:

Classroom Leaderboard: Track progress and reward students for completing assignments or improving test scores. Use points, stars, or badges to represent their achievements.

Quest-Based Learning: Turn units of study into quests, where students unlock new parts of the lesson after completing tasks. This can be especially effective in subjects like history or science, where learning can be structured like a story.

Reading Challenges: Set up a reading challenge where students earn badges or rewards for completing books or reading a certain number of pages.

Math Games: Use math apps or board games that allow students to solve problems and compete for the highest score. Apps like Prodigy Math or Khan Academy Kids incorporate game elements that motivate students to practice regularly.

Interactive Storytelling: For creative writing or social studies, students could progress through a narrative where they make decisions and solve problems based on the material they’re learning.

Typing Challenges: Have your students practice typing and then quiz them on their words per minute and accuracy. When they reach certain benchmarks, students can receive rewards and prizes.

Conclusion

Gamification transforms the classroom into a place where learning feels like play. Every student—whether they’re working to earn their next badge or helping their team solve a puzzle—can thrive. By tapping into the natural enthusiasm of 2nd-5th graders for games, teachers can unlock a new level of engagement and excitement in their students, making education a more enjoyable and effective experience.

Ultimately, when learning is fun, students not only gain knowledge but also develop a lifelong love of learning.

References

Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education . Pfeiffer.
Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly , 15(2).
Huang, W. H.-Y., & Soman, D. (2013). A Practitioner’s Guide to Gamification of Education . Rotman School of Management, University of Toronto.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment , 1(1), 20-20.
Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies , 74, 14-31.

*Note from IDEA: Gamification is a practice that can be utilized with great success not only in K-12 but in higher ed as well. Focusing on game elements and intrinsic rather than extrinsic motivation is key to unlocking the true benefits of gamification. IDEA Executive Director Stefanie Crawford has many years of experience building gamified experiences in both the K12 classroom and for professional learning. Please feel free to reach out to Stefanie at scrawford@ideaillinois.org if you would like to learn more about how to start using gamification or game-based learning in your classroom.

Celebrate Digital Citizenship Week in Your Classroom!

Wed, 09 Oct 2024 21:27:20 GMT

What is Digital Citizenship Week?

Common Sense started Digital Citizenship Week as a dedicated time to highlight the importance of helping kids, families, and teachers navigate our 24/7 digital world.

Celebrate this week and beyond!

Digital Citizenship Week calendar of fun activities and resources & Spirit Week Calendars !

What are the benefits of digital citizenship?

Digital Citizenship Week offers numerous benefits by promoting responsible and ethical behavior in the digital realm, educating kids and families about digital literacy and online safety, encouraging digital well-being, and fostering a sense of community and responsibility in the online world. Teaching these lessons has undeniable impac t and proven efficacy .

1. Increase awareness! This event raises awareness about safety, responsibility, and ethics in the digital world. Here's how to keep those benefits rolling all year long:

Subscribe to our newsletter : Get free teaching resources, plus updates on the latest trends in media, tech, and education.
Create an account : Access free lessons, activities, and resources for your students and their families. (And note that we take your privacy seriously.)

2. Digital well-being: Our resources help kids to maintain a healthy balance between their online and offline lives.

Our Digital Well-Being lessons for 6-12 were co-developed with the Center for Digital Thriving at Harvard Graduate School of Education . And our Device Advice lessons for grades K–5 are a great way to help young students build healthy habits with their devices, along with media and tech.

3. AI in the classroom Learn how AI tools work with this foundational self-paced course designed to introduce you to artificial intelligence and the ethical considerations you should keep in mind when integrating this technology into your teaching.

Teach our AI Literacy Lessons that provide an introduction to AI and help address its social and ethical impacts.

Share your stories on social media: @CommonSenseEd #DigCitWeek

Jennifer Ehehalt is the Sr. Regional Manager at Common Sense Education . As a former elementary educator, Jennifer has over 20 years of experience in education. Jennifer designs and delivers high-quality professional development opportunities for educators across the country. She spotlights thought leaders by creating and moderating conversations on timely topics relevant to digital teaching and learning. She holds a bachelor’s degree in elementary education and a master’s degree in educational leadership.

Harnessing AI for Effective Teaching: Summarizing, Podcasting, and Music Integration

Wed, 18 Sep 2024 21:32:48 GMT

The rapid pace of technological advancement offers teachers an array of tools to plan, supplement, and enhance their lessons. Among these innovations, artificial intelligence (AI) has emerged as a powerful resource that can transform classroom activities. In this post, we’ll explore three ways teachers can harness AI to simplify reading with AI summaries, streamline podcast creation, and boost learning with Music and AI.

Simplifying Reading with AI Summaries

Let’s face it…some children struggle reading or do not like to read. Even as a teacher some websites, scholarly articles, and blog posts are sometimes too long. Personally, I love a five-sentence summary. My go-to tool for this is OpenAI's ChatGPT , though there are many other AI options out there. What used to take hours to dig through a journal article now only takes a few minutes to read a concise summary.

Providing students with a summary of a lengthy reading helps them grasp essential concepts without feeling overwhelmed. AI makes information more accessible and bridges the gap between difficult texts and student understanding.

Streamlining Podcast Creation for Classroom Use

In the past, creating podcast episodes was time-consuming and stressful for me. The first step is to determine the purpose of your podcast. My new podcast, CS Basics with Jeremy Rinkel , focuses on the basic concepts and vocabulary terms in computer science, cybersecurity, and programming.

To streamline the process, I used ChatGPT to generate a list of CS topics and a podcast transcript for 4-5 minute podcast episodes. Although I could have read and recorded the podcast myself, I wanted to avoid the stutters and filler words that often sneak into recordings.

Instead, I used Play.ht , a text-to-speech platform with a voice cloning feature. By uploading a 30 second recording of my voice, the text is read in my voice, making the podcast more personalized for my students. While not perfect, this tool allows me to quickly produce a season of podcasts for student use. Once the audio file is ready, I turn to YouTube’s audio library to find suitable intro and outro music. I then pull the audio file of my voice from Play.ht and the music into Audacity for final editing. Podcasts can be powerful supplementary learning aids, offering students an alternative way to engage with course material and reinforce their understanding. The interesting thing was that students could not tell the difference between my actual voice reading v.s the AI voice clone. As a class, we discussed the ethical and unethical uses of this technology.

Boosting Learning with Music and AI Tools

Research shows that music can significantly boost memory retention and student engagement. Judy Willis’s article, " Using Music During Instruction to Support Cognition ," discusses how incorporating musical activities into lessons makes learning more enjoyable, improves mood, and enhances memory and creativity.

In my computer science courses, I wanted students to easily recall the basic vocabulary of CS. To achieve this, I used the AI tool Suno to create educational songs. With a simple prompt like “compose a rap song that focuses on algorithms in computing,” Suno generates a semi-professional sounding song in less than two minutes. I created a song for each of the first 12 lessons of the school year. Using DistroKid , a paid distributor, I released the album Code Life: Rhythms in Programming on Spotify, Apple Music, and several other streaming services. I also created an album called West Egg Dreams , which discusses important concepts of F. Scott Fitzgerald’s The Great Gatsby .

Additionally, creative tools like Ideogram can be used to design engaging visuals, such as album covers or educational graphics, which can complement music-based lessons. This tool was invaluable in generating the images and album covers for this blog.

Final Thoughts

The integration of AI in education offers numerous benefits, from simplifying complex information to creating personalized and engaging learning experiences. By utilizing AI tools to supplement and summarize content, produce educational podcasts, and incorporate music into lessons, teachers can enhance their teaching methods and better support their students' learning journeys.

What ways are you currently using AI in your classroom to enhance your student’s learning experience?

Notes:

Images were created utilizing the website Ideogram.ai, a text to image AI tool
ChatGPT 3.5 was used to organize and improve the wording of my original thoughts
ChatGPT 3.5 created the title of this post

From IDEA: Our organization encourages users of AI to carefully read privacy policies, ensuring they understand the permissions granted to companies to use their data, content, or work for AI training and other purposes. This awareness helps protect privacy and fosters informed decision-making.

Who is Your Classroom Set Up For?

Wed, 04 Sep 2024 15:59:40 GMT

As an avid reader, I often find myself immersed in books that make me think. Whether it's fiction or non-fiction, certain books have a way of challenging my perspectives in profound ways. Recently, I finished reading Quiet by Susan Cain, and it instantly joined the ranks of the most impactful books I've ever read. But what makes a book truly impactful? For me, it's when it forces me to rethink my assumptions and view the world differently. Quiet did exactly that.

For most of my life, I’ve thrived in social settings, loving the opportunities to speak in front of others and, quite frankly, being the center of attention. But Quiet opened my eyes to a reality I had never thought much about. Society, particularly in the United States, is much more friendly to the extroverted personality style. Cain talks about this as the default viewpoint. We often celebrate and encourage behaviors that align with extroverted ideals—speaking up, being outgoing, and thinking on your feet—while undervaluing the strengths of quieter, more introspective individuals. For me, this realization was nothing short of eye-opening. However, it shouldn’t have been. I’m an extrovert, married to an introvert, with introverted kids. How was I not able to see what it was like to be an introvert in an extrovert world?

Reflecting on this, I couldn't help but remember my early days as an educator. Between 1987 and 1991, during my training as a social studies teacher, there was a strong push to develop extroverted qualities in students. Being a good citizen meant you could speak up, engage in debates, and assert your own opinions. Naturally, I embraced this approach in my teaching. My classroom was set up to cater to extroverts, where participation often meant speaking out in discussions, engaging in debates, and delivering presentations.

I even implemented something I called the PEA grade—standing for participation, effort, and attitude—which made up 20% of a student's overall grade. My intent was positive: I wanted to encourage students to be active participants, to engage with the material, and to demonstrate their commitment through effort and a positive attitude. At the time, I believed this approach would motivate all my students to succeed.

However, looking back 34 years later, I realize that my well-intentioned approach may not have been as inclusive as I thought. My classroom, designed with extroverts in mind, likely wasn't a comfortable space for my introverted students. The emphasis on participation through speaking up and the fast-paced nature of debates may have unintentionally marginalized those who needed more time to process their thoughts or preferred to express themselves in different ways.

It saddens me to think that I might not have reached some students as effectively as I could have because they weren't comfortable participating in the way my classroom was structured. My focus on quick thinking and spontaneous debate, while beneficial for some, may have left others feeling unseen or undervalued. This realization has led me to reconsider what it means to participate in a classroom and how I, as a technology/instructional coach, can help others create an environment that supports all students, regardless of their personality type.

Today, I believe it's essential to design classrooms that encourage introverts to share their ideas in authentic ways that feel more comfortable while also helping extroverts appreciate the value of thoughtful, deliberate communication. For instance, providing opportunities for written reflections or small group discussions can allow introverted students to contribute in ways that play to their strengths. Meanwhile, encouraging extroverts to step back and listen more actively can help them develop a deeper understanding of the material and their peers' perspectives.

As educators, we must continuously learn, reflect, and adapt our teaching practices to ensure that our classrooms are inclusive spaces where all students can thrive. This means challenging our assumptions and being mindful of the diverse ways students engage with learning. So, I leave you with this question: Who is your classroom set up for? Are you creating an environment where every student—introverted or extroverted—feels valued and able to contribute?

Don Sturm is starting his 34th year in education. He was a high school social studies teacher for 23 years before becoming the technology integration specialist for Morton CUSD#709. While he is passionate about all things education, his main interest is helping educators reflect on their classroom practices. He is the co-host of two podcasts, Through the Educational Looking Glass , which focuses on teaching and learning, and CareU , which focuses on helping those raising kids be more intentional in their practices.

Don has been married for 36 years and has two grown children. He loves to travel and read.

Ensuring Ethical AI Education: Collaboration Between Tech Companies and Schools

Wed, 14 Aug 2024 19:12:34 GMT

What's the truth? What’s real? What’s fake? It is imperative that we teach students the importance of taking the time to determine fact from fiction in the world of artificial intelligence. While digital citizenship and media literacy have been part of the curriculum for over a decade, the rapid advancement of AI requires a shift towards AI literacy. Many organizations and universities are developing valuable resources for educators, but AI companies need to prioritize ethics and transparency from the beginning of new developments and collaborate with educators to create a comprehensive curriculum.

The rise of AI has created a gap in our education system. While digital citizenship and media literacy have taught students to navigate the digital world critically and responsibly, it is vitally important they know how to navigate the internet and social media in the world of AI. In the current environment, students lack the skills to understand and critically evaluate AI systems and their outputs. As students create this understanding, it is important that they learn to comprehend how AI works, recognize its potential biases, and understand its ethical implications. This proves even more difficult since teachers haven’t had the proper training or lack knowledge in the field of AI.

The documentary “ The Social Dilemma ” discusses how big tech companies use and exploit user data to shape public opinion and manipulate behavior. Using AI to track our clicks, learn our behavior, see what we watch and how long we spend on an online activity, companies create profiles to target people with individual content, ads, and recommendations of similar stories or products. To many, this practice is unethical, creates misinformation and invades users’ privacy. Understanding how “big tech” uses their tools and our data helps in teaching our students as well as adults a purposeful way of how to protect ourselves from manipulation.

Several organizations, including MIT and Stanford University , have developed AI literacy and ethics teaching kits along with other valuable resources for educators. Digital Promise and UNESCO have also contributed useful materials for teachers. Another excellent resource is TeachAI , which aims to guide and support school leaders and teachers in navigating the world of AI. However, simply providing resources and responding reactively is not enough. AI tech companies must be more transparent and prioritize ethics during development, rather than addressing them post-release. Additionally, these companies should collaborate with educators to create a curriculum that covers the appropriate and inappropriate uses of their technology.

Addressing the gap in our education system created by the rise of AI is crucial. Students must be equipped with the skills to discern truth from fiction and understand the ethical implications of AI. While many organizations and universities are providing valuable resources, AI companies must take proactive steps to prioritize ethics and transparency from the outset. Collaborating with educators to develop comprehensive AI literacy curriculums is essential. By doing so, we can ensure that future generations navigate the AI-driven world responsibly and critically.

What tools or resources have you discovered to help prepare your students for an AI-driven world?

Sources:

“AI Guidance for Schools Toolkit.” Teachai.org , 2023, www.teachai.org/toolkit . Accessed 5 Aug. 2024.

“AI Literacy – Digital Promise.” Digital Promise , 19 June 2024, digitalpromise.org/initiative/artificial-intelligence-in-education/ai-literacy/. Accessed 5 Aug. 2024.

“Artificial Intelligence Archives.” Pew Research Center , 15 May 2024, www.pewresearch.org/topic/internet-technology/emerging-technology/artificial-intelligence/ . Accessed 5 Aug. 2024.

“Center for AI Safety (CAIS).” Safe.ai , 2023, www.safe.ai/ . Accessed 5 Aug. 2024.

‌“CRAFT Is Empowering Students with AI Literacy.” CRAFT , 5 Apr. 2024, craft.stanford.edu/ . Accessed 5 Aug. 2024.

Curtis, Vickie, et al. “The Social Dilemma.” IMDb , 9 Sept. 2020, www.imdb.com/title/tt11464826/?ref_=nv_sr_srsg_0_tt_8_nm_0_in_0_q_The%2520Social%2520Dil . Accessed 5 Aug. 2024.

“Digital Literacy & Citizenship.” Learning Technology Center , 23 June 2024, www.ltcillinois.org/focus/digital-literacy/ . Accessed 5 Aug. 2024.

‌“Digital Literacy for All Learners.” Illinois.edu , 2024, publish.illinois.edu/digital-literacy4all/ . Accessed 5 Aug. 2024.

Payne, Blakeley. An Ethics of Artificial Intelligence Curriculum for Middle School Students . 2019.

‌“Research Guides: Artificial Intelligence (AI): AI in K12.” Purdue.edu , 2024, guides.lib.purdue.edu/c.php?g=1371380&p=10135071 . Accessed 5 Aug. 2024.

‌“Teaching Artificial Intelligence Literacy: “AI Is for Everyone.”” Northwestern.edu , 2023, ai.northwestern.edu/news-events/articles/2023/teaching-artificial-intelligence-literacy-ai-is-for-everyone.html . Accessed 5 Aug. 2024.

Unesco.org , 2024, unesdoc.unesco.org/ark:/48223/pf0000380602. Accessed 5 Aug. 2024.

Notes:
Images were created utilizing the website Ideogram.ai, a text to image AI tool
ChatGPT 3.5 was used to organize and improve the wording of my original thoughts
ChatGPT 3.5 created the title of this post

Finding My Summer Groove: How I Rest and Recharge for the New School Year

Wed, 10 Jul 2024 21:08:55 GMT

With the school year just a couple of months away, I’m taking time to rest and rejuvenate so I’ll be ready to go come August. It usually takes me a little time to get into the groove of summer break. During this switch from a busy schedule to having extra time, it’s important to remind myself not to be critical while resting, working, or playing. Continue reading to see how I’m doing all three as I rejuvenate this summer.

Relax

Relax and be okay with not being productive. This summer, I’ve been intentional about waking up at the same time and beginning my morning with a walk. I grab my coffee and a water bottle and hit the pavement. Thousands of health studies show the importance of walking every day. Check out these seven benefits of taking a morning stroll. After my walk, I take some time to journal. Getting things out of my head helps me focus and capture any ideas that come to me during my walk. After lunch, I enjoy reading a book on the pool deck or under a shade tree. A short nap is usually on the list too!

Work

As I mentioned, I record my ideas in a journal after my daily walk. This allows my mind to explore the possibilities of the upcoming school year without being consumed by them. I attempt to do some work to keep my brain fresh and my ideas rolling. Sometimes this work involves a side project or a hobby, while other times I do some research and planning for the next year. Allyson Robinson, in her blog post " Why Teachers Need Summer Break ," discusses how summer allows us time to reflect on why we teach and to dream about what we’d like to accomplish or try in the upcoming school year. The key for me is not to beat myself up if I get nothing accomplished during my summer work time.

Play

Travel is therapeutic for my soul. Learning about and traveling to new places is exciting for me. This year, I took a solo trip to San Francisco and spent three days exploring the city. I also checked an item off my bucket list: riding a train across the country. My wife and I usually take a trip for just the two of us, followed by a family trip if our adult children can get time off work. Travel is something I’ve taught my family to prioritize. Mark Twain says it best, “Twenty years from now you will be more disappointed by the things that you didn’t do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.”

I’ve taken this approach to summer for the last four school years, and it has dramatically improved how I feel coming into a new school year. What routines or practices do you implement to make sure your summers are balanced with time to relax, work, and play? Share them in the comments below.

Sources:

"70 Best Travel Quotes for Inspiration and Wanderlust." *Shutterfly*, 2023, http://www.shutterfly.com/ideas/travel-quotes/ .
Henry Ford Health Staff. "7 Benefits of Taking a Morning Stroll." *Henry Ford Health*, 6 Apr. 2022, http://www.henryford.com/blog/2022/04/7-benefits-of-taking-a-morning-stroll .
Robinson, Allyson. "Why Teachers Need a Summer Break." *The Educator's Room*, 17 June 2021, http://www.theeducatorsroom.com/why-teachers-need-a-summer-break/ .

Notes:

Images were created utilizing the website Ideogram.ai, a text to image AI tool
ChatGPT 3.5 was used to organize and improve the wording of my original thoughts
ChatGPT 3.5 created the title of this post

Jeremy is a TEDx Speaker and a Jr. High Computers & STEM Teacher in Effingham, IL. He has earned a Masters in Educational Policy from the University of Illinois and a Masters in Teaching from Greenville University. His goal is to inspire students, teachers and anyone he comes into contact with to be a lifelong learner. Jeremy believes education is the key to solving our world’s problems. In his free time, Jeremy enjoys traveling,writing, spending time in coffee shops, and spending time with his family watching old TV shows on Netflix.

From Playgrounds to Screens: Navigating Mental Health in the Digital Age

Wed, 12 Jun 2024 15:00:02 GMT

“The smartphone is the modern-day hypodermic needle, delivering digital dopamine 24/7 for a wired generation.” ― Anna Lembke, Dopamine Nation: Finding Balance in the Age of Indulgence

Jonathan Haidt references Anna Lembke in his book, The Anxious Generation , which I recently read. Released in March 2024, the book reveals a multitude of research studies supporting what we, as educators, have witnessed over the last 15 years in the classroom: decreased motivation and attention span, and unhappy, depressed students.

Our reliance on and addiction to devices—phones, tablets, laptops—extends beyond the classroom. I've known the addiction was bad, but Haidt paints a bleak picture of the future, highlighting various mental health and other concerns. However, he also offers potential solutions if everyone takes steps to address the issues. Links to Haidt’s research and studies can be found at The Anxious Generation Book website.

Here are my THREE main takeaways from the book:

Brain and Social Development

Our students’ brains are not fully developed, particularly the prefrontal cortex. This part of the brain is responsible for executive functions, including attention, reasoning, judgment, problem-solving, creativity, emotional regulation, impulse control, and awareness of one’s own and others' functioning (Scott and Schoenberg, 2011).

Haidt focuses on teens in general, but a significant increase in mental health issues is plaguing those Mark McCrindle calls Gen Alpha. Born between 2010 and 2024, Gen Alpha experiences reduced face-to-face interaction in the real world and spends more time in the virtual world. This additional time online has led to increased depression and suicide, especially among girls. This international mental health crisis is discussed by Zach Rausch on Haidt’s blog, Under Babel, where Rausch cites numerous studies showing the alarming trend.

Overprotection in the “Real” World vs. Under-protection in the Digital World

The term “helicopter parent” has existed since the late 1960s, but it became more common in the mid-1990s. Several cultural changes led to increased overprotection of children during this period.

In her book How to Raise an Adult , Julie Lythcott-Haims identifies four main reasons for this increased protection: abduction fears, increased homework, lack of play influenced by the report A Nation at Risk , the self-esteem movement, and the creation of the playdate (Lythcott-Haims, 2015).

This overprotection in the real world led to underprotection in the virtual world. By shielding our children from physical dangers, parents inadvertently exposed them to online video games (mostly boys), social media influencers, and online predators. Social media platforms prey on young girls, exacerbating social comparison and increasing feelings of loneliness and depression despite the appearance of connectedness.

Haidt’s Recommendations for Better Mental Health

No smartphones before high school: Give children basic phones without internet until about age 14.
No social media before age 16.
Phone-free schools: Keep schools free from smartphones to encourage focus and social interaction.
More unsupervised play and independence: Allow children more freedom to play and explore on their own to help them develop social skills and overcome anxiety.

Conclusion

Research conclusively shows that cellphone and social media addiction are real. While I appreciate Haidt’s suggested solutions, we need to be realistic in our problem-solving. After reading the book, I have more questions than answers.

I'll leave you with these questions to ponder:

How many of us, as adults, can or are willing to reduce our screen time?
Can we, as adults, tell our children they can't be on their devices while we are actively on ours?
Are schools willing to push and enforce no cell phone zones, and more importantly, model it for students?
Are parents willing to support administrators and teachers that enforce no cell phone use in schools?
Can or will companies, specifically social media companies, “increase security” so those under the required ages are unable to access?
How can children reduce their time or change their behavior when “connectedness” is all that they know?

Sources:

Lythcott- Haims, Julie. How to Raise and Adult. Henry Holt and Co, 2015.

Rausch, Zach, and Jon Haidt. “Suicide Rates Are up for Gen z across the Anglosphere, Especially for Girls.” Suicide Rates Are up for Gen Z across the Anglosphere, Especially for Girls , After Babel, 30 Oct. 2023, www.afterbabel.com/p/anglo-teen-suicide .

Scott, James G, and Mike R Schoenberg. “Frontal Lobe/Executive Functioning.” Chapter 10 Frontal Lobe/Executive Functioning , Einstein Med, 2011, einsteinmed.edu/uploadedFiles/departments/neurology/Divisions/Child_Neurology/Child_Neurology_References/Executive_Fnc/Frontal%20Lobe.EF.pdf .

Notes:

Images were created utilizing the website Ideogram.ai, a text to image AI tool

ChatGPT 3.5 was used to organize and improve the wording of my original thoughts

ChatGPT 3.5 created the title of this post

Jeremy is a TEDx Speaker and a Jr. High Computers & STEM Teacher in Effingham, IL as well as a Governing Board member for IDEA. He has earned a Masters in Educational Policy from the University of Illinois and a Masters in Teaching from Greenville University. His goal is to inspire students, teachers and anyone he comes into contact with to be a lifelong learner. Jeremy believes education is the key to solving our world’s problems. In his free time, Jeremy enjoys traveling,writing, spending time in coffee shops, and spending time with his family watching old TV shows on Netflix.

ParentSquare + Remind: A New Chapter (and What’s Next)

Wed, 22 May 2024 15:46:11 GMT

At the end of last year, we announced the acquisition of Remind—bringing together two of the most widely used platforms in K-12 education in an exciting new chapter for both of us.

Since then, we’ve received questions from customers and users alike about what the acquisition means for you, including the future of the platforms and services you use in your classrooms and communities.

In this blog, we’ll share more about why ParentSquare and Remind are coming together, what the future holds for our platforms, and new features and options you can expect to start seeing very soon.

From former competitors to the perfect match

Although ParentSquare and Remind might have been friendly competitors in the past, our companies have always shared the same mission of empowering the communication and engagement that drives student success—by taking different approaches that have turned out to be perfect complements.

Since the beginning, ParentSquare has been designed to solve communication for the entire district, from the central office to the classroom . Our unified platform streamlines communication workflows for all of your school services, enables management and oversight through data dashboards and analytics, and includes powerful tools to help engage families and expand your district’s brand.

In the same way, Remind has stayed true to its roots of making sure that teachers have an effective, convenient way to reach students and families . Known for mobile-first text notifications that save time and improve accessibility, Remind Hub and Chat are built on a foundation of two-way communication for everyone involved in student learning and activities.

Together, our school and district products support 20 million students in all 50 states in the US, while our free classroom service is used in 80% of US schools. And our newly expanded team is already hard at work on building a complete engagement experience designed expressly for all the stakeholders in a district community who play a role in student success: administrators, teachers, staff, and families alike.

What’s ahead: What you need to know

While we’re excited about what the future will bring, our priority is keeping you informed about how the acquisition impacts customers and users. In a nutshell, ParentSquare, Remind Hub, and Remind Chat will continue to operate in their current forms— with some additional features and options that we’ll share below.

The ParentSquare platform

The same team that built Remind is working on bringing its core functionality to ParentSquare, and they’re starting by adding some of the most popular features among teachers and staff—like voice clips, the ability to join groups using a code, direct messaging an entire class or group without recipient limits, and two-way text messaging the way it works on Remind.

ParentSquare customers will be able to preview these additions by May of this year, and we’re excited to share that they’ll be available on the platform by the beginning of the 2024-2025 school year.

The Remind Hub platform

Remind Hub isn’t going away, either. We’re continuing to develop and release the features that we promised before the acquisition, including message templates, a new admin role for employees, and pulse check surveys.

For current Hub customers interested in features like newsletters, volunteer signups, and conference scheduling, there’s also now a clear transition path for switching to the ParentSquare platform. You can get in touch with our team here for more details.

The Remind Chat service

Finally, Remind Chat will continue to be free for individual use, just like it is now. Millions of teachers, activity leaders, and coaches rely on Chat to stay connected with their classes, clubs, and teams, and this service will continue to have a home at ParentSquare.

Although Chat won’t be directly integrated into the ParentSquare platform, the addition of its core functionality means that ParentSquare customers, old and new, will have access to the functionality of Remind Chat right in their ParentSquare app by this fall.

Stay tuned—there’s more to come

Want to keep up with what we’re working on? Current customers can sign up for our monthly What’s New Review webinars for the latest product updates on ParentSquare, and we’ll also be posting regularly here on the blog.

As always, thank you for coming along on this journey with us. We can’t wait to show you what we’ve been working on!

Equipping Students With Self-Regulation Skills They Can Use As They Leave For Summer Break

Tue, 14 May 2024 18:38:28 GMT

It happens every year. We get excited that school is almost over. And so, schools decide to AMP it up with an ABC countdown! As S is for stuffed animal day and T is for “thank you” day, students are starting to see that the end is near. Behaviors change. And we question “why”? Working in multiple communities across the country, we can tell you that for some kids the thought of summer break brings to mind spending their day in spaces that are not as structured or safe as their school environment creates anxiety. Even some teachers struggle with going on summer break because the change in routine does impact their nervous systems. There are environmental issues students face in their homes over the summer that they don’t face in school, and change is hard for everyone. What can schools do to equip students with self-regulation skills that they can use at home as they leave for summer break?

Teach students how to find routine for mindfulness in their day when they are not in school

Many of us were probably doing this all year, teaching students the importance of WHY we should learn to self-regulate. We need to reinforce this prior to students going on summer break. Letting them know that they will feel different as their schedule changes and they don’t see their friends often and it’s okay. If students have the tools to deal with these shifts between the end of the school year and summer break- it will be much easier for them to adjust again between summer and fall. This is a life skill.

Additionally, we need to give students language about how their brains work. Many of us didn’t learn this until we were adults. Sarah Said has written about ways you teach Brain Science in the classroom for different age groups in this blog written for Teach Better Team. Students need to learn about neuroplasticity early on in life to help with self-regulation and maintaining a growth mindset.

When we are in the classroom we do what we can to add movement to support students in self-regulation. We implicitly are showing students that movement is important. Before we go on summer break, it’s critical to do what we can to explicitly teach this. Teaching students to schedule a short walk in their day while they are at home or even do a Brain Break video as you do in the classroom while they are at home will keep movement in their day and normalcy.

When we do activities like walking or dancing, it helps us refocus ourselves. However, allowing students to feel the assurance that losing focus/attention is normal. We all do it! This is where we work with students to be more self aware and ask themselves questions like “Why is my mind wandering?” or “What do I need to do to calm my mind and body down?” Teachers can model this in the classroom when they are thrown off task. Students will eventually begin to internalize this more and allow themselves moments to stop and refocus themselves. Even adults need this education and coaching!

As we teach students about focus, it’s important to know about presence. Give time in your classroom for activities like Jenga, planting flowers, writing on the sidewalk with chalk or even making bubbles- something your students would want to do over the summer- that doesn’t involve a phone or tablet that will allow students to reflect on focus and mastery but also presence. Ask them, what did it feel like to do this activity? How did you regain focus when you lost focus? What was challenging in the activity and how did you push through it emotionally?

With teaching presence, executive functioning practices are important too. In Sarah Said’s classroom, she is working with students to create a summer schedule. Goal setting is what they will start with as they set three goals. They will use the sentence starters: “ I will take time to ________________________ everyday.” “ I will spend more time with ____________________.” and “I would like to learn how to _________________.” Students will create a rough schedule of what their routine can look like. They can think about activities they tried and what they want to do. The activity card they are using will actually give suggestions they can choose from. Here is what Said’s model looks like:

This template was created by Sarah Said on Canva for her High School Social Emotional Learning class.

You can also use an app like Focusable to help students create a routine to manage their own self-regulation and work towards having better attention on the things that matter most to them. Focusable allows you to choose from a wide variety of Recharge activities to help with self-regulation, divided into categories of breathing, visual exercise or visual relief, as well as physical movement and focus. All activities are short, and feature both animations as well as audio that can be switched on or off. The Recharge activities in Focusable are meant to give students choice in how they learn to manage their ability to stay calm, reduce stress, and increase attention. Part of building a routine within Focusable is also taking advantage of the pulse timer to help you refocus your attention on one thing at a time, and the reflection videos, to capture your thoughts in the moment and record the experience. Use each feature separately or all together to create the energy you need to move mindfully through any activity or experience.

Creating A Physical Self-Soothe Take Home Kit

Before kids go over home for the summer, teach them how to create a five senses self-soothing kit that they can take home with them for summer break. You can have items such as small fidgets or scented putty that students can choose from. Separate them in bins related to the five senses. You need to be creative with taste if your school does not allow you to give out mints or candy. You can give time for them to choose items they will take with them. You’d be surprised how excited older students get from inspiration stickers and scented erasers. They can personalize this more by putting them in a bag that they have collaged or decorated.

Instead of Summer Reading, Summer Breathing

Schools can provide students and families with tips on breathing and mindfulness, just as they do books and other suggested activities. In reality,, “summer slide” can be prevented by allowing students to mindfully read, instead of only requiring reading. Focusable is a great way to promote mindful reading - focusing for small batches of time and then reflecting or recharging with self-regulation activities.

Schools should advocate for allowing children to rest during the summer, enjoy play, and even give families lists of mindfulness activities they can do together and individually. Giving children breathing room to explore should be a big part of summer break.

Helping families understand the importance of routines at home will help them help their children become more adapted to school in the fall. Why should they only associate routine with the school day? Summer can be a time to implement different kinds of home and life routines - some of which can be continued in the fall - like taking care of ourselves mentally and physically. Mindfulness is really about attention.

Doing this work in your classroom before summer break will not only give students a calmer outlook on summer, but these skills are important life skills for students as they continue to grow in school and later careers. Students don’t benefit from worksheet packets in summer as much as people think. Teaching students mindfulness, focus and presence will really be what helps academic success later.

This blog was originally posted on May 31, 2023.

Involving Students in Planning PBL Showcases

Wed, 08 May 2024 14:37:18 GMT

Do you want students to feel a deeper and lasting connection with their work and develop transferable skills? If so, participation in a project-based learning (PBL) experience is the solution. PBL should ideally be a more public experience. Providing students with an opportunity to share their capstone projects is an engaging way to motivate students through the process, but also allow them to feel that they can create purposeful, real-world products and outcomes.

At this point, you already know that PBL projects are student-led and teacher-guided. Therefore, it should come as no surprise that students should have a voice and choice when it comes to sharing and showcasing their work. By involving students in the design of an event or presentation, they can generate excitement not just for their project, but for the culmination of their hardwork and perseverance.

Our goal is to continue to change the mindset that everything needs to be prepared in advance for our students. Rather, they can help identify and take on these next steps. I often talk with school leaders that are looking for ways students can engage with their communities and others. Well, this is the perfect place to start! Showcase events can be as small as their individual class period or as large as an open-house. You can set any parameters as needed, but also include students in the process of identifying any constraints, just as they needed to do for their overall designs.

Step 1: Determine the objective

It all starts with the goal: what do students want to accomplish in the share phase of their process? Rather than being a goal for their creation, this is a goal for the presentation itself. For instance, students may want to share what they have learned throughout the course of this project, showcase their final creations, or provide a venue for others to try them out.

Decisions here should include the audience type. For example, will this presentation be for their peers, younger students, faculty members, families, government officials, or the entire community?

A determination of the presentation type should also occur here. Will it be an event or some other form of content? Possibilities include a gallery walk, expo, workshops, panel discussions, infographics, webinars, podcasts, virtual tours, board or computer games, etc.

Step 2: Work through the logistics

Once the showcase has a purpose, it’s time to determine what students need to make their presentation happen, such as the details required for an event, itself, to be operational. In this step, the bulk of the planning should occur as students prepare for implementing and coordinating all of the details.

Step 3: Consider communication

Step three is all about how students will spread the word about their event. Students can create advertising materials in print, audio, or even video format, build an interactive website, and more!

Step 4: Sketch it out!

Encourage students to plan out any presentations or event spaces. As they do so, they may encounter other ideas and variables.

How will attendees progress through the show space?
Will any awards be given?
Will any products be sold for fundraising or charity donations?

Step 5: Make it happen!

Once they’ve done their planning, it's time for students to go through all of the necessary channels to go from idea to reality. Will they need to reserve a space such as the cafeteria or gymnasium? Will posters need to be printed? Further build on students’ transferable skills by having them create a checklist to follow.

Check out our iBlocks to help guide you in the PBL process. We include planning guides, teacher tips, and checkpoints to help you make the most of your capstone projects.

Learn more at iBlocks.com!

Michelle is the Director of Educational Content at Teq, where she manages the creation of an innovative Project-Based Learning solution known as iBlocks, in addition to content on OTIS for educators professional development platform. Additionally, Michelle has her B.S. and M.S. in Marine Science. She previously worked as a STEM/STEAM and environmental science educator for various organizations and was a NSF GK-12 SPARTACUS Fellow. Michelle is passionate about communicating science and using new technologies to make information accessible to a variety of audiences. She is always excited to learn something new and share her findings with others.

Student Story: Diego’s Transformation Through Coding

Wed, 01 May 2024 21:39:13 GMT

One of the most rewarding aspects of education is observing moments when everything clicks for a student and their self-confidence grows. And although being a teacher is not all rainbows and sunshine, those lightbulb moments make all of the hard work worth it.

Miguel Sanchez, a fourth-grade teacher at Denver Public Schools, witnessed a student transform when he introduced computer science into his classroom.

Creating Learning Opportunities

In an elementary classroom of English Language Learners, Mr. Sanchez creates lightbulb moments for his students by providing diverse learning opportunities. He works hard to cultivate a safe and supportive classroom and knows each student has unique needs. Mr. Sanchez introduced Skill Stuck to his classroom over the past year and noticed its positive impact firsthand. By creating a new learning environment, he helped his students shine. One, in particular, was Diego.

Meet Diego

Diego is a young Latino boy whose bright personality and sense of humor often make his classmates smile. He is a smart kid with reading levels above average. That being said, like many students, he struggles to pay attention in class and complete his assignments. Socially he has some friends, but he has difficulty maintaining quality relationships in class and often finds himself in the calming corner-a space for students to regroup and manage their emotions.

From Learner to Leader: Diego’s Transformation

Diego’s journey unfolds as he experiences the world of computer science for the first time, through Skill Struck . Despite his behavioral challenges in other settings, Diego undergoes a remarkable shift during coding sessions. His enthusiasm for coding is palpable. Mr. Sanchez says, “He not only pays keen attention but also consistently completes assignments with proficiency.”

He is confident in coding and even submits extra work just for fun. By simply providing a new learning environment, Diego thrives.

What truly sets Diego apart when using Skill Struck is his desire to help his peers. Even those with whom he encounters difficulties elsewhere. In the coding classroom, Diego transforms; he becomes a supportive mentor. After quickly and correctly finishing his coding assignments he actively looks for students that need help. He fosters a collaborative and inclusive environment. He also has a passion for coding that positively impacts his classmates. He becomes a leader.

The Power of Passion and Positive Learning Environments

Diego’s experience with coding highlights the importance of providing new and positive learning environments for students. Using Skill Struck, Diego discovered not only a passion for coding but also a newfound confidence in himself as he became a leader in the classroom. Computer science created that lightbulb moment for Diego. His story shows that any student will shine with the right tools and encouragement.

"Diego’s passion for coding not only showcases his technical aptitude but also highlights the powerful impact that a positive learning environment can have on a student's behavior and engagement,” said Miguel Sanchez, Diego’s Teacher at Denver Public Schools.

To learn more about the positive impact Skill Struck can have on your students, schedule a demo with one of our representatives here .

*The student's name has been changed to protect their identity.

Skill Struck offers Computer Science and AI solutions for K-12 education, and empowers classrooms to learn today's technology skills through comprehensive curriculum, tools, and professional development.

A New Way Forward

Wed, 24 Apr 2024 15:03:11 GMT

What if social and emotional learning had never become capital-S SEL?

Students need social and emotional skills for school and daily life. Especially today, where technology can manipulate our emotions and erode our social skills unlike ever before. None of this should be controversial.

Yet somehow, strict lines have been drawn around what has now become known as SEL, and these tensions are preventing us from addressing present and future challenges in education.

What if there was a new way forward through the divide? One that integrates social and emotional development as part of academic learning. One that softens the lines and finds common ground between sides.

We think a new way forward is possible by making reflection a part of every learning activity, for every student, every day. We can explain this best by first explaining the reflective technology we’ve built to enable it.

A classroom built around Reflective Technology

Mirror is Swivl’s newest software / hardware classroom solution, which automates reflection, embeds it into daily classroom routines, and enables more and new social learning experiences.

In a fully-outfitted classroom, with 3-4 Mirror devices in a few corners of the room, and students using Mirrortalk.Ai software on Chromebooks or other devices, everyone can reflect at once, or even several times a day.

From reflections, Mirror generates feedback for teachers on how students think about their learning, and tracks the transformations students are experiencing. Teachers can use this as feedback to tailor their whole class and individual instruction. Student-friendly feedback is also generated instantaneously after each reflection, helping students build reflective skills, and gain motivation for learning.

Mirror also generates rich social and emotional insights, which can be routed to SEL coordinators or counselors, providing a real-time feed into the well-being of students throughout the building.

This new classroom technology setup has the chance to address so many of today’s challenges with SEL programs.

Focus on academics

What if students built social and emotional skills during regular classroom learning? What if teachers got social-emotional insights as part of this process? Mirror makes this possible.

We believe isolating social-emotional learning may be less effective and less efficient than the new way forward we propose. Even the best SEL activities can feel like mere icebreakers because they are invented scenarios, not real situations that call for social and emotional skills. It’s no wonder that many see this contrived approach taking up precious class time that could be spent elsewhere.

Building classrooms around reflection provides a new way for students to develop social and emotional skills within the context of real learning. Making reflection part of every individual and group activity means that students are constantly evaluating how their social and emotional experiences play a role in their learning. They are constantly getting feedback on how to tune their response to situations to better develop their reflective and broader academic skills. Because this approach also means more instructional time for teachers and better data for the whole school, it seems like the optimal path forward.

Most importantly, we believe integrating social and emotional skill building and academic learning can lead to better results in both areas. Emotions play a crucial role in learning and memory. Reflection can help students to identify and eventually regulate their emotions, enabling them to work through more challenging learning experiences and ultimately achieve better outcomes.

Generate authentic data

There are over 66 million search results for “SEL daily check-in,” pointing to the popularity of directly asking students about their emotional states as part of a classroom routine. But measuring students' wellbeing directly has the potential to become unreliable. Students can easily manipulate their answers to surveys or questionnaires based on the response they do or do not want from adults.

Instead, what if educators could get ongoing, accurate data about students’ emotional wellbeing as students went about their regular classroom activities? By evaluating the way students think and talk about their learning experiences, we can now get a more authentic look at students’ actual mindsets and sentiments.

Mirror generates longitudinal insights on unique yet useful metrics like:

Vibe: A score that gauges sentiment of students for teachers, and provides feedback to students on the most constructive tones for their reflections.
Zone: A score based on Zone of Proximal Development (ZPD) that measures optimal stress levels and provides feedback to students and teachers on increasing or decreasing the learning challenge.
Order of Mind: Leveraging Piaget’s Stages, and Kegan’s Constructive Development Theories, we report on what order of mind is being exhibited as a source of whether the way students are thinking about their work is developmentally appropriate.

Gathering insights this way has two major benefits. First, students develop their reflective skills, i.e. they improve their ability to narrate experiences, articulate feelings, and generate realizations about their learning.These are essential skills to making each lesson an object lesson.

Additionally, there’s less room for manipulation of responses when the assessment happens not through direct questioning, but by analyzing the language related to sentiment and mindset that students use when reflecting. This is now possible, and Mirror makes it easy , through the power of AI.

Getting More Social

Mirror is also built to enable small group learning and group reflection, and not the kind that is mediated by screens as is often the case with popular learning apps. We’re talking about small group learning with opportunities for eye contact, reading body language, and other essential social learning skills. These authentic interactions, along with the feedback and insights they produce, open up new potential in social learning as much as emotional learning with Mirror.

What kids really need is social experience they can reflect upon. Everyone knows that real group work is messy and complicated. Students need a chance to work together on real classroom challenges, and experience all the negotiation, cooperation, and mini-conflicts that emerge during the process. Then, they can come to new realizations about their social skills and learn from those of their peers, through reflection.

While group social learning experiences can be time-consuming for teachers to plan, manage, and assess, our reflective technology makes group work and reflection seamless for students, and stress-free for teachers.

The new way forward

As stances around the nation towards SEL go from ideas to policies, we believe that we won’t be able to resolve this issue by ending the existing debate and picking a winner.

Instead, we need to chart a new way forward, one that acknowledges the undeniable need for students to build social and emotional skills, but to do it in a way that keeps the focus on academic learning, and transcends name-calling and politicization.

Reflective technology is the essential piece that allows us to travel this new path. By prioritizing students’ reflective skills, we can help them evolve through the challenges of modernity by building academic, social, and emotional skills in a new, integrated way.

It’s time to evolve our understanding of social and emotional development, and in doing so, help all students evolve themselves, too.

Brian Lamb is the CEO and Co-Founder of Swivl, a reflective tools company. Connect with Brian on X (Twitter) @blambroll.

Infusing Transferable Skills in PBL Projects

Wed, 17 Apr 2024 23:44:00 GMT

“When am I ever going to use this?” That’s a question you just don’t want to hear when you’re teaching. For students, learning needs to feel purposeful and relevant. There are many ways to infuse transferable skills into every lesson, especially project-based learning (PBL) projects.

One of my favorite examples stems from my early days of integrating STEM and PBL into middle school science lessons. Through a grant with the National Science Foundation, I was working as a “resident scientist” in a sixth grade science classroom. One of our goals was to be able to communicate scientific research in a way that anyone could understand. At the time, I was studying an invasive grass known as Phragmites australis ( even if you don’t know Phragmites by name, I’m sure you’ve seen it when driving along the highway or if you’ve ever trudged through a wetland).

As part of my work, I was creating drifters to track the movement of the water currents and potential for the plant to spread. Of course, I realize that most people would never need to actually create a drifter, but the goal was to introduce real research that scientists were doing. This activity involved concepts with transferable skills – solving a problem within a set of design constraints.

I gave my students the example of how I used a plunger, a compass, and transect tape to know where I needed to sample leaves. Another example in the lab involved using a salad spinner to prepare samples - rather than a fancy machine.

The Challenge

Design a device with the following rules:

The top of your creation must be level with the water’s surface and remain there for a period of 30 seconds
At least 3 cm of the drifter must be under water
Your design needs to be able to hold a “GPS” and be protected from the water
You must stay within your budget of $50

Students learned about drifters before needing to draw a plan and label the materials they would use, and this plan had to be approved before they even received their “grant” money.

They were provided a sales flier to “Roger’s Hardware and Marine Supply” to determine what materials they had available for purchase and what they cost. Here, they learned that not all materials were in unlimited supply, and there were return policies as well. Therefore, not only were students engaging in the design of a scientific tool, they needed to shop and budget as well.

It has always been my passion to educate others that although the scientific process may feel rigid to some, it actually involves a ton of ingenuity and creativity. It was my job to emphasize this message to students, remind them that not all scientists wear lab coats, and show them possibilities for future career opportunities. Transferable skills develop through meaningful PBL experiences, and it is easier than you might think to instill them across all disciplines, including this personal example of scientific research.

Lesson 1: Transferable skills are everywhere and can be applied in many different ways.

Off the bat, students were tackling the following skills:

Solving problems
Creating innovative solutions to complex problems
Prioritizing tasks
Designing experiments
Identifying possible solutions and selecting the most appropriate ones
Observing and discovering
Attending to detail
Cooperating and interacting effectively with others
Making decisions with others
Involving group members to evaluate solutions
Developing a budget accurately estimating expenses

…and more!

I’ve carried this transferable skills checklist and worksheet from the Missouri State Career Center since I discovered it years ago. It demonstrates that the skills you learn in your classes are “not limited to just one discipline.”

PBL projects are loaded with opportunities to build on skills under the following categories:

Communication
Research, planning, and investigation
Interpersonal skills and human relations
Work survival
Organization
Decision making
Leadership
Financial management
Critical thinking and problem solving

A professor of mine once said that education is all about “learning how to learn”. We would forget the complex calculations we did, the facts and figures, etc. However, if we understood how to go about the process of learning and using these skills, we would be prepared for anything. Success comes from knowing how to search for the right information, problem solve, and be willing to try something new.

Lesson 2: The engineering design process facilitates skill acquisition with hands-on learning.

By nature, the engineering design process (EDP) starts with research. Often, this part of the EDP gets breezed over or even skipped due to time constraints. However, it should be encouraged because simply learning where and how to find accurate, trustworthy, and reliable information is the first step to success. A project should not begin without any background information on what has already been done. Other people have tried, failed, and tried again, and we should be able to learn from their successes and missteps in order to progress.

The next steps in the process include imagining solutions, prototyping, testing, improving, and even presenting their work. For those who have never taught PBL or used the EDP, it might seem overwhelming to give more control to students, but the change is worth all of the benefits. By altering direct instruction to something that is student-led and teacher-guided, students are more invested in their learning and teachers are no longer expected to be the sole experts; everyone can learn alongside and support each other. There isn’t one single, right answer - the possibilities are endless! These reasons only graze the surface of why you shouldn’t be afraid of PBL.

Lesson 3: You’re not alone!

Teq can help! With the mantra, “It’s All About Learning” - Teq’s iBlocks, or ‘instructional Blocks’ are designed to enhance students’ problem solving and future-ready skills through sequences of lessons and activities that culminate in capstone projects. These innovative PBL solutions are designed to provide practical applications to the theories and concepts found in core subject areas and beyond.

They align with the top ten skills of the World Economic Forum:

Analytical thinking and innovation
Active learning and learning strategies
Complex problem-solving
Critical thinking and analysis
Creativity, originality, and initiative
Leadership and social influence
Technology use, monitoring, and control
Technology design and programming
Resilience, stress tolerance, and flexibility
Reasoning, problem-solving, and ideation

Further, students get to monitor and take greater ownership of their skill building through the use of student self-assessment rubrics and reflections based on a matrix of transferable skills.

Even if you aren’t yet able to do a large scale project, start small. Pick a couple of skills to focus on and recognize how and when you can incorporate them into your lessons. Have students identify the skill(s) and continue to reflect on their use - citing how they incorporated them and how they can continue to work on improving them. You’ll have students building their toolkit in no time!

Check out the following resources for more tips and tricks.

Reflection: the under-emphasized key to learning

Wed, 03 Apr 2024 19:25:53 GMT

For centuries we’ve known there are two requirements for learning: engagement and reflection. Yet, in recent years we’ve greatly emphasized engagement, often at the expense of reflection. It’s enough of a shift to wonder, is that the right direction?

Jean Piaget argued that we reflect on our experiences to move through specific life stages. Similarly, Robert Kegan argued that we advance to the next stage of development when we’ve reflected on issues from the previous stage, a process of mental transformation .

They, and others, came to the same conclusion about learning: we engage with people, activities, and information, then we reflect. As a result, we make new realizations that become a part of us. That’s how learning and growth occur.

However, modern students experience a massive imbalance of these two requirements. Students’ lives are filled with more engagement than they can handle, and arguably less reflection than they need. The reflection that is part of their school experience is too limited.

Teachers are increasingly feeling that they have to work harder than ever to reach students whose test scores and behavior often seem to be getting worse.

We believe a new path forward that addresses these challenges is possible by seeing reflection for what it is: a necessary tool for learning.

Over-engaged

Many students are over-engaged before they even enter school.

Addictive social apps, immersive video games, and, now, powerful generative AI present kids with people, places, and experiences far more interesting than the four walls of a classroom.

How can a math worksheet compare to viral videos? More and more, we’re seeing that it doesn’t.

It seems that classroom learning has become just another experience for students, albeit not a very engaging one, and one that currently doesn’t help students develop the ability to see themselves as learners.

As many report, if learning doesn’t capture students’ attention, they see no reason to pursue the challenge. Take for example, the recent post on X, in which a student reflection included the response “I don’t really see school as a place to learn. I see it as doing work to achieve a grade.”

Ironically, pursuing student engagement as a standalone goal is a common response to these challenges of modernity. If teachers made class as interesting, relevant, and entertaining as students’ digital lives, the thinking goes, they might sit down and do the work.

But school will never be as engaging as consumer technology, nor is it obvious that it should be. For one, the precise relationship between learning and engagement is still surprisingly unclear . As renowned education thinker Alfie Kohn said , “Engagement is insufficient because we need to consider whether a task demands mental effort.” Emphasizing engagement overlooks the other required piece of the learning process, reflection.

Reflection is the antidote

We believe students need more reflection than ever to integrate their daily learning experiences.

Through a significant increase in reflection, students will have the opportunity to integrate their subjective learning experiences as objective lessons and to start seeing themselves as learners again.

When students are presented with quality, relevant reflection prompts on a regular basis, and they receive feedback to help build their reflective skills, they gain the ability to:

Narrate their learning experiences with increasing levels of detail and accuracy
Identify feelings they’ve experienced about or during their learning
Think through new realizations that arise from experiences, and
Plan goals or next steps to make use of new learnings

The sequence above describes the process of transformation of the mind - where subjective learning is turned into objective lessons, and students gain the ability to see themselves as learners. Yet reflection’s place in school as a required tool for learning has been limited or often even removed, especially amidst recent educational trends.

Where reflection is most common today is in SEL programs. While reflection for SEL is indeed valuable, we need to remember its important place in the learning process, so students can reap its full benefits.

Perhaps most importantly, we should recognize that reflection is the integration of learning and social-emotional development into one process. Seeing this opens up possibilities for new approaches in both areas.

Transforming minds

There are a few different perspectives on how to handle education’s challenges of modernity. Some advocate for a reversion to tradition, with a focus on academic rigor and emotional resilience. Others make a more progressive case, leaning into student engagement and social-emotional needs above all else.

We’re realizing that the best path forward is a new, third way that integrates the best of both sides. One that is both uniquely possible and uniquely needed today.

This new path we’re forging is where teachers pair every opportunity for student engagement with high-quality student reflection, and personalized, immediate feedback in response to those reflections. Now, with the power of AI, we can make this a reality. This approach, which can restore reflection’s place as a requirement for learning, builds students' social and emotional skills in the context of supporting their academic learning.

Most importantly, when we finally restore reflection’s rightful place in our over-engaged world, we give students the skills and opportunity needed to integrate all their subjective experiences into objective lessons, transforming their minds for the better.

Let’s go beyond giving students more to think about. Let’s help them build a better mind to think with.

Learn more about Swivl’s newest reflection tool, Mirror.

Brian Lamb is the CEO and Co-Founder of Swivl, a reflective tools company. Connect with Brian on X (Twitter) @blamb.

Student Advocacy Day: One Day with a Huge Impact

Thu, 28 Mar 2024 19:12:54 GMT

President John F. Kennedy once said “Leadership and learning are indispensable to one another.” Student Advocacy Day exemplifies this quote unlike any other event I have been a part of as an educator. Student Advocacy Day (Formerly Tech 20xx) is an annual event led by IDEA Illinois where students and their teachers from across Illinois showcase work they have done throughout the year using technology at the State Capitol building in Springfield. It’s an incredible opportunity for students to directly speak to their state senators and representatives about the impact technology has had on them, and advocate for more technology in Illinois schools.

I’ve been fortunate to have had the opportunity to take students to Student Advocacy Day twice (in 2019 and last year). Despite the high impact and importance of the work, the process of applying to the event and taking students was relatively simple for me as an educator. IDEA found all the contact info for our state senator and representative, and they created templates for materials to reach out to them before the event. Student Advocacy Day itself has a science fair-style format that makes it easy to prepare students to be successful sharing material where they already have expertise.

It’s hard to overstate the impact that Student Advocacy Day had on our students during both years of attendance. An eighth-grade student who attended Student Advocacy Day last year shared, “It was a really unique experience. I felt privileged to go to the State Capitol. I got to share what I built with leaders who cared about what I made. It made my work feel important.” We were also able to use Student Advocacy Day to build relationships with our representatives. Our school’s State Senator Julie Morrison and State Representative Bob Morgan both visited our campus in 2020 to see student technology demonstrations from dozens of our students because of the connections we made in Springfield.

I would highly encourage any educator who incorporates technology in their classroom to consider submitting a proposal for Student Advocacy Day. You will not regret giving your learners a once in a lifetime leadership opportunity.

Greg McDonough is the Innovation Space Director at Lake Forest Country Day School. He’s on the board of the North Suburbs Chapter of IDEA.

The Emerging Role of Digital Portfolios in K12 Education

Wed, 27 Mar 2024 16:41:08 GMT

In the dynamic landscape of K-12 education, digital portfolios are gaining traction as powerful tools for student growth and assessment. Let's explore why portfolios are relevant in the K-12 sector.

Holistic Assessment:

Traditional assessment methods often fall short in capturing the breadth of student learning. Portfolios provide a comprehensive view of students' capabilities, showcasing academic achievements, creativity, and personal growth. This aligns with competency-based education principles, prioritizing skill mastery over standardized testing.

Personalized Learning:

Portfolios empower students to curate content reflecting their unique interests and talents. From science experiments to digital artworks, students can personalize portfolios to showcase diverse skills and accomplishments, fostering ownership of their learning journey.

Engagement and Collaboration:

Portfolios facilitate meaningful interactions between students, parents, and teachers. Sharing portfolios invites parents into students' learning journeys, enabling targeted feedback and tailored instruction to support individual needs effectively.

Future Readiness:

In an increasingly digital world, digital literacy and communication skills are crucial. Portfolios not only display academic achievements but also cultivate a positive digital identity, essential for success in higher education and the workforce.

Now, where does Wakelet fit in?

Wakelet is a versatile content curation platform offering portfolio creation. With its user-friendly interface, students can curate diverse content formats easily. Wakelet promotes collaboration, enabling peer learning and facilitating feedback. Its accessibility features ensure inclusivity, allowing all students to participate in portfolio creation.

Juli is a talented business school grad who has been curating her Wakelet Portfolios since High School. Check out her amazing portfolio!

Digital portfolios are vital for K-12 education, offering holistic assessment and personalized learning experiences. Wakelet empowers educators to harness the power of portfolios, fostering student growth, and cultivating essential skills for lifelong success. Want to learn more, arrange a call with the Wakelet Team and discover how you can get involved.

Michael works on the Wakelet Growth Team and is fascinated by the changing landscape of education. The whole Wakelet Team is passionate about empowering student success, and Michael is excited by the journey of supporting teachers and students in showcasing their talents, achievements, and unique personalities!

Cardinal Tech and Advocacy Day

Thu, 21 Mar 2024 17:02:51 GMT

This previously published blog post tells about the impact and importance of Students for Innovation: Advocacy Day from a teacher’s perspective. If you’ve never been involved, Ami Young’s blog gives you an idea of what Advocacy Day is and how her students have been able to amplify their voices through Advocacy Day.

My students and I have participated in Advocacy Day for the past few years. This experience is one of a kind for students, which is unique from other tech events. Not only do they get to showcase what they have learned over the school year, but they get to present in a historical location, our Illinois state capitol. This unique experience also allows them to view their peers' presentations and in turn learn new ideas. This opportunity also allows my students to really use their voices to promote what they love and for many builds confidence to come out of their shells and be heard.

Over the years, my students have presented on many different topics including merge cubes, animation, and unique discussions regarding our T.A.P. (Technology Apprentice Program) club. During Covid, in-person opportunities were limited.That year one of my 7th graders was presented with a unique opportunity in place of Advocacy Day. She presented a topic regarding our Technology Apprentice Program and worked with a provided coach to write a chapter for the Ideas to Amplify Student Voice book that was later published..

Demonstrating our skills learned from school and our Technology Apprentice Program at Advocacy Day is an amazing opportunity. In addition to presenting at the state Capitol Building, the students are able to build on community and enjoy exploring the state capital and the surrounding area landmarks. Overall, this is a truly remarkable experience for my students. My students still reflect on these unique experiences as young adults.

Ami Young is a K-8 Technology, 6-8 Science, STEM, Career & Consumer Concepts teacher at St. Dennis School. She has been teaching for about 26 years, and technology has always been a passion of hers.

This blog was originally posted on March 15, 2023.

Students for Innovation: Advocacy Day….or Tech20xx

Thu, 07 Mar 2024 15:53:14 GMT

Students for Innovation: Advocacy Day is an Illinois Digital Educators Alliance event that has been around for 30+ years. If you’ve never participated or attended, you may not know what it is or why it is so important and impactful. This post offers a former superintendent’s perspective on how Advocacy Day is amplifying student voices in a big way and why you should be involved. Author John Closen was a superintendent at the time he attended his first Advocacy Day, and he has been a staunch advocate for the day ever since! This year, Advocacy Day will be held on Thursday, May 9. Find out more and apply to attend here .

Approximately 35 years ago I remember receiving some type of notice about an event called Tech 22xx being held in Illinois. Being some sort of tech geek, this caught my interest. I decided to look into it. It was a concept that I thought was amazing. I decided that I was going to get my students involved. Since I was a school superintendent at the time, it was easy to “persuade” my principals to participate.

In the late nineties our idea of technology was pretty basic, but many of our students were excited about anything new that involved technology. I don’t even remember what type of project we presented. It didn’t matter. What mattered then, and still matters today, is the look on the students’ faces as they stood next to their projects and answered questions the many politicians, fellow presenters, and news media directed at them. Every time I attend this event, the building is filled with excitement and enthusiasm. I see students beaming, teachers that are proud of their students, and adults who are filled with curiosity about the projects and what role the students played in creating the projects.

Over the years I have been asked why schools should be involved in this event. Aside from the impact it has on students, there are many other reasons. By participating in this event, local politicians get a chance to visit with the students and teachers to find out what is going on in the school community. School leaders from around the state are given the opportunity to see what other schools are doing with technology and this can generate more enthusiasm for more projects. ISBE leaders can come and see what the schools are doing with funds given to them. News media, both locally and in Springfield, can help create additional publicity that informs the local school’s community what they are accomplishing in their schools. It is positive PR for everyone!

Finally, it has a positive impact on the many, many people who help make this event possible. I know, because I am a past Chair of the Tech 20xx Committee, a past President of IDEA, and a current cheerleader for this event. Thank you to IDEA and to the Students for Innovation: Advocacy Day/Tech 20xx Committees for all of your efforts over the years.

John Closen is a retired school superintendent, a retired university professor, and a former Director of the Area III Learning Technology Center. He has also served on the board of Directors for the Illinois Digital Educators Association (IDEA) and the Illinois Association of School Administrators (IASA). He continues to work in the area of education by facilitating digital skills classes for the Goodwill Industries of Central Illinois.

This blog was originally posted in March 2022

Advocacy Day is the Perfect Forum to Show How Literacy and STREAM Learning Collide in Our School Library

Thu, 29 Feb 2024 18:30:05 GMT

Some people stumble when they try to decide what to call me and what to call the space I teach in, somehow assuming that the word “library” alone will bring about images of those silent, spiritless rooms of yesterday where kids simply check out books and leave. They aren’t entirely wrong - as a matter of fact, folks outside of the education world are still dumbfounded when I tell them I don’t just check out books all day long! There is a huge misconception as to what school libraries are all about and many people, including lawmakers, are failing to see the power that school libraries have to redefine learning and create learners who thrive on collaboration, creativity, and critical thinking. This is exactly why we need events like Advocacy Day. We need a forum that will allow our students a voice to bring awareness to the amazing things happening in our classrooms and in our libraries, especially in times where budgets are being cut and school libraries are disappearing.

I see Advocacy Day as a perfect opportunity for my students to showcase just how STREAM learning (we cannot forget the “R” for reading!) has flourished in our school and changed the way we approach literature in our library. Thanks to what I have coined “BlueSTEM Challenges,” our students now do more than just read - they use literature as a springboard to engage and connect with hands-on activities such as creative makerspace projects, engineering challenges, coding, and robotics. The Bluestem Book Award program is a Reader’s Choice Award for 3rd-5th graders in Illinois. Named after our state grass, the Bluestem Award program encourages students to read a variety of diverse and engaging books and then vote for the nominee they feel most deserves the recognition of being named a Bluestem Award winner. In my “BlueSTEM Challenges,” we read a Bluestem book together and follow it up with a STREAM activity designed to help students make connections to and further their understanding of the text.

Of course, none of this could be possible without the funding to support our school initiative of bringing more STREAM learning opportunities into the hands of our students. Only when our state lawmakers see the excitement in our students’ eyes as they explain how they have learned to code robots, design and build 3D models, and execute engineering feats will they understand their important role in funding our schools to be the dynamic and engaging hubs of innovation our students need them to be. And maybe… just maybe, they will finally realize that school librarians are not just checking out books all day long but are instead providing learning opportunities that will mold our students into passionate, lifelong learners!

Kristy Gilbert is a 3rd - 5th grade school librarian in Orland Park. In addition to being the driving force behind her library’s recent recognition as an “Exemplary School Library” by the Association of Illinois School Library Educators (AISLE), she is also an Apple Teacher, an Apple Learning Coach, and an ISTE Certified Educator. Her dynamic library program is centered around the tenets of STREAM Learning, Digital Citizenship, and Information Literacy and has helped earn her school the distinction of being an Apple Distinguished School.

This blog was originally published on March 22, 2023

Inclusion in Education: Giving a Voice to All Students

Thu, 15 Feb 2024 16:43:28 GMT

As a former special education teacher, I understand the challenges of keeping all students engaged and motivated in the classroom. Inclusion is one of the most important ways we can level the playing field and deliver engaging learning experiences for all.

Strategies that foster inclusion in education are essential to amplify the voices of every student, regardless of their mode of communication. In this blog, I offer strategies and considerations that all educators can take into their classroom to provide inclusive learning environments, regardless of their students abilities or disabilities.

Traditional classroom dynamics

Traditional classroom dynamics often erect language barriers, particularly for nonverbal students or those who struggle with verbal expression. The predominant lecture format fails to cater to diverse learning styles and can disadvantage many students.

Teachers aren’t using a lot of visuals, which closes off opportunities to reinforce the learnings. Anyone who doesn't learn well by listening alone is at an extreme disadvantage in today's classrooms.

Moreover, frustration ensues when students cannot meaningfully engage with the material or express their understanding. This frustration can impact their overall attitude towards school and learning, leading to disengagement and poor academic outcomes.

Empowering students through technology

However, technology offers a solution by diversifying the modes of engagement with learning material.

Multi-modality, or making content accessible by presenting it in multiple formats, is an excellent example of inclusion in the classroom, ensuring student voices are heard equally. Universal Design for Learning (UDL) is a widely accepted approach to learning design.

Many educators rely on Universal Design for Learning. It's a holistic approach to learning where educators use all different modalities and design learning in a very intentional way for all learners.

Technological advancements have integrated features like creation tools, dyslexia fonts, and auditory prompts into educational software, enhancing accessibility and ease of use in the classroom.

A gateway to inclusive learning

Lumio is a digital learning tool that transforms lessons into collaborative learning experiences. It allows students to learn from their own devices, participating in class, from home, or on their own time. The range of possibilities and flexibility of Lumio make it a superior example of inclusion in the classroom.

One of my favorite features in Lumio is the ability to record up to five minutes of audio to aid in classroom instruction. This can be used to reinforce directions for those who need repetition or to accommodate students who struggle with reading.

With Lumio, students can all participate in learning in ways that align with their capabilities and strengths. They can listen to the teacher, watch what’s happening visually, and touch or click to offer a response, all with their existing hardware or devices to ensure ease of use.

Lumio also offers translations for ESL students who need materials translated into their native languages. With this functionality, teachers can easily present lessons to all students and encourage their participation equally.

Breaking down barriers for student success

Diverse learning needs shouldn't create separation in a classroom or allow obstacles to block students' ability to learn, engage, and express themselves at school. Removing these barriers increases collaboration and creates inclusive classrooms that nurture skills and confidence.

Educators must consider accommodations for diverse learners to connect them to learning. In traditional classrooms, these students often don’t enjoy attending school, they rarely connect with their teachers, and the material becomes frustrating.

Our students don’t understand why they can’t access the material. But when we remove those barriers with technology, we see student engagement and achievement skyrocket, and learning becomes fun. The outcomes increase at every level.

Technology has the power to amplify student voices and create inclusive classrooms where every student is heard. By embracing tools like Lumio and adopting inclusive practices, educators can foster a learning environment that celebrates diversity and empowers every learner to succeed.

Diverse learning needs shouldn’t create separation in a classroom or allow obstacles to block students’ ability to learn, engage, and express themselves at school. Removing these barriers increases collaboration and creates inclusive classrooms that nurture skills and confidence.

How can the right technology amplify student voices to create inclusive classrooms? Try Lumio for free to explore the possibilities for your students.

Anna Tansey is the Education Sales Consultant for SMART Technologies and former special education teacher. SMART Technologies is a leading provider of technology solutions that inspire greatness in classrooms and workplaces across the world. SMART is powered by the connections that m atter most - to students, teachers, community, and learners of all ages. SMART delivers an integrated solution of software, hardware, training, and services that are designed for superior performance and ease of use. After 30 years in the market, SMART remains a world leader in interactive displays.

Unearthing Hidden Stories: The Importance of Teaching Missing Narratives in History

Wed, 14 Feb 2024 16:01:39 GMT

In her famous TED Talk, Nigerian author Chimamanda Ngozi Adichie warns of the danger of a single story. She explains how growing up, she only read books about British and American characters, and it wasn't until she read African literature that she saw people who looked like her and had similar experiences. This single story of the world can lead to stereotypes, misunderstandings, and a limited understanding of the complexities of different cultures and histories.

Similarly, the dominant narrative in history has been written by those in power, often leaving out the perspectives and experiences of marginalized communities. This has resulted in a distorted and incomplete understanding of our collective past. By reclaiming history and teaching missing narratives, we can break free from the single story and gain a more nuanced and accurate understanding of our past.

There is a saying in the history sphere of teaching that teaching the non-dominant history is called “teaching hard history.” I believe that this is not “hard” but “necessary” history. History is often described as a collection of stories from the past that helps us understand how our world has evolved. However, traditional history education has often overlooked, marginalized or even erased certain narratives, leaving behind stories that are crucial for a comprehensive understanding of our past. The importance of teaching missing narratives in history provides a foundation on building a more inclusive society.

History education should not be about memorizing facts but about developing critical thinking skills. When we teach missing narratives, students are encouraged to question the dominant narratives they have been taught. They learn to analyze sources, consider multiple perspectives, and form their own opinions—a skill that is invaluable in today's world.

For many students, they do not see themselves in the history curriculum that is being taught, therefore, aligning curriculum that reflects student lived experiences provides a culturally responsive lens. Culturally responsive teaching is an approach that recognizes the importance of incorporating students' cultural backgrounds and experiences into the curriculum. By teaching missing narratives, we can make history more relevant and relatable to students' lives. This can help students see the connections between the past and the present, and understand how historical events have shaped the world we live in today.

Teaching missing narratives in history allows us to broaden our perspectives and gain a more holistic view of human experiences. When we only focus on dominant narratives, we miss out on the stories of communities, individuals, and events that have shaped our world. By including these missing narratives, we not only honor the voices that have been silenced but also enrich our understanding of history.

Many missing narratives in history are a result of historical injustices and systemic biases. By teaching these narratives, we acknowledge past wrongs and work towards correcting them. It's a step towards justice and reconciliation with the past, helping to ensure that such injustices are not repeated. History is not just about the past; it also shapes the present and future by inspiring change. Students who learn about the struggles and achievements of those who have been marginalized are more likely to become advocates for justice and equality. History is not just a collection of facts and dates; it is a reflection of the human experience. When we teach missing narratives, we encourage empathy and compassion. Students can better relate to the struggles, triumphs, and challenges faced by people from diverse backgrounds. Students can also learn how groups overcame injustice that led to the creation of laws or policies that impact their lives today. This empathy can translate into a more compassionate and understanding society.

Our society is becoming increasingly diverse, and it is essential that our history education reflects this diversity. Teaching missing narratives ensures that all students can see themselves represented in history, fostering a sense of belonging and pride in one's heritage. Students can also find connections between their own communities and those of other communities and how we build on the knowledge and strengths of each other to create the larger harmonious collective of society.

Incorporating missing narratives into history education is not only about rewriting history but about enriching it. It's about acknowledging the stories that have been ignored, silenced, or forgotten and giving them the place they deserve. By doing so, we create a more inclusive, empathetic, and informed society—one that can learn from its past to build a better future.

Abeer Ramadan-Shinnawi is a Palestinian American educator of 20+ years. She has held leadership positions in the U.S. in various school and district settings. Abeer is a veteran middle school social studies teacher who has used her upbringing as a child of immigrants to help connect students, schools, and communities. She has worked with schools, cultural institutions, and publishers throughout her career to provide curriculum, content, and activities that reflect BIPOC students and teachers. Ramadan-Shinnawi started her own education consulting business in 2019 called Altair Education Consulting out of a need to create learning pathways about Muslim and Arab youth for all educators but also provide educational materials, professional development, and speaking sessions about amplifying the voice and history of the Arab/Muslim American communities.

Experimental Teaching In Progress!

Wed, 07 Feb 2024 20:48:15 GMT

Anytime I try something new in teaching I get nervous. Whether it was back when I was teaching first grade, or to my present day college courses and leading workshops for conferences around the world, I am always scared things will flop and I will look like a fraud. I will never forget the time my lesson on animal adaptations went awry when the blubber bags filled with lard busted and turned my classroom into a grease pit. It was a chaotic disaster that ended with 3 students having to call home for a change of clothes. I cried that afternoon. I felt shame. My perfectly crafted lesson was a mess. Literally.

The next few weeks after that lesson, I played it very safe until I got the itch, and courage, to try something new and exciting again. In order to give myself a boost of confidence that I needed for an adventurous lesson, I created this stop sign for my door. As you can see it says, “experimental teaching in progress!” There was something about this sign that gave me a bravery boost. It reminded me that so much of what we do in the classroom is experimentation. Experimenting with new ideas, new ways to deliver them, new ways to assess them, etc. Every year, every day, every moment of teaching is one experiment after another as we seek to connect the learning to learners who are changing every second of the day. Their moods are up, down, back, forth, and their brains, like ours, are often distracted by so many real world issues that can make teaching very difficult. Hanging this sign on my door reminded me of that fact and allowed me to feel much more freedom in the work.

As I think about the time I will spend at IDEAcon soon, I am reminded that we will all be there learning new ideas, strategies, and methods that we will then take back to our classrooms to experiment with. Some will work. Some won’t. Some will be busted blubber bags. Regardless, we will try, we will do our best, and experimental teaching will happen. When it does, I hope you will print this sign and hang it on your door so that you can remember, none of us are perfect and we are all just in the midst of becoming the best teacher we can be, one experiment at a time.

Grab the sign here .

Jed Dearybury began his education career in 2001. He was featured in GQ Magazine as Male Leader of the Year, met President Obama as the South Carolina honoree of the Presidential Award for Excellence in Math and Science Teaching, and was named top 5 finalist for SC Teacher of the Year. He was also the very first Milken Fellow from South Carolina in 2016. Since leaving 2nd grade in 2015 he has been leading professional development across the country, and training the next generation of educators through teaching in Higher Ed. He published his first book,The Playful Classroom in June 2020. His second book, The Courageous Classroom, released in July 2021. Book number three, The Playful Life, was released in October 2022.

AI & Equity: Unveiling Bias and Building Bridges

Thu, 01 Feb 2024 17:19:22 GMT

We've been talking about AI in education, its potential, and the pitfalls to avoid. But one crucial conversation often gets swept under the rug: bias. We hear whispers of "identifying bias" or "ethical AI," but rarely do we get concrete tools to tackle these complex issues.

That's where my "A.M. I. R.ight?" framework comes in. Which, if any, of the following apply to you:

These simple yet powerful prompts help us confront our own biases, the unseen baggage we carry around. It's the essential first step before we even think about AI bias. But how do we move from self-awareness to identifying bias in AI outputs? The answer lies in a brutal mirror: how vigilant are we about spotting bias in ourselves? Can we sniff out our own prejudices against certain people, ideas, or even articles we mistake for truth? Do we lean towards or against things without digging deeper, unwilling to be proven wrong?

Only then can we truly begin to see the bias woven into AI output. Because let's face it, these tools are trained on data sets, and data sets are inherently flawed. They're built on the biases of the people who created them, reflecting the inequalities and blind spots of our world.

So, what can we do? How can we leverage AI's power without perpetuating harmful inequities? Here are some keys:

Become a bias detective: Develop critical thinking skills to question everything, including AI outputs. Don't blindly accept what machines tell you.
Seek diverse perspectives: Expose yourself to voices and viewpoints different from your own. Challenge your assumptions and expand your understanding of the world.
Demand transparency: Ask how AI tools were trained, by whom, and on what data. Look for red flags of bias and advocate for fairer data sets.
Embrace continuous learning: This journey is never-ending. Stay updated on the latest research on AI bias and keep refining your own ability to identify and combat it.

And for those who want to delve deeper, there's more:

My first book, Demarginalizing Design , explores how bias infiltrates design and how we can create more inclusive solutions.
My upcoming co-authored book with Ken Shelton tackles the very topic of ethical and equitable AI use (title TBD). Stay tuned for updates!

Let's not let AI become another tool that perpetuates inequalities. By acknowledging our own biases, critically examining AI outputs, and demanding fairer data sets, we can build a future where technology empowers, not marginalizes. Together, we can bridge the gap and create a truly equitable AI landscape in education and beyond.

Remember, the fight against bias starts with awareness and action. Let's embark on this journey together, with open minds and critical hearts.

Speaking of transparency, yes, I did indeed use AI to help edit this post based on my own words. Below is a sample prompt all educators and students should utilize:

Act like a copyeditor and proofreader and edit this manuscript according to the Chicago Manual of Style. Focus on punctuation, grammar, syntax, typos, capitalization, formatting and consistency.

Dee is the author of Demarginalizing Design and a passionate and energetic educator and learner with over two decades of instructional experience on the K-12 and collegiate levels. Dee holds Undergraduate and Master’s degrees in Sociology with special interests in education, race relations, and equity. Dee is an award-winning presenter, TEDx Speaker, Google Certified Trainer, Google Innovator, and Google Certified Coach that specializes in creative applications for mobile devices and Chromebooks, low-cost makerspaces, and gamified learning experiences. Dee is a founding mentor and architect for the Google Coaching program pilot, Dynamic Learning Project, and a co-founder of Our Voice Academy, a program aimed at empowering educators of color to gain greater visible leadership and recognized expertise. Dee is also the creator of the design thinking educational activities called, Solve in Time!® and Maker Kitchen™️ and co-host of the Liberated Educator podcast. Dee practices self-care by reading, playing percussion, and roasting, brewing, and drinking coffee.

Diving into AI in Education

Wed, 24 Jan 2024 20:15:55 GMT

Over the past six years, I have been learning about, teaching, presenting on and writing about artificial intelligence. I didn’t know that much when I first started research in October of 2017, but I was greatly interested in learning all that I could. I decided to start teaching about AI in my eighth-grade STEAM Emerging Technology course that following spring and took it as an opportunity to learn with and from the students. I was fortunate to also have the opportunity to take the ISTE U course on AI provided by GM and build my confidence for the following school year, enough to then start presenting sessions and even workshops about AI at conferences.

Now, after the first five years, and especially since the launch of ChatGPT in 2022, I have really enjoyed the continued learning and sharing of ideas with others. There are so many resources available to support educators, and in my work as a classroom educator, a presenter, and sometimes a tech coach, I want to know as much as I can to help others dive in. All educators need to explore and understand AI so that we can best prepare our students. Dave Touretzky , the founder of AI4K12 stated: “It’s important that children be given accurate information about AI so they can understand the technology that is reshaping our lives.”

We have seen how fast the landscape is changing in education and the world of work as a result of AI. The Jobs of Tomorrow report predicts an influx of jobs in artificial intelligence, cloud computing, cybersecurity, and data analytics. The Job Skills Outlook now lists artificial intelligence and data analytics as the number three skill on its top 10 list. Because of this predicted demand, we need to embrace the technology and create learning experiences for students to delve into the benefits of AI and gain a deeper understanding of potential concerns and how it will impact their future.

Tips to get started

Educators need to take time to explore the various AI tools available, whether first starting with ChatGPT or testing some of the other generative AI tools available for educators. Once educators understand how these technologies work, the impact they can have on efficiency and productivity for teachers, and the benefits for personalized learning for students, for example, then it is important to bring a few into the classroom. Exploring these tools together with students will equip them with the skills needed in the future workforce. It is also important to be mindful of an overreliance on tools and find a balance between the use of AI-powered tools and traditional teaching methods. Technology integration needs to be purposeful and in alignment with educational objectives. Learning with students, we can model the ethical and responsible use of these technologies to best prepare them for the future.

Benefits and resources

Beyond the use of AI for saving time, creating content, and providing differentiation for students, it can also be used to help students who need alternative ways to build confidence and social-emotional learning (SEL) skills. Chatbots have been used to help students develop social and interpersonal skills or have access to a virtual tutor, as they build their skills and comfort at their own pace. Some tools offer different ways for students to share what they have learned and receive instant feedback that they can act upon. Each of the many tools available offers benefits and are quite versatile, just always remember to check the security guidelines and make sure tools are in compliance with school policies and COPPA and FERPA.

Five resources to explore

AI4ALL provides educators with ready-to-run presentations that include activities, lessons, videos, and more on important topics such as bias and ethics . AI4ALL is a nonprofit organization that is dedicated to increasing diversity and inclusion in AI education. They offer high school students a free program for learning about AI through a “ build your AI for good ” project.
Code.org : In addition to the many coding and STEM resources, it also has AI materials available. There are videos available that focus on different concepts and applications of AI.
Eduaide.AI is a platform for AI-assisted lesson planning. You can choose from more than 100 types of resources, such as class activities, email templates, quizzes, virtual labs, lesson plans, and various types of questions.
Google AI Experiments . In my classroom, we often start with Google Quick Draw, which helps students learn about neural networks and have fun! Students can find other AI experiments that meet their specific interests, such as arts, literacy, music and more. Teachers can use this in any class for a fun break with students!
Snorkl Teachers design a problem, prompt, or question for students to then record and share their reasoning. Once submitted, they receive instant AI-powered feedback and the teacher can also then provide feedback. You can submit a request to try it out here . I enjoyed learning about it and couldn’t wait to use it in my Spanish class and my students were amazed at how quickly they received feedback.

With things changing so fast when it comes to AI, we have to equip students with opportunities to learn to navigate the world of AI effectively, ethically, and responsibly. We have to just dive in and explore the technology! To learn more, if you are attending IDEAcon, be sure to stop by one of my sessions to add some extra tools to your toolkit and also connect with me on Twitter (X) @Rdene915 or on LinkedIn. Enjoy the learning adventure!

Rachelle Dené Poth is an ed-tech consultant, presenter, attorney, author, and teacher. Rachelle teaches Spanish and STEAM: What’s nExT in Emerging Technology at Riverview Junior-Senior High School in Oakmont, PA. Rachelle has a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. She is a Consultant, Speaker, and owner of ThriveinEDU LLC Consulting.

She is an ISTE Certified Educator and currently serves as the past -president of the ISTE Teacher Education Network and on the Leadership team of the Mobile Learning Network. At ISTE19, she received the Making IT Happen Award and a Presidential Gold Award for volunteer service to education. She is also a Flip Ambassador, Nearpod PioNear, Microsoft Innovative Educator Expert, and Wakelet Ambassador.

Rachelle is the author of eight books and is a blogger for Defined Learning, Edutopia, Getting Smart, and NEO LMS. Follow Rachelle on Twitter (X) @Rdene915 and Instagram @Rdene915 . Rachelle has a podcast, ThriveinEDU https://anchor.fm/rdene915 .

Book Rachelle for your next event.

Language Support as a Scaffold AND a Stretcher

Thu, 18 Jan 2024 14:47:08 GMT

Every student we serve is growing in language. When we plan for instruction that is linguistically supportive, we want to remind ourselves that language supports should center on both scaffolding upward and also stretching outward . When we plan for language supports that do both, we are better serving and supporting every student’s language needs.

Every single human being we come into contact with has their own unique language journey - even if it’s a monolingual language journey! All of us have had experiences that have shaped and influenced how we language through reading, writing, listening, and speaking.

As we serve and support students with their own unique language journeys and lived experiences that have shaped how they engage with language, it’s important to recognize that these journeys and experiences also impact how we see ourselves and others as languagers . I never got into the field of EL/ESL/Multilingual Learners because I’m passionate about verbs, nouns, or vocabulary. One big piece of my passion in this work is that I want students to feel equipped to be powerful communicators as they navigate and exist between and across different spaces and places. I want them to feel confident and empowered as languagers!

Because every adult teaches their content through language, all of us are, by default, language teachers. Since all of our students are growing in their languaging skills, all of them are language learners. Some of our students are monolingual language learners, and some are bilingual/multilingual language learners. This means that bringing language to the forefront will serve all students!

One way to support students in stretching their language skills is to have students identify a role and an audience for their languaging tasks. For example, when students have to dialogue with each other, they can identify a role. For example, when doing partner work, they might consider: am I speaking to another 5th grade student right now, or am I speaking to a cosmetics company regarding the safety of their ingredients for young consumers? This will help to inform their language choices.

Another way to stretch students’ language skills is to make connections between “social” and “academic” vocabulary. Sometimes, folks want us to believe that “academic language” is somehow more valuable than social language. This is simply not true! Our students (and all of us) need BOTH social AND academic language to thrive in various contexts. We can liberate ourselves and our students from this belief that one set of languaging skills is superior. When we are teaching content-specific vocabulary or even technical vocabulary, have students make connections to other word choices that they might use. For example, I may use the word “rotation” when describing the path of planets around the sun, but I can easily link it to the word “spin” because that word is very familiar to me when I language with my peers. Creating space for those links is powerful!

One final way to stretch language is to have students practice expression concisely AND in an extended manner. Students must be able to communicate in shorter genres (think of Tweets, social media posts, a headline, a thesis statement, a vision statement, etc.). Give students an opportunity to create a message in a “short” way and in a “long way.” It’s really powerful when students can see this side-by-side, like in a table that looks like the one below.

For a full set of templates like these, you can use this link for English and this link for Spanish . Recognizing that language support is not just about scaffolding upwards, it’s also about stretching outwards, will help us as educators to bring language to the forefront of what we do - and will help us to better serve all students!

Carly is a Thought Leader at IDEAcon 2024. Make sure to add her sessions to your IDEAcon schedule as you build it in the attendee hub.

Carly Spina has 17 years of experience in Multilingual Education, including her service as an EL teacher, a third-grade bilingual classroom teacher, and a district-wide Multilingual Instructional Coach. She is currently a multilingual education specialist at the Illinois Resource Center, providing professional learning opportunities and technical assistance support to educators and leaders across the state. Her first book, Moving Beyond for Multilingual Learners, was published in 2021 by EduMatch Publishing.

When Your Opinion Is Unpopular… What Do You Do?

Wed, 13 Dec 2023 18:15:06 GMT

I’m one of those people who is known to say things that are just unpopular. I wasn’t always like this, in fact I spent much of my life as a huge people pleaser. I don't know if it was my turning 40, or just noticing that sometimes it’s best for all to be honest- but I snapped out of just agreeing with people even when I did agree with them. When we think about trauma responses, we understand the idea of fight, flight or freeze and how that impacts people. Many people have not heard of the term “fawn”. People who react to things in “fawn” mode are prone to do what people want them to do to make them happy. Unfortunately, many educators have adapted to schools and communities by having a “fawn” response out of fear of repercussions.

What are some things to understand and remember as we think about standing our ground on ideas, morals, best practices, and policies that we have strong opinions on but are unpopular? Here are five tips for you when considering the importance of your opinions in a school environment.

1. Ground ourselves in our WHY:

When we have an idea that we challenge or challenge the majority it is for a purpose. In your struggle, remind yourself of your “why”. Is your opinion good for students? Is it good for the system and community as a whole? Don’t ever ever ever forget your why.

2. Mentally Prepare Ourselves For Push Back:

It takes time for people to change their mind when they think they are certain of something. Understanding this, it’s critical to mentally prepare ourselves for pushback. Many times we need to remember that if we are going to present a new opinion we will get pushback.

Our approach is important as we prepare ourselves mentally to speak to someone about an opinion that is unpopular. Here is a piece of advice, start with meeting people where they are at. In the past I have realized that sometimes my ideas might be too radically different from the status quo. What have I learned over the years? (The hard way..) Meet people where they are at. Sometimes, you have to spoon feed ideas slowly to people when they struggle with accepting something different or a change.

The worst thing that can happen to yo u is that someone will disagree with you. If we didn’t have disagreements in schools we wouldn’t have innovation and change. Conflict is okay in a workplace- it’s just how we manage it that can be important.

3. Remember what is popular is not always right

For our own sanity, we need to remember that what is popular is not always right. People will take a stance on something that everyone else is taking a stance on because it is easier. When I worked in a district office, my superintendent showed me a video that is commonly used to explain change. There is a video of a guy dancing in a field all by himself and people are just looking at him. Then, another person followed him and started dancing the same way. Suddenly, the majority of people started joining his dance.

What is the lesson from this? Speak out and try something. You never know- maybe you will have a dancing friend that joins you and you are not the only one. And what can happen after that? Others can join in and soon your idea becomes popular.

4. Find Community in Like-minded Educators

My Professional Learning Network (PLN) has meant the world to me. The education field has gotten rough over the last five years. Find your people! Twitter (some people might call it X) has been a space where not only I have learned from others, but I have built relationships with people that I have also connected with in real life that are vital to my own success as an educator and a person.

Finding a group of like-minded people whether in your school community or not in your school community can be what you need to be able to have that unpopular opinion and still maintain your own mental health.

Seriously, come to IDEAcon i n February you will meet so many like minded people. Think of a pop culture conference like C2e2 or Comic-con but for teachers. So many unique speakers and participants will be there. You are bound to meet someone new!

5. Celebrate Who You Are

Even if people don’t agree with you, you are a unique individual that has chosen to amplify their voice. You did it! Status quo isn’t for you, and that is more than okay. Students can benefit from your uniqueness and your ideas- remember that.

You didn’t get into this profession for the money. You are in this work because you wanted to make a difference in the world. Yes, you will have an opinion that people don’t like- but that’s their problem-not yours. Amplify your voice for what is right in your school community.

Sarah Said is an educator who has served in various roles: Teacher, Assistant Principal, Dean, Curriculum Coordinator and Multilingual Coordinator. Her favorite of those roles is TEACHER!!! Sarah is an advocate for the students she serves and is a strong voice in education. She is the IDEA Governing Board Member for the Kishwaukee Region. She is currently an ELL English Teacher at Dream Academy High School in SD U-46 Elgin. She has been published in various publications such as Learning for Justice, EdWeek Teacher, The Teaching Channel and Edutopia.

You can connect with Sarah on her twitter page @MrsSaid17

Navigating Complexity: Why Data Must Embrace Geographic Rural Realities

Wed, 06 Dec 2023 18:58:18 GMT

I recently attended a meeting discussing the state of Computer Science and the opportunities for students in Illinois. Despite some missing data from smaller rural districts, the research was profound, revealing a disparity in the opportunities and offerings of CS courses throughout the state. This disparity in not only opportunities, but also data which leads to an unclear picture of the state of CS in Illinois as well as the rest of the country.

Using data to make decisions in education isn't a groundbreaking idea. Think of data as a storyteller – it can be tricky, sometimes showing a biased perspective based on where and how the data is collected and analyzed. Some of this data can be twisted intentionally as well as accidentally adding to the unclear picture of the current state of the concept being studied.

Let’s explore three challenges to data collection and data driven decision making with CS in Illinois being the focus.

Geographic Diversity

There is not a one-size fits all when it comes to CS opportunities and offerings in Illinois. Ignoring geographical and cultural distinctions can lead to an increase of challenges as well as increased inequalities. Lack of resources, including internet connectivity, can put rural communities at a disadvantage in relation to CS opportunities. What may work for districts with an abundance of resources may not be the case of rural districts.

Limited Resources

Rural areas historically are left behind when it comes to educational funding. School districts have financial constraints not only monetarily, but also deficits when it comes to infrastructure. In some parts of our state affordable and reliable internet is still an issue.This disparity can lead to a lack of essential data to inform our decisions when it comes to CS opportunities.

Lack of Shared and Timely Data

With extensive data sets comes the issue of the lack of timely and actionable information for decision-making processes.“The amount of data does not determine the potency of the insight you can gain from it. People often think that data alone has value, and that is an expensive misconception” (Thompson, 2023). Insufficient data sharing among numerous sources and surveys conducted by diverse agencies and organizations results in disparate narratives conveyed by the data.

Final Thoughts

Data, while a powerful storyteller, can also be misleading, often influenced by the context of its collection and analysis. Examining the challenges to data collection in the context of Computer Science education highlights the crucial need to consider geographic diversity. Neglecting cultural and regional distinctions can perpetuate inequalities, especially concerning limited resources in rural areas, where educational funding and infrastructure may be lacking. Furthermore, the issue of timely and actionable information emphasizes the importance of shared and comprehensive data to make informed decisions in shaping Computer Science opportunities for students. Addressing these challenges is paramount to fostering an equitable and effective educational landscape for the future.

Sources :

2023 state of CS Report. Code.org. (n.d.). https://advocacy.code.org/stateofcs

Thompson, L. A. (2023, September 26). The seven pitfalls of data-driven decision-making (and how to avoid them) . BYU Marriott Alumni Magazine. https://marriott.byu.edu/magazine/feature/the-seven-pitfalls-of-data-driven-decision-making-and-how-to-avoid-them

Notes:

Images were created utilizing the website Ideogram.ai, a text to image AI tool

ChatGPT 3.5 was used to organize and improve the wording of my original thoughts

ChatGPT 3.5 created the title of this post

Teaching Tomorrow’s Innovators: Ethical Dilemmas in Technology

Thu, 02 Nov 2023 17:12:27 GMT

As a STEM & Computers teacher, the new developments in technology are super exciting! It's also a bit like a maze, full of twists and turns, new innovations, and responsibilities to share these technologies with students not knowing the future implications. We struggle with the question: “Is all this amazing innovation for the better or does it bring future unforeseen challenges?”

Now, let's explore how Mary Shelley’s Frankenstein , George Orwell’s 1984 , and Ray Bradbury’s Fahrenheit 451 share in the concept of ethics and technology innovation.

Mary Shelley’s Frankenstein : Responsibility

Dr. Frankenstein, motivated by his curiosity, creates life. Shelley's tale reminds us that innovation without ethical responsibility will lead to negative consequences. While Shelley couldn’t have predicted the technologies we possess today, she understood that it could be a double-edged sword. AI, virtual worlds, genetic engineering and a multitude of tech developments can enhance life, but we need to handle them with care, understanding the ethical impact of our creations.

George Orwell’s 1984 : Real vs. Digital Connection

Orwell paints a picture of a world where technology keeps us "connected" but actually isolates us. In 1984 , the government’s surveillance technology invades people’s privacy, stripping away their humanity. We’re living this right now as companies are collecting and using our data, often with our permission due to agreeing with “Terms of Service.” Social media and our devices suck our attention at home and sometimes even when we gather around other people. Sure, tech connects us online and provides many opportunities to save time and money, but nothing beats face-to-face gatherings.

Ray Bradbury’s Fahrenheit 451: When Tech Controls

Bradbury’s novel delves into a world where technology, like interactive games, controls even personal relationships. In the case of Montague and his wife, she becomes consumed with an interactive television program; she has no idea what is going on in her husband’s life or the world around her. It's a cautionary tale that hits close to home. Tech should empower us, not dominate our every move.

Our Responsibility as Teachers

So, what's our role in all of this? As educators shaping the minds of future innovators. We must instill the understanding that tremendous power demands monumental responsibility. It's our duty to educate students about the ethical development and responsible use of emerging technologies. We should inspire them to craft innovative and practical devices while encouraging them to contemplate the lasting impact their creations may have on the future.

Notes:

**Images were created utilizing the website Ideogram.ai, a text to image AI tool.

**ChatGPT 3.5 was used to improve the wording of my original thoughts.

**ChatGPT 3.5 was also used to analyze and summarize the following scholarly writings:

Using Literature to Teach about Technology and Social Manipulation in Society

A modern ‘Frankenstein’: University of Calgary researchers explore ethics of AI

The Guardian view on the ethics of AI: it’s about Dr Frankenstein, not his monster

Why 2023 Is Unveiling The Unsettling Reality Of Orwell’s 1984

Orwell Versus Huxley: Economics, Technology, Privacy, and Satire

Ray Bradbury’s Fahrenheit 451: Authentic Future Dystopia

The Internet is a Loaded Gun: Ray Bradbury’s Prophetic View of Digital Literacy

Manifestations of the Hyperreal in a Postmodern World A Postmodern Reading of Ray Bradbury’s Fahrenheit 451

Why Ed-Tech Showcases?

Thu, 12 Oct 2023 13:57:51 GMT

If you’re in charge of bringing tech into your school or district, it can be a daunting process to keep up with the newest products. Knowing what new ed tech products are out there is much different than experiencing the product, asking the questions that are important to your users and your school or district, and being able to do this all in one spot and at one time. That’s why an ed-tech showcase can be a tech director’s best friend.

If you’ve never attended an ed-tech showcase, it’s a time to get hands-on with new product offerings from the top Ed Tech manufacturers. AVI Systems actually hosts one of our regions’ leading ed-tech showcases, and it’s happening this year on Wednesday, October 18 at our customer experience center in Arlington Heights. This is your chance to interact with the newest models of interactive flat panels and classroom teaching tools, dive into TV/Broadcasting solutions, have some fun with Lu Interactive Playground, immerse yourself into AR/VR learning experiences, check out classroom audio systems, see our full eSport setup and learn how to get started - plus so much more! And with informative learning sessions offered throughout the day, this showcase goes beyond discovering the new ed tech that’s right for you.

We asked a few of our annual attendees to share with us why the AVI Education Showcase is a powerful and beneficial event to attend. See what they had to say:

Why do you attend AVI’s Education Showcase?

I can connect with multiple manufacturers whose products we currently use throughout our District, all under one roof.
I like to see what manufacturers have to offer currently and their roadmaps for what's to come.
It is a great way to visit with multiple vendors at one time and in one place. It gives me an opportunity to see and try products in person. And it’s also a great way to network with others who are looking for products for their districts where we can bounce questions and ideas off each other.

What would you say to someone who has never attended before on why they should attend AVI’s Education Showcase?

It’s a great and efficient way to see new technology as well as some potential solutions to tech install challenges.
Whether you have a specific need to a problem today, or are looking for future options, the show gives you the chance to see it all.
AVI brings together a great group of vendors that have an impact on learning in one place. Anytime I can meet with multiple vendors at one time is a win with my busy schedule.

Do you find attending AVI’s Education Showcase valuable and relevant to your role with your school district?

Absolutely. I’ve met with several company reps and learned quite a bit about current and emerging technology.
100%. It's always good to stay on top of what's new.
Attending this showcase in the past has been a valuable experience because when I returned to my district I was generating POs right away from some needed products that I saw at the showcase.

Now that you’ve seen how powerful the AVI Education Showcase can be to help you meet the needs of your school and district tech users while also being convenient for your busy schedule, it’s time to make plans to attend. You can register for this free event here .

Ideas From Our First IDEAcon

Thu, 05 Oct 2023 20:44:18 GMT

Have you ever walked into a space and immediately felt welcome and at home? Maybe you even take a deep breath and think, “I belong here.” That’s how we felt as we entered IDEAcon 2023.

It was a first for both of us, and we couldn’t help but make the connections to ideas that we, as educators, can take from this event and implement in our learning communities. Here are some of our takeaways:

A Welcoming and Energetic Vibe

First impressions do set the tone and, at IDEAcon, both the space and the people are heartwarmingly inviting! Convention centers, like an empty classroom, can be pretty cold and impersonal by default. The way the IDEAcon team worked with the space is a direct reflection of how much they care about those coming to learn and share. Here were a couple of our favorite design choices:

Signage: When we enter a space for the first time, it’s easy to feel overwhelmed and anxious. It sounds so simple, but making it clear where we can go and what we can do can make all the difference. Throughout the conference center large signs were prominently displayed in the conference theme to help us navigate our learning journey. (e.g. registration, session titles/times, and learning spaces options).

Energy: The energetic vibe was palpable and it echoed in every space we entered. The colors and playful design evoked joy and laughter, conference organizers were welcoming and helpful, and attendees were excited to learn and connect. It was social and emotional contagion in the best way!

Spaces to Gather and Spaces to Think Independently

While we both advocate for inquiry and collaboration, we also know that some learners (us included) need independent-thinking time too. We appreciated that we could readily find spaces for both throughout the conference center.

Collaboration: There were couches and sitting areas for small group conversation throughout the conference center and hotel. We loved that these spaces were close enough to get to easily, but tucked away from the session hallways so you could take a break when needed as well as gather at the end of a long day of learning.

Game Play: In the center of the expo hall was an area that would capture any board game players’ heart. Freestanding shelves stacked with a variety of game choices framed an area of round tables that were ready for play. Like video games instead? They thought of that too. An area was set up with couches, bean bag chairs, giant TV’s and video consoles. We loved how both areas allowed for connection, play, and an opportunity to recharge.

Makerspace: The Makerspace area was another brilliant space in the expo hall. Wood tables were ready for making. Shelves were stocked full of materials, drills, safety goggles, and more. Cricket machines were ready for creation. Each time we walked by, this area was buzzing with creative excitement.

Zen Den: As wonderful as it is to connect and socialize at conferences, sometimes you just need a little time to step away from it all. This quiet room tucked away was the perfect place to find some solitude. We also love the backstory- The Zen Den was born as a result of asking self-identified introverts what they would like to see at a conference.

Need more inspiration for a redesign? Check out this Edutopia article by Eric Sheninger and Tom Murray, Cheap (Yet Valuable) Learning Space Redesign .

Encourage Prosocial Behavior and Amplify All Voices

At this event, it is clear from the moment you get there that you are more than an attendee, you are a contributing member in this dynamic learning community.

“Little Free Library” - One of the first spaces we noticed was all about promoting prosocial behavior. The “Take a book. Share a book.” space was inspired by the nonprofit, Little Free Library . This organization focuses on building community, inspiring readers, and expanding book access. Imagine having one of these on campus!

Meeting of the Minds - Each morning thought leaders, Mario Herraez, Alberto Herraez, Scott Bricker, Jeni Long, and Sallee Clark began with a Meeting of the Minds following the keynote. Each day focused on a different topic followed by questions that people discussed in small groups. Powerful conversations were had by all!

Poster Sessions - Sometimes you want to learn new ideas by chatting with your peers one-on-one. The poster sessions held in the ballroom allowed for discussion surrounding topics and areas of interest. It was a fabulous opportunity to make new connections and brainstorm ways to apply the ideas into classroom learning.

Podcasting Station - The podcasting area was another brilliant space set up in the middle of the expo floor. Podcasters could schedule a time to interview guests and amplify voices. It was also a wonderful opportunity for aspiring podcasters to chat with hosts to learn tips and tricks and discuss the best platforms and equipment.

Doodle & Chat - Outside of the ballroom Carrie Baughcum & Mandi Tolen interviewed conference speakers and attendees while they doodled the conversation in the style of their Doodle & Chat show. It was fun to be able to see the doodles in action as they projected it to be seen as people walked by. Another innovative way to amplify voices!

There are even more ideas we could share! And if you weren’t able to join this year, we encourage you to come and see for yourself next year!

Some of these ideas take more time, effort, and/or resources than others, but no matter what, we love being welcomed by warm smiles from people (kids and adults) who are genuinely happy to see us. And this doesn’t cost a thing!

Can you bring any of these ideas into your space to make learners feel welcome, nurture a sense of belonging, and activate learning?

About the authors:

Lainie Rowell is an educator, international consultant, writer, podcaster , and TEDx speaker. She is the lead author of Evolving Learner , a contributing author of Because of a Teacher, and her latest book, Evolving with Gratitude , was just released. An experienced teacher and district leader, she is dedicated to building learning communities and her areas of focus include learner-driven design, social-emotional learning, online/blended learning, and professional learning. Since 2014, Lainie has been a consultant for the Orange County Department of Education's Institute for Leadership Development. Learn more about Lainie at lainierowell.com and see highlights of her work at linktr.ee/lainierowell .

Tisha Richmond is an innovative district Student Engagement & Professional Development Specialist, international speaker, Canva Learning Consultant, Canva Education Creator, podcast host, and author of the book Make Learning MAGICAL: Transform Your Teaching and Create Unforgettable Learning Experiences in the Classroom. Tisha is passionate about infusing joy, passion, play, and gamified strategies to immerse and empower our 21st century learners and make learning a MAGICAL experience for all!

This blog was originally posted on February 22, 2023

A Tech Director’s Take on TpT

Wed, 20 Sep 2023 14:19:52 GMT

In 2006 a New York teacher had a great idea and created a website where teachers could share lessons, ideas, and resources. This was the creation of Teachers Pay Teachers. For a while this site was a safe place for educators to share files for use in their classroom and for teachers to get a little compensation for the hard work they put into their lessons by selling them on the site. As an educator you could visit the site and purchase slide decks for a lesson you had coming up, get fun education related fonts or premade printables for your classroom, and other items that would save you time or make your room more inviting. But over the years the site has morphed into something else and has now created headaches for many school districts. Are there still educators out there using the site for its original intention? Absolutely. Are there still valuable resources on the site that educators would be happy to purchase from other educators? Again, absolutely. But this is all getting harder and harder to find. Moving forward, districts and educators need to use this site with caution and fidelity and not just a quick spot to get a lesson that you might have forgotten to prepare or to look for busy work for students.

There are three main areas of concern that educators need to be mindful of when utilizing Teachers Pay Teachers. First, is it necessary and does it meet the curriculum needs of the district? Further, is it correct and error free? Second, is the content being purchased legal, or are we infringing on copyrighted material? And last, are the files that are being downloaded free of malicious viruses and malware that has been increasing as of late.

When you as an educator are visiting Teachers Pay Teachers for content, you have to ask why are you looking for content on the site. Is it that you are really looking for new content to challenge your students or enhance your lessons, or is it so you do not need to create the content for your lesson? If it is the latter, this is not the site that you should be using. To meet the needs of all your students, you need to create content that is relevant to what you are specifically teaching and that you can easily differentiate for the needs of all your students. When you download someone else's lessons, you might not teach the content the same way or cover the same material. Also making modifications for your students on someone else's lessons can be difficult at times. You need to be able to differentiate that material for students with special needs, your English Language Learners, or even just to vary the content by the skill level of your students. If the answer to why you are on the site is that you need more challenging or varying content, then you really need to have a talk with your curriculum leaders in your district. Districts spend hundreds of thousands of dollars on curriculum adoptions. When they do this, all material and resources should be purchased with that curriculum for any needs that might arise in your classroom. Sometimes those resources might not have been distributed, or maybe you were never trained on where those resources are. There is a chance your curriculum leaders are unaware of the availability of said resources and they need to reach out to the publisher. But with a successful curriculum adoption, you as the teachers should not have to go out in search of more resources.

When it comes to purchasing resources from Teachers Pay Teachers, it is also critical that you are checking the content for errors before purchasing. I personally have seen more than my fair share of resources with wrong answers, errors, or even the inability for students to complete their assignments due to inaccuracies in the material. Last year on more than one occasion, my daughter came home with content her teacher downloaded from Teachers Pay Teachers that had incorrect information which prevented her from completing her assignments. One particular assignment comes to mind. She was doing a crossword puzzle that was assigned to her that revolved around the Lenten season. The clue was “A typical lenten meal.” The answer should have been “fish.” The crossword puzzle had four boxes but based on the other answers fish would not work. After looking up the worksheet and finding the answer key, the answer they were looking for was “meat.” That is obviously [for those who know about Lent] not the right answer. As educators we don’t want them to have to search for answer keys on the Internet to complete assignments. This was just one of a handful of examples I personally came across just last year. But this has been an issue for years.

The next issue that educators need to ask themselves when utilizing Teachers Pay Teachers is, whether the content is legally posted to the site, and should we be supporting educators that openly violate copyright? Even doing a quick search of Teachers Pay Teachers, you can see whole curriculums that have been scanned or downloaded and then posted to the site for teachers to purchase and for educators to profit from. Again, districts spend a lot of money to purchase curriculums for districts, and for educators to then abuse that by profiting off of the district’s purchases by uploading the content for sale is just not [ethically] right and is illegal. Anyone saying that this falls under Education Fair Use would be wrong. As educators we should be practicing what we teach, and every educator should be teaching Internet safety each year, and copyright is part of that curriculum. As educators we should not be encouraging or rewarding others who are openly violating the law. The Teachers Pay Teachers guidelines for posting express that all content should be the original work of the author/poster and should not infringe on copyright. But who is monitoring this, and what is stopping people from uploading the content anyways? I am sure if a file is reported it is taken down, but how much of this is being reported when individuals buy the content? Overall, this issue is of the nature of the individuals who are posting and purchasing. So if you are one that is going to purchase content, make sure it is original work and not in copyright violation.

Lastly, and of the biggest concern to districts right now, are that files are being uploaded intentionally or unintentionally that contain malicious code such as viruses or malware. Educational institutions are now one of the largest targets for cyber attacks for a variety of reasons that I won’t get into here. But as one of those larger targets, it is easy for a cyber terrorist to utilize a site like Teachers Pay Teachers to plant files that will gain them access into a District's network. Now again, Teachers Pay Teachers states they scan files on upload and regularly scan files for malicious content, but we all know no system is accurate all the time, especially considering the people writing these malicious codes are ahead of the scanning software. We also know it is not 100% as districts are regularly reporting attacks or detections from files originating from Teachers Pay Teachers. As educators we need to take cyber security seriously as it impacts districts in a lot of ways and can be detrimental to student and employee data, uptime of the network that impacts the utilization of resources, and is a major financial constraint to districts.

So overall is Teachers Pay Teachers a bad site for educators? The short answer is not necessarily. But we have to ask, is it necessary as a crutch of every educator? No, it shouldn’t be. It should be a resource, and when utilized correctly, it can be just that, a resource. But too many teachers are devastated when a district blocks the site for a variety of reasons. If an educator is that devastated that it impacts their classroom instruction, they need to go back and review these bullet points and ask themselves, is it worth the risk to my district's network if a file has malicious code in it? Is it copyright free material that I am utilizing? Have I worked with my curriculum leadership to make sure I have exhausted all resources available to me as an educator? If you can answer yes to those three questions then go ahead and utilize Teachers Pay Teachers as an additional resource. But if you answer no to any of those three questions then I would work that question until it becomes a yes before “needing” Teachers Pay Teachers.

Project Based Learning (PBL) in K-12 STEM Courses

Wed, 06 Sep 2023 17:19:59 GMT

Let’s first start off with what is project-based learning?

Project Based Learning known as PBL is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects. PBL helps students develop skills for living in a knowledge-based, highly technological society.

It is no longer adequate to teach students facts passively and have them recited out of context in order to prepare them for life in the modern world. Students must possess both foundational skills (reading, writing, and math) and 21st-century skills in order to solve situations that are extremely complicated (teamwork, problem-solving, research gathering, time management, information synthesizing, utilizing high-tech tools). With this set of abilities, students may take control of and manage their learning process while being directed and supervised by an experienced teacher.

By bringing real-life context and technology to the curriculum through a PBL approach, students are encouraged to become independent workers, critical thinkers, and lifelong learners. Teachers can communicate with administrators, exchange ideas with other teachers and subject-area experts, and communicate with parents, all the while breaking down invisible barriers such as isolation in the classroom, fear of embarking on an unfamiliar process, and lack of assurances of success.

PBL is not just a way of learning; it's a way of working together. If students learn to take responsibility for their own learning, they will form the basis for the way they will work with others in their adult lives.

There are objectives behind PBL which are:

The desired outcomes of project-based learning stretch far and wide and can vary by school, teacher, and institution. However, project-based learning objectives aren’t all that different from the characteristics outlined above, and its purported benefits.

Still, here are some of the common objectives of project-based learning:

Integration of knowledge and skills from various areas through more complex investigations and multi-disciplinary projects
Autonomous learning encouraged through independent research of unstructured problems
Teamwork, which helps prepare students for a social environment
Self-evaluation and self-criticism encourage students to see beyond their own ideas and knowledge.

All of NextWaveSTEM’s courses offer a hands-on approach, and most of them end with a multi-lesson project where students have to put what they learned in their robotics, drones, 3D printing, artificial intelligence, and innovation classes to the test.

At NextWaveSTEM, Michael is the Director of School Engagement, who has helped hundreds of schools across the country to create and develop sustainable STEM learning opportunities. With a focus on emerging technologies and environmental sustainability, he's passionate to continue helping students wherever he can.

Turn Your Students into Game Designers, Role Players, and More with Playful Learning Strategies

Wed, 30 Aug 2023 21:42:00 GMT

Games hold an incredibly important role in teens’ lives. According to Pew Research, approximately 97 percent of male-identifying teens and 83 percent of female-identifying teens play games on a consistent basis. How do we, as educators, tap into that passion area to develop key skills and valuable knowledge? Below, I’ll share three of my best methods for using games to help students grow and help them demonstrate understanding.

1. Student Game Design for Teaching Others

One of the most fascinating parts of game design is that, at its core, a game is an imperfect system that challenges the players to either fix the system or maximize their potential within said system. Incredibly, learning skills and concepts also demand a sort of system thinking, or understanding how different variables and concepts impact each other.

Students work in systems when you challenge them to find different ways to manipulate numbers to reach certain totals, develop a persuasive argument using rhetorical strategies, or even weigh historical actions against various systems of governing. Pushing the system thinking one step further invites students to learn as much as they can about a topic, a concept, or an important figure, and then create that imperfect system for others to try out. To put it simply - if students can create a game or playful simulation that others can experience, they engage in an incredibly powerful and sophisticated learning process.

But game design is incredibly hard to not only learn, but teach, right? To help ease the burden, you can use GamestormEDU’s full, 15-lesson Game Design Course to walk students step-by-step through making their own board or card game. If you don’t have time for that much skill development, GamestormEDU also provides one-off lessons and creation resources for making parts of games that still give students the chance to engage in game design to demonstrate their understanding.

2. Games Allow for Perspective-Taking and Role Play

One great aspect of games is their innate ability to allow players to see the world through the eyes of famous figures, trailblazing innovators, fictional characters, and much more. In games, students can be playwrights, pirates, pandas, potion-makers, and more. Students being game designers is, of course, the goal, but playing games can also help them see new concepts and ideas through hands-on learning.

Take, for instance, our upcoming card game, Doomscroll . In the game, students take on the role of a social media company, curating feeds of posts and ads for users, all with the goal of keeping people engaged enough to sell them products. As they play, students begin to understand how social media feeds aim to manipulate their emotions and interests to hold their attention, all with the goal of keeping advertisers happy and profitable. The hope? Students think reflectively about WHAT is happening to them as they scroll endlessly on social media and reconsider how they spend their screen time.

In Gamestormers , our recent board game release, ALL players take on the role of an up-and-coming game designer, tasked with the goal of creating the next best game idea. As students play, they slowly build a 5-card game narrative that they pitch to the group at the end of play. In just one session, all students emerge with not only an original game idea, but their justification for why it would make a great game to play!

Games like Doomscroll and Gamestormers provide learners with authentic opportunities to practice skills, develop empathy, and roleplay as key professionals or people. If your students would be interested in playtesting Doomscroll, sign up today ! To get copies of Gamestormers to play with students on a school day or family and friends on a Saturday, head to the GamestormEDU shop !

3. Teaching a Variety of Subjects Through Games

In addition to role playing and creation, games also provide plenty of opportunities for students to learn applicable skills for a variety of subjects. In previous blogs , we’ve talked about how learners can create their own concept cards or use visual dice and card images to align with vocabulary. While those activities can work in any subject area, games also target specific content areas and skills too.

One unique way to work math into games and game design simply asks students to design their ideal game components and game box. Once students have arrived at their box size, then the problem-based math begins! Using what they have learned and researched about volume, challenge students to calculate how many pallets it would take to ship 10,000 of their game boxes overseas. Once students have those calculations, ask them to calculate how many shipping containers they would need for all of those pallets. You would be surprised at how much students enjoy these open-ended math equations where many students may have different answers, but all of those answers could be correct.

Beyond Math, games also reinforce transferable skills from subjects such as English and Marketing. After playing a round of Gamestormers , challenge students to write a narrative story about one of the characters from their game pitch. Highlight the key features and strengths of effective narrative writing, using the 5-card plot from their game idea as the inspiration. Or, after students finish pitching their game ideas in the final round of Gamestormers, ask them to reflect on the tenets of effective marketing they used to “sell” their ideas to the other players. Did they appeal to emotions? Establish credibility for their idea? Reimagine an existing brand? Through the debriefing discussion following a game, students and educators can have powerful conversations and writing prompts to strengthen their skills.

Games and game design are not just about tapping into a passion area for many students - it’s about providing authentic opportunities for students to become teachers of concepts and apprentices of real roles via playful learning. Whether students are playing contemporary games or designing their own, they are engaging in meaningful skill building that will serve them well in all walks of life. No matter how well they perform in the game, students always score key skills and knowledge that will stay with them far past graduation day.

Jon Spike is an educator and game lover who recognizes the power of game based learning and recently went through the process of designing and developing a game for the classroom that was fully funded on Kickstarter and is available for purchase. He is currently in the process of designing and developing a second game for the classroom.

The Importance of a Name

scrawford@ideaillinois.org (Stefanie Crawford) — Thu, 17 Aug 2023 16:43:52 GMT

It’s undeniable that a person’s name is connected to their identity, and while it might seem like a minor detail, spelling and pronouncing a person’s name correctly is nothing short of transformative in its impact, and this is especially true with our students. As a Stefanie with an “f” instead of a “ph,” the timeline of my life is filled with people, from teachers to family members to colleagues to friends, who spell my name incorrectly despite having it spelled correctly on rosters, in email signatures, etc. The go-to response from me for years was, “It’s okay.”

The thing is, it’s not okay. We tend to say, “It’s okay,” because we’re preserving the feelings of others. We’re diminishing ourselves and our identity so as to not make someone feel bad or to not be viewed as “difficult.” As a high school salutatorian, I was presented with a small trophy. The first trophy had my first name spelled incorrectly. The replacement trophy had my middle name spelled incorrectly. The replacement for the replacement was finally correct. High school graduation was a very long time ago for me, but this is something that still clearly lives rent free in my mind.

If we, as educators, have the ability to access the information that would allow us to accurately pronounce and spell a student’s name, we need to use it. This seemingly simple act builds respect and rapport, fosters emotional well-being and even self-worth in our students, is inclusive and helps to dismantle unconscious biases, builds empathy, and helps to create a more positive learning environment. How exactly does it achieve all of this? Let’s take a closer look and then explore the tools that exist to help us with this endeavor.

1. Respect and Rapport: When an educator takes the time to learn how to pronounce and spell a student’s name, it shows students that they are valued, that their cultural backgrounds are important, and that the educator recognizes that the student’s identity is inextricably linked to their name and that both are worthy of notice.

One important thing to note is that asking a student in front of the rest of the class on the first day of school is not going to help build respect and rapport. I was that teacher for several years, and although you may have good intentions, the impact outweighs our intentions. Singling out a student who has a name that is difficult for us to pronounce only reinforces that the environment is not inclusive for them, especially if there is a spotlight on that student as class time is taken for them to correct us we nervously (or otherwise) laugh at our struggle.

2. Emotional Well-Being and Self-Worth: Mispronouncing or misspelling a name, especially habitually, can lead to students feeling frustrated, embarrassed, and even alienated. Consider how this builds year after year for a student who does not have a commonly recognized pronunciation or spelling for your region.

Alternatively, when a student hears their name pronounced correctly or sees it spelled correctly, it reaffirms their identity and their place in the space. This can lead to a student participating actively and more fully in class discussions and activities.

3. Inclusivity and Reduction of Bias: Students with unfamiliar-to-us names, including those that are difficult for us to pronounce, can face unconscious bias for the entirety of their lives, whether in school or in the job market. When educators use students’ names correctly through both pronunciation and spelling, they’re helping to reduce bias and creating a more inclusive, fair, and equitable learning environment.

Students should not have to adopt an Anglicized version of their given names in order to make the educator more comfortable. Likewise, a student shouldn’t have to consistently have their name misspelled in order to avoid making an educator uncomfortable by calling out their mistake. As educators, we need to be willing to swallow our own discomfort and any embarrassment we feel if we make a mistake with a student’s name and move forward with the student’s dignity in mind.

4. Build Empathy: When educators take the time to treat a student’s name with respect, including when we’re willing to recognize our mistakes and correct ourselves, it’s modeling empathy that the other students within our spaces can take with them into their interactions with others both in the school year and beyond.

5. Positive Learning Environment: Pronouncing and spelling a student’s name correctly helps build a sense of belonging for the student which makes them more likely to actively engage in class. This means that a student may be more present in classroom discussions and activities which also leads to increased information retention. This feeling of belonging can also lead to better interactions between you and the student.

As an added benefit, if an educator prioritizes using students’ names correctly, it can positively impact the relationship between the educator and the students’ parents/guardians/families.

With all that being said, what are some ways that you can help support this in your own space?

1. *Updated August 8, 2024: Flip is now only available if you’re a Microsoft Teams user. Currently, non-Teams educators are looking for a comparable replacement with the same accessibility (free and globally used). In a pinch, Google Slides will also allow you to record a video within their slide deck that saves automatically to their Drive, meaning that you can have each student create a Google Slide with their name on it and have them record a video while on that slide where they can pronounce their name. See a video tutorial here .* Microsoft Flip: This free tool will allow students to share the pronunciation of their name, show their faces if they’re comfortable, and even add a phonetic breakdown of how to pronounce their name. This can be used as an introductory activity for your students (or your staff if you’re an educational coach or administrator). See how you can use it in this quick video .

2. Namecoach: Although this tool charges for education plans, you are allowed to create a personal namebadge for your email signature. If you have older students who are utilizing email, using this tool supports the idea that name identity is important even outside of the walls of the classroom. You can check it out and create your own namebadge here.

3. Book Creator: Book Creator is a great tool that you can use to create a class book at the beginning of the year. Since Book Creator allows creators to use a variety of media such as pictures and hyperlinks, students can provide more information about themselves outside their name while still including a still picture, video, text box with name pronunciation. Learn how to add narration to Book Creator here .

4. Seesaw: Seesaw is another tool that will allow students to share about themselves, including the spelling and pronunciation of their names. If you have K-2 students, the premade “Your Name Is Everything You Are!” activity is a great introduction, but Seesaw also allows students to add their own voice to the mix, even for our youngest students, through audio or video recording within Seesaw.

5. Provide phonetic spellings to substitute teachers: Help support your students by leaving a roster for substitute teachers that provides phonetic spellings of student names. Yes, this takes a little extra time to prepare at the beginning of the year, and yes, time is not something there’s an abundance of, but this helps set both your students and your substitute teacher up for success.

6. Ask students to introduce themselves: At the beginning of the year, instead of reading off of your roster, consider having each student introduce themselves by their first and last name. This allows both the educator and the other students to hear the pronunciation from the name’s owner without the concern that the student will have to smile or laugh through another mispronunciation.

This also allows you to tell students that you’ll be repeating each of their names after they say them so that it will make a connection in your brain. If you have trouble repeating it, make sure to approach the student privately to get it right. This is also the time to make phonetic notes on your roster as a student pronounces their name in order to help you get it right going forward.

7. Check it twice: When you’re dealing with writing a student’s name, a good rule of thumb is to check the spelling and then check it once again after you’ve written or typed it. Humans are creatures of habit, and if in our mind we associate a name with one spelling, we’re more likely to spell it that way in a type of auto pilot. If you send a communication with a student’s name spelled incorrectly, acknowledge the mistake as soon as you are aware of it, and then be doubly sure to not make the same mistake again.

8. Responding to, “It’s okay.”: If you mispronounce or misspell a student’s name and a student replies with something like, “It’s okay,” it’s good to acknowledge that it’s not okay but that it was an honest mistake and that you’ll be more careful moving forward.

9. Teach them how to respond: I went all of my K-12 and post-secondary and most of my adult life to this point responding with, “It’s okay.” I wasn’t sure how to address it, and I felt bad for caring when so many people made the error. One day a few years ago I happened across a Tweet where a person was replying to someone else. The conversation was civil and informative, but the responder began their Tweet by providing the correct spelling of their name and then moving on to the body of the response. I felt empowered for the first time to do the same.

Don’t let your students wait until they’re fully vested in adulthood to learn how to advocate for themselves. When I receive an email that has my name spelled incorrectly, despite it being in my email signature, etc., I respond in the following manner:

“Dear [name],

It’s actually Stefanie with an “f,” but you’re not the first to make that mistake.

[Body of the email.]”

Or at times it’s a variation like this:

“Dear [name],

It’s actually Stefanie with an “f,” but it’s an easy mistake to make.

[Body of the email.]”

The importance of a name carries more weight than simply having proper spelling or pronunciation. The importance of a name lies in its ability to help us feel empowered, worthwhile, and engaged when people get it right and to feel the opposite when it’s consistently mispronounced and misspelled. Let’s help ignite a spark in our students by acknowledging their identities and cultivating respect, inclusivity, engagement, and empathy through their names!

Presenting at Conferences: Why you should present at IDEAcon

Wed, 12 Jul 2023 22:23:12 GMT

We sat down with two past IDEAcon presenters for their perspectives on the experience of presenting at a conference like IDEAcon. Would they present again? Keep reading to find out!

There are many reasons why educators should attend a conference – to learn, find inspiration, and connect with others.

And that is just a handful of the reasons!

Those benefits can be multiplied , though, when you not only attend a conference, but attend as a presenter!

Fun fact : Did you know that our brains learn information best when we know we’ll need to teach it later?

That means when you present and teach others, you are bettering yourself, too!

Don’t just take our word for it. We spoke with two past IDEAcon presenters about their experiences with the process.

Meet Matthew Tombs ( IDEA member since 2015 ) and Abigail Kime ( IDEA members since 2014 ).

Matthew is the Director of Innovation and Technology for River Trails School District 26 in Mount Prospect. He first presented at IDEAcon in 2017.

Abigail is the Director of Instructional Technology at a private high school. She first presented at IDEAcon in 2020.

See how they got involved and why.

Presenting at conferences leads to more connections

Abigail submitted a proposal to present at IDEAcon after she completed her ISTE Certification with IDEA.

“One of the (ISTE) standards for educators is to actively participate in a local or global digital network. What better way to participate in my local network than to present at IDEAcon?” said Abigail.

Her first presentation was about planning for remote learning days.

“My school had just completed a plan to continue instruction on days when our building had to close due to inclement weather,” she said. “We had no idea the lockdown would occur a few weeks later.”

For Abigail, presenting at IDEAcon has helped her expand her PLN in ways she hadn’t before as an attendee alone.

“In my experience, presenting has led to more connections with educators than experiencing the conference as an attendee,” she said.

Building a professional learning network was one of the main reasons Matthew decided to submit a proposal to present at IDEAcon in 2017.

“I had just finished my first year as a Digital Learning Coach, and I believed strongly in sharing the work that we were doing in my district with the larger educational technology community,” he said. “I also wanted to build my PLN with other people in my field.”

Amplify your learning (and others, too!)

We all know you can learn a LOT at a conference.

And presenting allows you to learn on an entirely new level.

“I also love learning from all of the participants/attendees who have attended my presentation sessions,” said Matthew.

Beyond your own learning, IDEAcon provides you with an opportunity to share your knowledge and skills to help other districts and classrooms all over the Midwest.

“I think that everyone should take the opportunity to present at IDEAcon - it allows you to showcase your skills in the field and for others to learn from the amazing things you are doing,” said Matthew.

Why YOU should present at IDEAcon, too!

Both Abigail and Matthew have presented at IDEAcon multiple times.

The reason why?

“Presenting at IDEAcon is great!” says Abigail. “It’s a very welcoming and collaborative environment.”

And Matthew loves it so much that he has zero doubt he will present again in the future.

“I will ABSOLUTELY present again!” he says. “I strongly believe that everyone has their own skill set and unique abilities that others should hear about and learn from.”

What are you waiting for? Submit a proposal today!

You know you have ideas and skills to share. Help other districts learn from your experiences by presenting at IDEAcon !

The IDEAcon Conference Committee, IDEA Governing Board, and IDEA Team will blindly review all proposals and make selections on Selection Saturday in early September.

Selected presenters will be notified in September.

And if you are selected, you’ll get free admission to IDEAcon on your presentation day!

Learn more about the process here .

Share with us!

What topic do you want to present on at IDEAcon?

Tell us by sharing on social media! Tag us @ideaillinois and use #IDEAcon!

The blog was originally posted on June 21, 2022.

Incorporating Computer Literacy Across K-12

Wed, 21 Jun 2023 15:39:13 GMT

In an increasingly technological world, it is becoming more and more important to expose students to computers. Although, you may think that most students know computers, this is only partially true. Many students are familiar with operating computing devices in a social context. It is a very different context than using them for education and/or career purposes.

As educators we have two paths before us. We can teach students computer literacy and/or computer science (CS).

Computer literacy, which is likely more familiar, provides students with the ability to navigate and interact with computing devices, ensuring they are comfortable and proficient in using various software applications.

Computer science, on the other hand, may be a recent buzzword, but has been around for decades. In fact, computer science degrees have been issued since 1950! But even if students do not want to pursue computer science as a profession, it will be of benefit to them to at the very least be familiar with computer science concepts, as almost every industry is influenced by them in some way.

These are two distinct subject matters. By teaching students computer literacy, students will learn how to use the computer, but they will not learn computer science. However, if you teach computer science, students will inevitably learn computer literacy.

The Mandates

If you are in Illinois, the Public Act 101-0654 , also known as House Bill 2170 is the most recent legislation to change the face of computer education. Make note that there were many mandates in this legislation, but the two most relevant to this post are the ones that are about computer literacy and computer science (CS).

The computer literacy mandate which dictates that students at every grade level from K-8 must receive developmentally appropriate opportunities to gain computer literacy skills was to be implemented in the 2022-2023 school year. In high school it is to be implemented as a concentrated unit of study embedded into any course. This mandate is not optional. Moreover schools must submit an annual report that states where in the district curriculum computer literacy instruction was embedded.

For computer science, any school containing grades 9-12 should offer students a computer science class. This mandate goes into effect for all students entering the 9th grade this coming school year (SY 2023-2024).

As a result of the Public Act both computer literacy and computer science standards were created to guide student learning. We’ve crosswalked the computer literacy and computer science standards to help you see where there is overlap between the two standard sets. It is our hope that you will see that by teaching computer science you will not only prepare students for the future, but that you will also meet the computer literacy mandate.

Common Sense Education

Underlining both computer science and computer literacy is digital citizenship. In order to both use digital devices and have the ability to create with them, students also need an understanding of how devices affect them, their relationships, and the world. These digital citizenship skills allow students to participate fully in their communities and make smart choices online and in life.

Each digital citizenship lesson takes on real challenges and digital dilemmas that students face today, giving them the skills they need to succeed as digital learners, leaders, and citizens. These lessons help support computer science and literacy learning.

Family Engagement Toolkit

As students learn computer literacy, computer science, and digital citizenship, it's critical to keep families in the loop. Working together, schools and families can prepare kids to think critically and use technology in positive, creative, and powerful ways. The K–12 Digital Citizenship Curriculum 's Family Tips and Family Activities cover all six curriculum topics and are available in English and Spanish. Our tech planners are a great place to start, as they get kids thinking through important questions around their online choices.

Ultimately, as tech continues to advance and become even more ubiquitous, computer literacy, computer science, and digital citizenship will be essential overlapping skill sets. The curricular mandates are definitely a signal of how critical it is for students to be able to understand how to create with and use technology safely, ethically, and with everyone's well-being in mind.

Want to learn more? Here is a Wednesday Webinar on this very important topic.

Julia Flores was born and raised in the southside of Chicago. After attending several CPS schools, she ultimately completed two masters: an MBA and a Masters in Education with a concentration in Career Education. Julia has been in education for almost 20 years. That experience has included the third largest school district in the United States, one of the largest out-of-school organizations focused on career preparation in the nation and co-founding CS for Success . She has experience as a teacher, school administrator and district administrator. She also worked with the Chicago Public Schools to develop the first ever holistic K-12 computer science program in the nation.

Introducing the Illinois Student Invention Convention

Wed, 07 Jun 2023 23:12:43 GMT

For those of you who missed us at this year’s IDEAcon, we are the Illinois Student Invention Convention – a FREE invention education curriculum and competition that is now available to K-8th grade classrooms across the state.

Our Program

For the past 11 years, we have been known as the Chicago Student Invention Convention – the city's largest program focused on K-8th grade student-led invention prototypes. We have served over 22,000 students since our inception, and starting this school year (2023-2024), we are now expanding to become the Illinois Student Invention Convention. This marks the first time that K-8 educators and students across Illinois will have access to our free invention curriculum and competition.

We aim to inspire the next generation of problem-solvers by engaging students early in invention, entrepreneurial, and STEM learning. We do this by providing K-8th grade students and teachers with curriculum, mentorship, and competition opportunities.

All educators who register on our site and attend a training gain access to the following:

Curriculum – Differentiated K-8 lesson plans that teach students about the invention process. The curriculum, which is both NGSS and Common Core aligned, culminates in students picking a problem they care about and then supports them in creating an original invention that addresses this problem. The curriculum can be adapted to fit your context; however, most classrooms and afterschool programs spend 10-12 weeks (meeting once or twice a week) to complete the curriculum and their projects.

Resources & mentorship – Professional development on curriculum implementation and access to industry professional mentors who can provide students feedback on their ideas and prototypes.

Competition - All participating educators can send a top percentage of their students to take place in the first statewide competition on April 6, 2024. The competition judging takes place virtually followed by an in-person event for winners. Past student winners have earned awards at the national level, been paired with mentors, had the opportunity to earn patents, and have had additional prototypes of their inventions made.

Get Involved

To learn how to bring the program to your classroom or school, register here for one of our FREE summer or fall training sessions. In-person training will be offered over the summer for educators in/near Peoria (Tues. July 25), Chicagoland (Wed. Aug 2nd) and Springfield (Wed. Aug 9th). All educators will be able to earn PDHs. Condensed, virtual trainings are also available late August - September.

Get Inspired

We have found that when students pick a problem that is relevant to them, they are motivated to persevere through the invention process. Our past winners have tackled all kinds of problems in many different ways.

Students address the everyday problems they encounter at school. One student wanted to eliminate bad odors from his lunchbox, another pair of students wanted to extend the lifespan of short pencils with no more erasers, and another group wanted to create a solution that would prevent students from overwatering the classroom plants.

Students point out the limitations of what currently exists. Frustrated by the lack of pockets in most women’s clothing, teams of female inventors found new solutions.The inventors of Sneaks 2.0 saw an opportunity for a new way to store your belongings. The inventors of the MagnaPocket created attachable magnetic pockets that can be matched to your outfits.

Students pursue problems that affect both our local and global community. The Smart Recycler reduces what lands up in landfills by recognizing what is recyclable and what is not. Ambrosia Auto is a prototype of a self-watering car garden that could be programmed to serve communities in food deserts.

What problems might your students choose to dive into and propose a new solution for? How might you help them become adept problem finders and problem solvers? Learn all of this and more by signing up to participate in the inaugural Illinois Student Invention Convention!

Still have questions? Reach out to Program Manager Nicole Rodriguez at nicole@chicagoinnovation.com or by scheduling time for a brief meeting via Calendly .

Bio:

Nicole Rodriguez is the program manager of the Illinois Student Invention Convention. She believes that experiences like the invention convention are powerful catalysts for students’ interest in STEAM and for their ability to see themselves as innovators in their community. Because of this, Nicole is excited to bring together educators and local partners across the state to support students in their invention journey. Before joining Chicago Innovation, Nicole served as a classroom teacher, teaching artist, and nonprofit leader managing the implementation of a math tutoring program across six school districts.

Equipping Students With Self-Regulation Skills They Can Use As They Leave For Summer Break

Wed, 31 May 2023 21:12:27 GMT

Teach students how to find routine for mindfulness in their day when they are not in school

This templ ate was created by Sarah Said on Canva for her High School Social Emotional Learning class.

Creating A Physical Self-Soothe Take Home Kit

Instead of Summer Reading, Summer Breathing

Doing this work in your classroom before summer break will not only give students a calmer outlook on summer, but these skills are important life skills for students as they continue to grow in school and later careers. Students don’t benefit from worksheet packets in summer as much as people thi nk. Teaching students mindfulness, focus and presence will really be what helps academic success later.

Artificial Intelligence: To Harness or Halt…

Thu, 25 May 2023 20:55:32 GMT

It seems that everyday I read another article on Generative Artificial Intelligence, most notably ChatGPT. I have been asked for my take on the topic a few times in interviews given my 25+ years in both public education and private technology companies supporting education. Here are some initial thoughts and questions…

Could over-reliance lead to a lack of understanding of core concepts?
Could that impact the student’s ability to apply these concepts later in life?
Should students be allowed to use this on exams, what about cheating?
Will this impact the student’s ability to think independently or reduce comprehension?
How will teachers gain confidence to use this new technology in the classroom?

To be fair, while these questions are all valid, I did not come up with them on my own. I asked ChatGPT to share with me reasons schools resisted calculators in the 1960’s! Sounds familiar, the talk track is the same and it has been for some time when a new technology enters schools. You could probably find similar articles from when the first computer was put in a classroom, when the internet was first connected in schools, when chalkboards went to whiteboards and then smartboards, mobile devices (remember when those were mostly banned?) and the list goes on and on. The reality is that as difficult as it may be, we have to harness the technology provided to positively impact students.

So how might we do that? The term “Artificial Intelligence” was coined in 1956. It was 25 years ago that the Supercomputer Deep Blue was designed, and it defeated the world champion chess player in a match. One of my favorite educators in history was Seymour Papert who once said, “You can’t teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it.”

Here are some ways we could harness Generative AI. It can provide additional information, context and explanations that enhance learning when used the right way. It could potentially provide personalized support to students in need allowing teachers to focus on other tasks. I have never met an educator that doesn’t need more time.

I would like to revisit the calculator example. Learning and understanding mathematical concepts and principles helps build a strong foundation for problem-solving skills. A calculator can only provide solutions, but it does not teach the underlying principles that enable the solution to be found. You can substitute tools like ChatGPT here, it does not teach. You still have to have a solid understanding of the basic principles to leverage the power of AI to improve things, go faster and enhance productivity.

Something that I spend time thinking about is, how can artificial intelligence improve family engagement? Steve Wozniak, or “Woz” as many people called him, co-founded Apple in 1976. He said, “Technology is really just an amplifier of our abilities. It builds on itself, letting us do more—and do it faster.” If you apply artificial intelligence technology to communication-only products, you only get amplification of communication. As I have noted in previous writing , we don’t need bigger, faster, stronger (more) one-way communication. We need deeper engagement. Rest assured, ParentSquare will continue to modernize family engagement through innovative use of artificial intelligence.

In fact, at ParentSquare we have been using artificial intelligence to focus on family engagement for some time. Artificial intelligence was first used in the product back in 2016 long before the ChatGPT craze. Real-time translations are one good example of this. The key is focusing on how we can thoughtfully harness generative AI technology to impact our customer’s goals for family engagement, just like we did early on with translations. These improvements need to go beyond just generating content. That is available today, and free. I used it for much of this blog.

Luckily, our strategy is guided by an amazing team of educators at ParentSquare. Did you know that over 30% of our team has worked in a school district? While we have several past administrators, including principals, directors and an assistant superintendent, the vast majority were classroom teachers. These educators provide valuable insights into the needs and challenges faced by teachers and students. They work with and in our product team to design and develop features that address the pain points and needs of teachers and students. They create content and use their subject matter expertise and pedagogical knowledge to help educators use ParentSquare even more effectively. Last, they work to help us with usability, functionality, and accessibility, always listening to customer feedback to make sure our technology stays aligned with our mission of modern family engagement.

As always there are big things to come as we continue to disrupt communications and build the modern platform for family engagement. After all the options are thoughtfully considered, by educators, the impacts of harnessing these technologies will be seen clearly.