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Tag: classroom

  • New research challenges fears about AI in the classroom

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    Key points:

    Rather than replacing student thinking, when teachers design and guide AI experiences, the technology is most often used to deepen critical thinking and strengthen instruction, according to new insights from SchoolAI.

    The research, AI isn’t replacing thinking: Teachers are using SchoolAI to deepen it and boost engagement, offers educators, school leaders, and policymakers large-scale evidence of how AI is actually being used in classrooms.

    The report analyzed more than 23,000 teacher-created SchoolAI ‘Spaces’ used during the 2024-25 school year. These Spaces span English language arts, math, science, and social studies across elementary, middle, and high school classrooms. To answer the question of AI’s impact on student learning, we must first understand how it’s being used in the classroom. This study examined what teachers built and how students were asked to think when AI was involved.

    Across subjects and grade levels, the data shows that higher-order thinking appears far more often than simple recall. Seventy-three percent of lessons require conceptual understanding, while 59 percent ask students to analyze information, and 58 percent ask them to evaluate ideas or make judgments. More than 75 percent of AI-supported lessons remain grounded in core academic curriculum, showing that teachers are extending familiar instruction rather than replacing it.

    “There has been a lot of speculation about what AI might do to learning,” said Caleb Hicks, founder and CEO of SchoolAI. “This research gives educators, leaders, and policymakers something far more useful: evidence of what teachers are actually doing. When teachers design the experience and set clear expectations, AI becomes a way to push students toward deeper reasoning, analysis, and judgment. It supports rigorous thinking rather than replacing it, which is why AI can be a valuable tool for classroom learning.”

    The study also highlights how teachers are using AI to create interactive, engaging learning experiences at scale while maintaining academic rigor. In science classrooms, roughly 25 percent of Spaces encourage open-ended investigation, while role-play and simulation appear in 18-20 percent of reading and social studies lessons.

    At the same time, teachers recognize the importance of boundaries in responsible AI use. Teachers reinforce learning instead of simply looking up answers by designing experiences that push students toward deeper reasoning, not shortcuts.

    “This study was designed to look at practice, not predictions,” said Cynthia Chiong, principal research scientist at SchoolAI. “We wanted to understand the kinds of thinking teachers are intentionally asking for when AI is involved. The findings offer concrete evidence of how teacher-led design shapes meaningful and responsible use of AI in real classrooms.”

    Together, the findings challenge common fears about AI undermining learning. The research shows that when teachers lead the design, AI can strengthen critical thinking, increase engagement, and support responsible instruction across classrooms.

    This press release originally appeared online.

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  • School Specialty Expands Learning Beyond the Screen with New Outdoor Furniture Line

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    Greenville, Wis. – February 3, 2026 – As educators look for meaningful ways to balance digital learning with hands-on experiences,  School Specialty®, a leading provider of learning environments and supplies for preK-12 education, today announced the official launch of its new Childcraft Out2Grow Outdoor Furniture line. Designed to extend learning beyond the traditional classroom, the innovative collection offers a durable, sustainable and economical way for schools to create engaging, learning environments rooted in exploration, movement and real-world discovery.

    As outdoor learning continues to gain traction in early childhood education, Childcraft is answering the call for equipment that supports gross motor development, social-emotional skills and hands-on STEM exploration. The new line features a variety of versatile pieces, including sand and water tables, a planter, play kitchen and collaborative benches, that enable schools to create specialized outdoor zones for science, dramatic play and group projects.

    Built for the Elements, Designed for the Child

    Unlike traditional wood or metal alternatives, the Childcraft outdoor line is manufactured from High-Density Polyethylene (HDPE). This premium material is 100% recyclable and engineered to withstand sun, rain, snow and daily wear and tear without rotting, cracking or fading. The products feature rust-resistant hardware, splinter-free rounded corners and a limited lifetime warranty.

    Empowering Educators and Students Alike

    The line provides a comprehensive solution for modern early childhood needs:

    • Expanded Classrooms: Offers teachers the flexibility to move learning centers outdoors, encouraging nature-based discovery and hands-on observation.
    • Collaborative Hubs: Creates structured spaces for group activities and social skill development, essential for PreK–2 cooperative learning.
    • Multi-Use Versatility: Accommodates everything from STEM projects to snack time with stain-resistant surfaces that allow for quick, easy transitions.
    • Holistic Wellness: Promotes physical activity and eye health while reducing stress and screen time, helping children build focus and self-regulation.

    “The Childcraft Out2Grow furniture line was born from a growing number of requests from our customers seeking new ways to enhance outdoor learning spaces for young children,” said Jennifer Fernandez, Early Childhood Education Strategist at School Specialty. “Knowing the many benefits of outdoor learning—academic, health, social and emotional—I’m thrilled that School Specialty can help early childhood programs create engaging environments where PreK–2 students can truly reap those benefits.”

    Whether used in traditional school districts, childcare centers or children’s clubs and museums, these products connect students to nature while supporting well-being and educational outcomes.

    The Childcraft Out2Grow Outdoor Furniture line is available for order immediately. For more information on the full collection, visit http://www.schoolspecialty.com/out2grow.

    About School Specialty, LLC

    With a 60-year legacy, School Specialty is a leading provider of comprehensive learning environment solutions for the preK-12 education marketplace in the U.S. and Canada. This includes essential classroom supplies, furniture and design services, educational technology, sensory spaces featuring Snoezelen, science curriculum, learning resources, professional development, and more. School Specialty believes every student can flourish in an environment where they are engaged and inspired to learn and grow. In support of this vision to transform more than classrooms, the company applies its unmatched team of education strategists and designs, manufactures, and distributes a broad assortment of name-brand and proprietary products. For more information, go to SchoolSpecialty.com.

    eSchool News Staff
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  • Despite platform fatigue, educators use AI to bridge resource gaps

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    Key points:

    Sixty-five percent of educators use AI to bridge resource gaps, even as platform fatigue and a lack of system integration threaten productivity, according to Jotform‘s EdTech Trends 2026 report.

    Based on a survey of 50 K-12 and higher education professionals, the report reveals a resilient workforce looking for ways to combat the effects of significant budget cuts and burnout. The respondents were teachers, instructors, and professors split about equally between higher education and K-12.

    While 56 percent of educators are “very concerned” over recent cuts to U.S. education infrastructure, 65 percent are now actively using AI. Of those using AI, nearly half (48 percent) use it for both student learning and administrative tasks, such as summarizing long documents and automating feedback.

    “We conducted this survey to better understand the pain points educators have with technology,” says Lainie Johnson, director of enterprise marketing at Jotform. “We were surprised that our respondents like their tech tools so much. Because while the tools themselves are great, their inability to work together causes a problem.”

    Key findings from the EdTech Trends 2026 report include:

    The integration gap: Although 77 percent of educators say their current digital tools work well, 73 percent cite a “lack of integration between systems” as their primary difficulty. “The No. 1 thing I would like for my digital tools to do is to talk to each other,” one respondent noted. “I feel like often we have to jump from one platform to another just to get work done.”

    Platform fatigue: Educators are managing an average of eight different digital tools, with 50 percent reporting they are overwhelmed by “too many platforms.”

    The burden of manual tasks: Despite the many digital tools they use, educators spend an average of seven hours per week on manual tasks.

    AI for productivity: Fifty-eight percent of respondents use AI most frequently as a productivity tool for research, brainstorming, and writing.

    Data security and ethics: Ethical implications and data security are the top concerns for educators when implementing AI.

    This press release originally appeared online.

    eSchool News Staff
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  • Sparking civic engagement as we approach America’s 250th

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    Key points:

    Imagine students who understand how government works and who see themselves as vital contributors to their communities. That’s what happens when students are given opportunities to play a role in their school, district, and community. In my work as a teacher librarian, I have learned that even the youngest voices can be powerful, and that students embrace civic responsibility and education when history is taught in a way that’s relevant and meaningful. 

    Now is the moment to build momentum and move our curriculum forward. It’s time to break past classroom walls and unite schools and communities. As our nation’s 250th anniversary approaches, education leaders have a powerful opportunity to teach through action and experience like never before. 

    Kids want to matter. When we help them see themselves as part of the world instead of watching it pass by, they learn how to act with purpose. By practicing civic engagement, students gain the skills to contribute solutions–and often offer unique viewpoints that drive real change. In 2023, I took my students [CR1] to the National Mall. They were in awe of how history was represented in stone, how symbolism was not always obvious, and they connected with rangers from the National Park Service as well as visitors in D.C. that day. 

    When students returned from the Mall, they came back with a question that stuck: “Where are the women?” In 2024, we set out to answer two questions together: “Whose monuments are missing?” and “What is HER name?” 

    Ranger Jen at the National Mall, with whom I worked with before, introduced me to Dr. Linda Booth Sweeney, author of Monument Maker, which inspired my approach. Her book asks, “History shapes us–how will we shape history?” Motivated by this challenge, students researched key women in U.S. history and designed monuments to honor their contributions. 

    We partnered with the Women’s Suffrage National Monument, and some students even displayed their work at the Belmont-Paul Women’s Equality National Monument. Through this project, questions were asked, lessons were learned, and students discovered the power of purpose and voice. By the end of our community-wide celebration, National Mall Night, they were already asking, “What’s next?” 

    The experience created moments charged with importance and emotion–moments students wanted to revisit and replicate as they continue shaping history themselves. 

    Reflecting on this journey, I realized I often looked through a narrow lens, focusing only on what was immediately within my school. But the broader community, both local and online, is full of resources that can strengthen relationships, provide materials, and offer strategies, mentors, and experiences that extend far beyond any initial lesson plan. 

    Seeking partnerships is not a new idea, but it can be easily overlooked or underestimated. I’ve learned that a “no” often really means “not yet” or “not now,” and that persistence can open doors. Ford’s Theatre introduced me to Ranger Jen, who in turn introduced me to Dr. Sweeney and the Trust for the National Mall. When I needed additional resources, the Trust for the National Mall responded, connecting me with the new National Mall Gateway: a new digital platform inspired by America’s 250th that gives all students, educators and visitors access to explore and connect with history and civics through the National Mall. 

    When I first shared the Gateway with students, it took their breath away. They could reconnect with the National Mall–a place they were passionate about–with greater detail and depth. I now use the platform to teach about monuments and memorials, to prepare for field trips, and to debrief afterward. The platform brings value for in-person visits to the National Mall, and for virtual field trips in the classroom, where they can almost reach out and touch the marble and stone of the memorials through 360-degree video tours. 

    Another way to spark students’ interest in civics and history is to weave civic learning into every subject. The first step is simple but powerful: Give teachers across disciplines the means to integrate civic concepts into their lessons. This might mean collaborating with arts educators and school librarians to design mini-lessons, curate primary sources, or create research challenges that connect past and present. It can also take shape through larger, project-based initiatives that link classroom learning to real-world issues. Science classes might explore the policies behind environmental conservation, while math lessons could analyze community demographics or civic data. In language arts, students might study speeches, letters, or poetry to see how language drives change. When every subject and resource become hubs for civic exploration, students begin to see citizenship as something they live, not just study. 

    Students thrive when their learning has purpose and connection. They remember lessons tied to meaningful experiences and shared celebrations. For instance, one of our trips to the National Mall happened when our fourth graders were preparing for a Veterans Day program with patriotic music. Ranger Jen helped us take it a step further, building on previous partnerships and connections–she arranged for the students to sing at the World War II Memorial. As they performed “America,” Honor Flights unexpectedly arrived. The students were thrilled to sing in the nation’s capital, of course. But the true impact came from their connection with the veterans who had lived the history they were honoring. 

    As our nation approaches its 250th anniversary, we have an extraordinary opportunity to help students see themselves as part of the story of America’s past, present, and future.

    Encourage educator leaders to consider how experiential civics can bring this milestone to life. Invite students to engage in authentic ways, whether through service-learning projects, policy discussions, or community partnerships that turn civic learning into action. Create spaces in your classes for collaboration, reflection, and application, so that students are shaping history, not just studying it. Give students more than a celebration. Give them a sense of purpose and belonging in the ongoing story of our nation. 

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    Melaney Sánchez, Ph.D., Mt. Harmony Elementary

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  • Teaching visual literacy as a core reading strategy in the age of AI

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    Key points:

    Many years ago, around 2010, I attended a professional development program in Houston called Literacy Through Photography, at a time when I was searching for practical ways to strengthen comprehension, discussion, and reading fluency, particularly for students who found traditional print-based tasks challenging. As part of the program, artists visited my classroom and shared their work with students. Much of that work was abstract. There were no obvious answers and no single “correct” interpretation.

    Instead, students were invited to look closely, talk together, and explain what they noticed.

    What struck me was how quickly students, including those who struggled with traditional reading tasks, began to engage. They learned to slow down, describe what they saw, make inferences, and justify their thinking. They weren’t just looking at images; they were reading them. And in doing so, they were rehearsing many of the same strategies we expect when reading written texts.

    At the time, this felt innovative. But it also felt deeply intuitive.

    Fast forward to today.

    Students are surrounded by images and videos, from photographs and diagrams to memes, screenshots, and, increasingly, AI-generated visuals. These images appear everywhere: in learning materials, on social media, and inside the tools students use daily. Many look polished, realistic, and authoritative.

    At the same time, AI has made faking easier than ever.

    As educators and school leaders, we now face urgent questions around misinformation, academic integrity, and critical thinking. The issue is no longer just whether students can use AI tools, but whether they can interpret, evaluate, and question what they see.

    This is where visual literacy becomes a frontline defence.

    Teaching students to read images critically, to see them as constructed texts rather than neutral data, strengthens the same skills we rely on for strong reading comprehension: inference, evidence-based reasoning, and metacognitive awareness.

    From photography to AI: A conversation grounded in practice

    Recently, I found myself returning to those early classroom experiences through ongoing professional dialogue with a former college lecturer and professional photographer, as we explored what it really means to read images in the age of AI.

    A conversation that grew out of practice

    Nesreen: When I shared the draft with you, you immediately focused on the language, whether I was treating images as data or as signs. Is this important?

    Photographer: Yes, because signs belong to reading. Data is output. Signs are meaning. When we talk about reading media texts, we’re talking about how meaning is constructed, not just what information appears.

    Nesreen: That distinction feels crucial right now. Students are surrounded by images and videos, but they’re rarely taught to read them with the same care as written texts.

    Photographer: Exactly. Once students understand that photographs and AI images are made up of signs, color, framing, scale, and viewpoint, they stop treating images as neutral or factual.

    Nesreen: You also asked whether the lesson would lean more towards evaluative assessment or summarizing. That made me realize the reflection mattered just as much as the image itself.

    Photographer: Reflection is key. When students explain why a composition works, or what they would change next time, they’re already engaging in higher-level reading skills.

    Nesreen: And whether students are analyzing a photograph, generating an AI image, or reading a paragraph, they’re practicing the same habits: slowing down, noticing, justifying, and revising their thinking.

    Photographer: And once they see that connection, reading becomes less about the right answer and more about understanding how meaning is made.

    Reading images is reading

    One common misconception is that visual literacy sits outside “real” literacy. In practice, the opposite is true.

    When students read images carefully, they:

    • identify what matters most
    • follow structure and sequence
    • infer meaning from clues
    • justify interpretations with evidence
    • revise first impressions

    These are the habits of skilled readers.

    For emerging readers, multilingual learners, and students who struggle with print, images lower the barrier to participation, without lowering the cognitive demand. Thinking comes first. Language follows.

    From composition to comprehension: Mapping image reading to reading strategies

    Photography offers a practical way to name what students are already doing intuitively. When teachers explicitly teach compositional elements, familiar reading strategies become visible and transferable.

    What students notice in an image What they are doing cognitively Reading strategy practiced
    Where the eye goes first Deciding importance Identifying main ideas
    How the eye moves Tracking structure Understanding sequence
    What is included or excluded Considering intention Analyzing author’s choices
    Foreground and background Sorting information Main vs supporting details
    Light and shadow Interpreting mood Making inferences
    Symbols and colour Reading beyond the literal Figurative language
    Scale and angle Judging power Perspective and viewpoint
    Repetition or pattern Spotting themes Theme identification
    Contextual clues Using surrounding detail Context clues
    Ambiguity Holding multiple meanings Critical reading
    Evidence from the image Justifying interpretation Evidence-based responses

    Once students recognise these moves, teachers can say explicitly:

    “You’re doing the same thing you do when you read a paragraph.”

    That moment of transfer is powerful.

    Making AI image generation teachable (and safe)

    In my classroom work pack, students use Perchance AI to generate images. I chose this tool deliberately: It is accessible, age-appropriate, and allows students to iterate, refining prompts based on compositional choices rather than chasing novelty.

    Students don’t just generate an image once. They plan, revise, and evaluate.

    This shifts AI use away from shortcut behavior and toward intentional design and reflection, supporting academic integrity rather than undermining it.

    The progression of a prompt: From surface to depth (WAGOLL)

    One of the most effective elements of the work pack is a WAGOLL (What A Good One Looks Like) progression, which shows students how thinking improves with precision.

    • Simple: A photorealistic image of a dog sitting in a park.
    • Secure: A photorealistic image of a dog positioned using the rule of thirds, warm colour palette, soft natural lighting, blurred background.
    • Greater Depth: A photorealistic image of a dog positioned using the rule of thirds, framed by tree branches, low-angle view, strong contrast, sharp focus on the subject, blurred background.

    Students can see and explain how photographic language turns an image from output into meaningful signs. That explanation is where literacy lives.

    When classroom talk begins to change

    Over time, classroom conversations shift.

    Instead of “I like it” or “It looks real,” students begin to say:

    • “The creator wants us to notice…”
    • “This detail suggests…”
    • “At first I thought…, but now I think…”

    These are reading sentences.

    Because images feel accessible, more students participate. The classroom becomes slower, quieter, and more thoughtful–exactly the conditions we want for deep comprehension.

    Visual literacy as a bridge, not an add-on

    Visual literacy is not an extra subject competing for time. It is a bridge, especially in the age of AI.

    By teaching students how to read images, schools strengthen:

    • reading comprehension
    • inference and evaluation
    • evidence-based reasoning
    • metacognitive awarenes

    Most importantly, students learn that literacy is not about rushing to answers, but about noticing, questioning, and constructing meaning.

    In a world saturated with AI-generated images, teaching students how to read visually is no longer optional.

    It is literacy.

    Author’s note: This article grew out of classroom practice and professional dialogue with a former college lecturer and professional photographer. Their contribution informed the discussion of visual composition, semiotics, and reflective image-reading, without any involvement in publication or authorship.

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    Nesreen El-Baz, Bloomsbury Education Author & School Governor

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  • An educator’s top tips to integrate AI into the classroom

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    eSchool News is counting down the 10 most-read stories of 2025. Story #10 focuses on teaching strategies around AI.

    Key points:

    In the last year, we’ve seen an extraordinary push toward integrating artificial intelligence in classrooms. Among educators, that trend has evoked responses from optimism to opposition. “Will AI replace educators?” “Can it really help kids?” “Is it safe?” Just a few years ago, these questions were unthinkable, and now they’re in every K-12 school, hanging in the air.

    Given the pace at which AI technologies are changing, there’s a lot still to be determined, and I won’t pretend to have all the answers. But as a school counselor in Kansas who has been using SchoolAI to support students for years, I’ve seen that AI absolutely can help kids and is safe when supervised. At this point, I think it’s much more likely to help us do our jobs better than to produce any other outcome. I’ve discovered that if you implement AI thoughtfully, it empowers students to explore their futures, stay on track for graduation, learn new skills, and even improve their mental health.

    Full disclosure: I have something adjacent to a tech background. I worked for a web development marketing firm before moving into education. However, I want to emphasize that you don’t have to be an expert to use AI effectively. Success is rooted in curiosity, trial and error, and commitment to student well-being. Above all, I would urge educators to remember that AI isn’t about replacing us. It allows us to extend our reach to students and our capacity to cater to individual needs, especially when shorthanded.

    Let me show you what that looks like.

    Building emotional resilience

    Students today face enormous emotional pressures. And with national student-to-counselor ratios at nearly double the recommended 250-to-1, school staff can’t always be there right when students need us.

    That’s why I created a chatbot named Pickles (based on my dog at home, whom the kids love but who is too rambunctious to come to school with me). This emotional support bot gives my students a way to process small problems like feeling left out at recess or arguing with a friend. It doesn’t replace my role, but it does help triage students so I can give immediate attention to those facing the most urgent challenges.

    Speaking of which, AI has revealed some issues I might’ve otherwise missed. One fourth grader, who didn’t want to talk to me directly, opened up to the chatbot about her parents’ divorce. Because I was able to review her conversation, I knew to follow up with her. In another case, a shy fifth grader who struggled to maintain conversations learned to initiate dialogue with her peers using chatbot-guided social scripts. After practicing over spring break, she returned more confident and socially fluent.

    Aside from giving students real-time assistance, these tools offer me critical visibility and failsafes while I’m running around trying to do 10 things at once.

    Personalized career exploration and academic support

    One of my core responsibilities as a counselor is helping students think about their futures. Often, the goals they bring to me are undeveloped (as you would expect—they’re in elementary school, after all): They say, “I’m going to be a lawyer,” or “I’m going to be a doctor.” In the past, I would point them toward resources I thought would help, and that was usually the end of it. But I always wanted them to reflect more deeply about their options.

    So, I started using an AI chatbot to open up that conversation. Instead of jumping to a job title, students are prompted to answer what they’re interested in and why. The results have been fascinating—and inspiring. In a discussion with one student recently, I was trying to help her find careers that would suit her love of travel. After we plugged in her strengths and interests, the chatbot suggested cultural journalism, which she was instantly excited about. She started journaling and blogging that same night. She’s in sixth grade.

    What makes this process especially powerful is that it challenges biases. By the end of elementary school, many kids have already internalized what careers they think they can or can’t pursue–often based on race, gender, or socioeconomic status. AI can disrupt that. It doesn’t know what a student looks like or where they’re from. It just responds to their curiosity. These tools surface career options for kids–like esports management or environmental engineering–that I might not be able to come up with in the moment. It’s making me a better counselor and keeping me apprised of workforce trends, all while encouraging my students to dream bigger and in more detail.

    Along with career decisions, AI helps students make better academic decisions, especially in virtual school environments where requirements vary district to district. I recently worked with a virtual school to create an AI-powered tool that helps students identify which classes they need for graduation. It even links them to district-specific resources and state education departments to guide their planning. These kinds of tools lighten the load of general advising questions for school counselors and allow us to spend more time supporting students one on one.

    My advice to educators: Try it

    We tell our students that failure is part of learning. So why should we be afraid to try something new? When I started using AI, I made mistakes. But AI doesn’t have to be perfect to be powerful. Around the globe, AI school assistants are already springing up and serving an ever-wider range of use cases.

    I recommend educators start small. Use a trusted platform. And most importantly, stay human. AI should never replace the relationships at the heart of education. But if used wisely, it can extend your reach, personalize your impact, and unlock your students’ potential.

    We have to prepare our students for a world that’s changing fast–maybe faster than ever. I, for one, am glad I have AI by my side to help them get there.

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    Hanna Kemble-Mick, Indian Hills Elementary

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  • How an AI-generated song transformed my ELL classroom

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    Key points:

    A trending AI song went viral, but in my classroom, it did something even more powerful: it unlocked student voice.

    When teachers discuss AI in education, the conversation often focuses on risk: plagiarism, misinformation, or over-reliance on tools. But in my English Language Learners (ELL) classroom, a simple AI-generated song unexpectedly became the catalyst for one of the most joyful, culturally rich, and academically productive lessons of the year.

    It began with a trending headline about an AI-created song that topped a music chart metric. The story was interesting, but what truly captured my attention was its potential as a learning moment: music, identity, language, culture, creativity, and critical thinking–all wrapped in one accessible trend.

    What followed was a powerful reminder that when we honor students’ voices and languages, motivation flourishes, confidence grows, and even the shyest learners can find their space to shine.

    Why music works for ELLs

    Music has always been a powerful tool for language development. Research consistently shows that rhythm, repetition, and melody support vocabulary acquisition, pronunciation, and memory (Schön et al., 2008). For multilingual learners, songs are more than entertainment–they are cultural artifacts and linguistic resources.

    But AI-generated songs add a new dimension. According to UNESCO’s Guidance for Generative AI in Education and Research (2023), AI trends can serve as “entry points for student-centered learning” when used as prompts for analysis, creativity, and discussion rather than passive consumption.

    In this lesson, AI wasn’t the final product; it was the spark. It was neutral, playful, and contemporary–a topic students were naturally curious about. This lowered the affective filter (Krashen, 1982), making students more willing to take risks with language and participate actively.

    From AI trend to multilingual dialogue

    Phase 1: Listening and critical analysis

    We listened to the AI-generated song as a group. Students were immediately intrigued, posing questions such as:

    “How does the computer make a song?”

    “Does it copy another singer?”

    “Why does it sound real?”

    These sparked critical thinking naturally aligned with Bloom’s Taxonomy:

    • Understanding: What is the song about?
    • Analyzing: How does it compare to a human-written song?
    • Evaluating: Is AI music truly ‘creative’?

    Students analyzed the lyrics, identifying figurative language, tone, and structure. Even lower-proficiency learners contributed by highlighting repeated phrases or simple vocabulary.

    Phase 2: The power of translanguaging

    The turning point came when I invited students to choose a song from their home language and bring a short excerpt to share. The classroom transformed instantly.

    Students became cultural guides and storytellers. They explained why a song mattered, translated its meaning into English, discussed metaphors from their cultures, or described musical traditions from home.

    This is translanguaging–using the full linguistic repertoire to make meaning, an approach strongly supported by García & Li (2014) and widely encouraged in TESOL practice.

    Phase 3: Shy learners found their voices

    What surprised me most was the participation of my shyest learners.

    A student who had not spoken aloud all week read translated lyrics from a Kurdish lullaby. Two Yemeni students, usually quiet, collaborated to explain a line of poetry.

    This aligns with research showing that culturally familiar content reduces performance anxiety and increases willingness to communicate (MacIntyre, 2007). When students feel emotionally connected to the material, participation becomes safer and joyful.

    One student said, “This feels like home.”

    By the end of the lesson, every student participated, whether by sharing a song, translating a line, or contributing to analysis.

    Embedding digital and ethical literacy

    Beyond cultural sharing, students engaged in deeper reflection essential for digital literacy (OECD, 2021):

    • Who owns creativity if AI can produce songs?
    • Should AI songs compete with human artists?
    • Does language lose meaning when generated artificially?

    Students debated respectfully, used sentence starters, and justified their opinions, developing both critical reasoning and AI literacy.

    Exit tickets: Evidence of deeper learning

    Students completed exit tickets:

    • One thing I learned about AI-generated music
    • One thing I learned from someone else’s culture
    • One question I still have

    Their responses showed genuine depth:

    • “AI makes us think about what creativity means.”
    • “My friend’s song made me understand his country better.”
    • “I didn’t know Kurdish has words that don’t translate, you need feeling to explain it.”

    The research behind the impact

    This lesson’s success is grounded in research:

    • Translanguaging Enhances Cognition (García & Li, 2014): allowing all languages improves comprehension and expression.
    • Self-Determination Theory (Deci & Ryan, 2000): the lesson fostered autonomy, competence, and relatedness.
    • Lowering the Affective Filter (Krashen, 1982): familiar music reduced anxiety.
    • Digital Literacy Matters (UNESCO, 2023; OECD, 2021): students must analyze AI, not just use it.

    Conclusion: A small trend with big impact

    An AI-generated song might seem trivial, but when transformed thoughtfully, it became a bridge, between languages, cultures, abilities, and levels of confidence.

    In a time when schools are still asking how to use AI meaningfully, this lesson showed that the true power of AI lies not in replacing learning, but in opening doors for every learner to express who they are.

    I encourage educators to try this activity–not to teach AI, but rather to teach humanity.

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    Nesreen El-Baz, Bloomsbury Education Author & School Governor

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  • Phoebe Hearst teacher demands $2.3 million from SCUSD over carpet removal, alleging retaliation

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    A Sacramento teacher is demanding $2.3 million from the Sacramento City Unified School District, alleging discrimination and retaliation after being disciplined for removing carpet from her classroom. KCRA 3 obtained a legal letter from Jeanine Rupert’s attorney, which claims the district discriminated against the long-time Phoebe Hearst Elementary School teacher.The letter describes Rupert’s removal from her class as a “cruel punishment.” Rupert said she tore up dirty, frayed carpet last year after years of complaints, similar to actions taken by two male teachers in their classrooms who removed carpet from their classrooms. She said her classroom, Room 7, was known for being in disarray before she took it over and that she and her father had previously painted its walls without objection. Rupert’s students assisted with the carpet removal by using hammers and a crowbar. She argued that the use of similar tools by students at the school was commonplace, with students using power tools, mowing the school lawn and trimming bushes with shears. In a disciplinary letter, the district labeled the carpet removal as vandalism, stating Rupert put students at risk and caused more than $22,000 in damage. A SCUSD spokesperson previously said that district staff assessed the carpet and determined it was not time for replacement. In a notice sent to Rupert, the district said that after Rupert’s actions the bulk of the cost to repair and replace the flooring, $12,600, was for asbestos removal. The notice said the students weren’t exposed to asbestos.Initially, Rupert offered to repay the district if she was reinstated. Now, she is demanding $2.3 million in damages. She also alleges that the district failed to comply with the federal Asbestos Hazard Emergency Response Act by never notifying her or “district employees generally that there were asbestos hazards in the classrooms.” Some students and their parents have staged walkouts in support of Rupert, who was transferred out of the school. Parents have also served the school board’s president with a recall notice. See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

    A Sacramento teacher is demanding $2.3 million from the Sacramento City Unified School District, alleging discrimination and retaliation after being disciplined for removing carpet from her classroom.

    KCRA 3 obtained a legal letter from Jeanine Rupert’s attorney, which claims the district discriminated against the long-time Phoebe Hearst Elementary School teacher.

    The letter describes Rupert’s removal from her class as a “cruel punishment.”

    Rupert said she tore up dirty, frayed carpet last year after years of complaints, similar to actions taken by two male teachers in their classrooms who removed carpet from their classrooms.

    She said her classroom, Room 7, was known for being in disarray before she took it over and that she and her father had previously painted its walls without objection.

    Rupert’s students assisted with the carpet removal by using hammers and a crowbar. She argued that the use of similar tools by students at the school was commonplace, with students using power tools, mowing the school lawn and trimming bushes with shears.

    In a disciplinary letter, the district labeled the carpet removal as vandalism, stating Rupert put students at risk and caused more than $22,000 in damage.

    A SCUSD spokesperson previously said that district staff assessed the carpet and determined it was not time for replacement. In a notice sent to Rupert, the district said that after Rupert’s actions the bulk of the cost to repair and replace the flooring, $12,600, was for asbestos removal.

    The notice said the students weren’t exposed to asbestos.

    Initially, Rupert offered to repay the district if she was reinstated. Now, she is demanding $2.3 million in damages.

    She also alleges that the district failed to comply with the federal Asbestos Hazard Emergency Response Act by never notifying her or “district employees generally that there were asbestos hazards in the classrooms.”

    Some students and their parents have staged walkouts in support of Rupert, who was transferred out of the school. Parents have also served the school board’s president with a recall notice.

    See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

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  • AI in the classroom: Preparing for a new era of teaching and learning

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    Key points:

    When I first started experimenting with AI in my classroom, I saw the same thing repeatedly from students. They treated it like Google. Ask a question, get an answer, move on. It didn’t take long to realize that if my students only engage with AI this way, they miss the bigger opportunity to use AI as a partner in thinking. AI isn’t a magic answer machine. It’s a tool for creativity and problem-solving. The challenge for us as educators is to rethink how we prepare students for the world they’re entering and to use AI with curiosity and fidelity.

    Moving from curiosity to fluency

    In my district, I wear two hats: history teacher and instructional coach. That combination gives me the space to test ideas in the classroom and support colleagues as they try new tools. What I’ve learned is that AI fluency requires far more than knowing how to log into a platform. Students need to learn how to question outputs, verify information and use results as a springboard for deeper inquiry.

    I often remind them, “You never trust your source. You always verify and compare.” If students accept every AI response at face value, they’re not building the critical habits they’ll need in college or in the workforce.

    To make this concrete, I teach my students the RISEN framework: Role, Instructions, Steps, Examples, Narrowing. It helps them craft better prompts and think about the kind of response they want. Instead of typing “explain photosynthesis,” they might ask, “Act as a biologist explaining photosynthesis to a tenth grader. Use three steps with an analogy, then provide a short quiz at the end.” Suddenly, the interaction becomes purposeful, structured and reflective of real learning.

    AI as a catalyst for equity and personalization

    Growing up, I was lucky. My mom was college educated and sat with me to go over almost every paper I wrote. She gave me feedback that helped to sharpen my writing and build my confidence. Many of my students don’t have that luxury. For these learners, AI can be the academic coach they might not otherwise have.

    That doesn’t mean AI replaces human connection. Nothing can. But it can provide feedback, ask guiding questions, and provide examples that give students a sounding board and thought partner. It’s one more way to move closer to providing personalized support for learners based on need.

    Of course, equity cuts both ways. If only some students have access to AI or if we use it without considering its bias, we risk widening the very gaps we hope to close. That’s why it’s our job as educators to model ethical and critical use, not just the mechanics.

    Shifting how we assess learning

    One of the biggest shifts I’ve made is rethinking how I assess students. If I only grade the final product, I’m essentially inviting them to use AI as a shortcut. Instead, I focus on the process: How did they engage with the tool? How did they verify and cross-reference results? How did they revise their work based on what they learned? What framework guided their inquiry? In this way, AI becomes part of their learning journey rather than just an endpoint.

    I’ve asked students to run the same question through multiple AI platforms and then compare the outputs. What were the differences? Which response feels most accurate or useful? What assumptions might be at play? These conversations push students to defend their thinking and use AI critically, not passively.

    Navigating privacy and policy

    Another responsibility we carry as educators is protecting our students. Data privacy is a serious concern. In my school, we use a “walled garden” version of AI so that student data doesn’t get used for training. Even with those safeguards in place, I remind colleagues never to enter identifiable student information into a tool.

    Policies will continue to evolve, but for day-to-day activities and planning, teachers need to model caution and responsibility. Students are taking our lead.

    Professional growth for a changing profession

    The truth of the matter is most of us have not been professionally trained to do this. My teacher preparation program certainly did not include modules on prompt engineering or data ethics. That means professional development in this space is a must.

    I’ve grown the most in my AI fluency by working alongside other educators who are experimenting, sharing stories, and comparing notes. AI is moving fast. No one has all the answers. But we can build confidence together by trying, reflecting, and adjusting through shared experience and lessons learned. That’s exactly what we’re doing in the Lead for Learners network. It’s a space where educators from across the country connect, learn and support one another in navigating change.

    For educators who feel hesitant, I’d say this: You don’t need to be an expert to start. Pick one tool, test it in one lesson, and talk openly with your students about what you’re learning. They’ll respect your honesty and join you in the process.

    Preparing students for what’s next

    AI is not going away. Whether we’re ready or not, it’s going to shape how our students live and work. That gives us a responsibility not just to keep pace with technology but to prepare young people for what’s ahead. The latest futures forecast reminds us that imagining possibilities is just as important as responding to immediate shifts.

    We need to understand both how AI is already reshaping education delivery and how new waves of change will remain on the horizon as tools grow more sophisticated and widespread.

    I want my students to leave my classroom with the ability to question, create, and collaborate using AI. I want them to see it not as a shortcut but as a tool for thinking more deeply and expressing themselves more fully. And I want them to watch me modeling those same habits: curiosity, caution, creativity, and ethical decision-making. Because if we don’t show them what responsible use looks like, who will?

    The future of education won’t be defined by whether we allow AI into our classrooms. It will be defined by how we teach with it, how we teach about it, and how we prepare our students to thrive in a world where it’s everywhere.

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    Ian McDougall, Yuma Union High School District

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  • How CTE inspires long and fulfilling careers

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    This post originally published on iCEV’s blog, and is republished here with permission.

    A career-centered education built on real experience

    One of the most transformative aspects of Career and Technical Education is how it connects learning to real life. When students understand that what they’re learning is preparing them for long and fulfilling careers, they engage more deeply. They build confidence, competence, and the practical skills employers seek in today’s competitive economy.

    I’ve seen that transformation firsthand, both as a teacher and someone who spent two decades outside the classroom as a financial analyst working with entrepreneurs. I began teaching Agricultural Science in 1987, but stepped away for 20 years to gain real-world experience in banking and finance. When I returned to teaching, I brought those experiences with me, and they changed the way I taught.

    Financial literacy in my Ag classes was not just another chapter in the curriculum–it became a bridge between the classroom and the real world. Students were not just completing assignments; they were developing skills that would serve them for life. And they were thriving. At Rio Rico High School in Arizona, we embed financial education directly into our Ag III and Ag IV courses. Students not only gain technical knowledge but also earn the Arizona Department of Education’s Personal Finance Diploma seal. I set a clear goal: students must complete their certifications by March of their senior year. Last year, 22 students achieved a 100% pass rate.

    Those aren’t just numbers. They’re students walking into the world with credentials, confidence, and direction. That’s the kind of outcome only CTE can deliver at scale.

    This is where curriculum systems designed around authentic, career-focused content make all the difference. With the right structure and tools, educators can consistently deliver high-impact instruction that leads to meaningful, measurable outcomes.

    CTE tools that work

    Like many teachers, I had to adapt quickly when the COVID-19 pandemic hit. I transitioned to remote instruction with document cameras, media screens, and Google Classroom. That’s when I found iCEV. I started with a 30-day free trial, and thanks to the support of their team, I was up and running fast. 

    iCEV became the adjustable wrench in my toolbox: versatile, reliable, and used every single day. It gave me structure without sacrificing flexibility. Students could access content independently, track their progress, and clearly see how their learning connected to real-world careers.

    But the most powerful lesson I have learned in CTE has nothing to do with tech or platforms. It is about trust. My advice to any educator getting started with CTE? Don’t start small. Set the bar high. Trust your students. They will rise. And when they do, you’ll see how capable they truly are.

    From classroom to career: The CTE trajectory

    CTE offers something few other educational pathways can match: a direct, skills-based progression from classroom learning to career readiness. The bridge is built through internships, industry partnerships, and work-based learning: components that do more than check a box. They shape students into adaptable, resilient professionals.

    In my program, students leave with more than knowledge. They leave with confidence, credentials, and a clear vision for their future. That’s what makes CTE different. We’re not preparing students for the next test. We’re preparing them for the next chapter of their lives.

    These opportunities give students a competitive edge. They introduce them to workplace dynamics, reinforce classroom instruction, and open doors to mentorship and advancement. They make learning feel relevant and empowering.

    As explored in the broader discussion on why the world needs CTE, the long-term impact of CTE extends far beyond individual outcomes. It supports economic mobility, fills critical workforce gaps, and ensures that learners are equipped not only for their first job, but for the evolution of work across their lifetimes.

    CTE educators as champions of opportunity

    Behind every successful student story is an educator or counselor who believed in their potential and provided the right support at the right time. As CTE educators, we’re not just instructors; we are workforce architects, building pipelines from education to employment with skill and heart.

    We guide students through certifications, licenses, career clusters, and postsecondary options. We introduce students to nontraditional career opportunities that might otherwise go unnoticed, and we ensure each learner is on a path that fits their strengths and aspirations.

    To sustain this level of mentorship and innovation, educators need access to tools that align with both classroom needs and evolving industry trends. High-quality guides provide frameworks for instruction, career planning, and student engagement, allowing us to focus on what matters most: helping every student achieve their full potential.

    Local roots, national impact

    When we talk about long and fulfilling careers, we’re also talking about the bigger picture:  stronger local economies, thriving communities, and a workforce that’s built to last.

    CTE plays a vital role at every level. It prepares students for in-demand careers that support their families, power small businesses, and fill national workforce gaps. States that invest in high-quality CTE programs consistently see the return: lower dropout rates, higher postsecondary enrollment, and greater job placement success.

    But the impact goes beyond metrics. When one student earns a certification, that success ripples outward—it lifts families, grows businesses, and builds stronger communities.

    CTE isn’t just about preparing students for jobs. It’s about giving them purpose. And when we invest in that purpose, we invest in long-term progress.

    Empowering the next generation with the right tools

    Access matters. The best ideas and strategies won’t create impact unless they are available, affordable, and actionable for the educators who need them. That’s why it’s essential for schools to explore resources that can strengthen their existing programs and help them grow.

    A free trial offers schools a way to explore these solutions without risk—experiencing firsthand how career-centered education can fit into their unique context. For those seeking deeper insights, a live demo can walk teams through the full potential of a platform built to support student success from day one.

    When programs are equipped with the right tools, they can exceed minimum standards. They can transform the educational experience into a launchpad for lifelong achievement.

    CTE is more than a pathway. It is a movement driven by student passion, educator commitment, and a collective belief in the value of hard work and practical knowledge. Every certification earned, every skill mastered, and every student empowered brings us closer to a future built on long and fulfilling careers for everyone.

    For more news on career readiness, visit eSN’s Innovative Teaching hub.

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    Dr. Richard McPherson, Ed.D.

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  • Room to grow: Creating a classroom built for success

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    Key points:

    For decades, curriculum, pedagogy, and technology have evolved to meet the changing needs of students. But in many schools, the classroom environment itself hasn’t kept pace. Classic layouts that typically feature rows of desks, limited flexibility, and a single focal point can often make it harder for educators to support the dynamic ways students learn today.

    Classrooms are more than places to sit–when curated intentionally, they can become powerful tools for learning. These spaces can either constrain or amplify great teaching. By reimagining how classrooms are designed and used, schools can create environments that foster engagement, reduce stress, and help both teachers and students thrive.

    Designing a classroom for student learning outcomes and well-being

    Many educators naturally draw on their own school experiences when shaping classroom environments, often carrying forward familiar setups that reflect how they once learned. Over time, these classic arrangements have become the norm, even as today’s students benefit from more flexible, adaptable spaces that align with modern teaching and learning needs.

    The challenge is that classic classroom setups don’t always align with the ways students learn and interact today. With technology woven into nearly every aspect of their lives, students are used to engaging in environments that are more dynamic, collaborative, and responsive. Classrooms designed with flexibility in mind can better mirror these experiences, supporting teaching and learning in meaningful ways, even without using technology.

    To truly engage students, the classroom must become an active participant in the learning process. Educational psychologist Loris Malaguzzi famously described the classroom as the “third teacher,” claiming it has just as much influence in a child’s development as parents or educators. With that in mind, teachers should be able to lean on this “teacher” to help keep students engaged and attentive, rather than doing all the heavy lifting themselves.

    For example, rows of desks often limit interaction and activity, forcing a singular, passive learning style. Flexible seating, on the other hand, encourages active participation and peer-to-peer learning, allowing students to easily move and reconfigure their learning spaces for group work or individual work time.

    I saw this firsthand when I was a teacher. When I moved into one of my third-grade classrooms, I was met with tables that quickly proved insufficient for the needs of my students. I requested a change, integrating alternative seating options and giving students the freedom to choose where they felt most comfortable learning. The results exceeded my expectations. My students were noticeably more engaged, collaborative, and invested in class discussions and activities. That experience showed me that even the simplest changes to the physical learning environment can have a profound impact on student motivation and learning outcomes.

    Allowing students to select their preferred spot for a given activity or day gives them agency over their learning experience. Students with this choice are more likely to engage in discussions, share ideas, and develop a sense of community. A comfortable and deliberately designed environment can also reduce anxiety and improve focus. This means teachers experience fewer disruptions and less need for intervention, directly alleviating a major source of stress by decreasing the disciplinary actions educators must make to resolve classroom misbehavior. With less disruption, teachers can focus on instruction.

    Supporting teachers’ well-being

    Just as classroom design can directly benefit student outcomes, it can also contribute to teacher well-being. Creating spaces that support collaboration among staff, provide opportunities to reset, and reduce the demands of the job is a tangible first step towards developing a more sustainable environment for educators and can be one factor in reducing turnover.

    Intentional classroom design should balance consistency with teacher voice. Schools don’t need a one-size-fits-all model for every room, but they can establish adaptable design standards for each type of space, such as science labs, elementary classrooms, or collaboration areas. Within those frameworks, teachers should be active partners in shaping how the space works best for their instruction. This approach honors teacher expertise while ensuring that learning environments across the school are both flexible and cohesive.

    Supporting teacher voice and expertise also encourages “early adopters” to try new things. While some teachers may jump at the opportunity to redesign their space, others might be more hesitant. For those teachers, school leaders can help ease these concerns by reinforcing that meaningful change doesn’t require a full-scale overhaul. Even small steps, like rearranging existing furniture or introducing one or two new pieces, can make a space feel refreshed and more responsive to both teaching and learning needs. To support this process, schools can also collaborate with learning environment specialists to help educators identify practical starting points and design solutions tailored to their goals.

    Designing a brighter future for education

    Investing in thoughtfully designed school environments that prioritize teacher well-being isn’t just about creating a more pleasant workplace; it’s a strategic move to build a stronger, more sustainable educational system. By providing teachers with flexible, adaptable, and future-ready classrooms, schools can address issues like stress, burnout, and student disengagement. When educators feel valued and empowered in their spaces, they create a better work environment for themselves and a better learning experience for their students. Ultimately, a supportive, well-designed classroom is an environment that sets both educators and students up for success.

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    Dr. Sue Ann Highland, School Specialty

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  • Reliable and relatable resources build confident students: The triple Rs of scholastic esports

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    Key points:

    I know what it feels like to stand in front of a classroom that does not have enough. Not enough computers. Not enough up-to-date software and technical tools. Not enough resources to give every student the experience they deserve. When students notice these gaps, they notice more than the missing tools. They begin to question whether their education and, by extension, their potential really matters. That doubt can quietly drain their confidence.

    This is why dependable resources are not simply a bonus in education. They are a lifeline. In my role leading the Scholastic Esports Academy in the Five Carat Choice Program at Palm Beach Lakes High School, I have watched how access to quality equipment and meaningful project-based learning transforms students from the inside out. It is not only about what they learn but about how they begin to see themselves.

    I have been fortunate to develop partnerships with organizations like Cleverlike Studios, changing the game for my students by bringing advanced technology and creativity directly into the classroom. For example, they learned how to create new characters for Minecraft and designed custom esports jerseys for their Minecraft characters. Students were engaged while learning in games they know and love. These experiences allow them to express their creativity and see their ideas come to life while building complex skills such as coding, digital media, and game design.  

    When students make the leap from simple play to design, careers in technology and digital media suddenly seem accessible, even if they have never seen themselves in these fields before. Scholastic esports is an avenue within the educational landscape that merges the captivating realm of the video game industry with project based learning and educational objectives. It capitalizes on students’ existing interests for STEM subjects, including gamification, digital media, robotics, and financial literacy, directing them towards a structured and educational setting.

    In just five years, the Palm Beach Lakes Scholastic Esports Academy has grown from a small club of ten students to more than five hundred, becoming a full CTE academy that operates both during the school day and after school. Through this experience, students are earning four to five industry certifications along their four year pathway. Their success demonstrates what happens when resources are reliable, relatable, and creativity is encouraged. Students are now able to see themselves in real time through 3D models and their own digital designs, creating new characters for Minecraft and customizing their own esports jerseys.

    Recognizing this success, the Pew Foundation invested nearly $500,000 to expand our infrastructure and transform the program from an after school club into a full daytime classroom experience, creating even greater opportunities for growth and student success. Now, when our students walk into the Esports classroom, they enter a space built around their passions. They see powerful gaming computers, professional streaming equipment, and projects that speak their language. Suddenly, the skills they once thought were only for others become reachable. They begin to realize that their love for video games, robotics, and digital media can open doors to real world careers and college opportunities.

    The results speak for themselves:

    • In FY23 Palm Beach Lakes High School used a Pew Grant to launch the esports course and compared outcomes with a matched group of students.
    • Students who participated in esports had significantly lower rates of in-school or out-of-school suspension, with about half as many incidents as their non-esports peers.
    • Absenteeism among esports students was also slightly lower.
    • While GPA and certification pass rates were similar, the behavioral improvements were clear and meaningful.

    These numbers match what I see every day. Students who once struggled to stay engaged now show up early to practice. They stay late to collaborate. They treat each other with a level of respect and teamwork that carries over into their other classes.

    None of this would be possible without reliable and relatable resources that connect directly to students’ interests and experiences. In a Title I school, these tools make learning meaningful by turning abstract ideas into hands-on projects that students can see, touch, and create. Expanding their minds through hands-on learning and project based materials from companies like Cleverlike Studios, our students gain access to educational tools that connect classroom lessons to real world applications. Coding challenges, game design projects, and digital media activities inspire creativity, critical thinking, and collaboration. Most importantly, this work helps students see that their ideas and talents have value and that their creativity can open doors to future opportunities. 

    For many of my students’ resources have always been scarce. But in the Scholastic Esports Academy they find more than equipment. They find opportunity. They discover that their skills have value beyond the game and that their voices and ideas matter. They begin to picture themselves as leaders in technology, media, and STEM fields.

    Student Alyssa Chavez said, “Last year, we completed an assignment to design a jersey for our esports teams to wear on Minecraft. The Esports Jersey assignment was very helpful and even inspiring to me because it helped me learn to adapt and appeal to the suggestions and requirements that a client or partner would want me to apply to a project.   The use of the Blockbench program helped me to understand the importance of knowing how to navigate and use a program to do my best work for certain projects. When making the jersey, I took the elements and colors of our ‘Retro Rams’ branding and applied them to the jersey to create a design that represents unity and teamwork, showcasing the unity of our esports team.”

    This is why I believe scholastic esports is not just about gaming. It is about creating a bridge between curiosity and opportunity. It is about giving students in under-resourced communities the confidence to dream bigger and the tools to make those dreams real.

    The ongoing success of our academy is proof that when education is supported with vision, dedication, and the right resources, students will rise. We have created a space where learning feels real, where creativity thrives, and where confidence is built through experience. Partners like Cleverlike Studios have played a part in this progress by providing educational tools that enhance what we do every day. Together, we are demonstrating that reliable and relatable learning environments not only inspire achievement but also prepare students to succeed beyond the classroom.

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    Julius Edwards, Palm Beach Lakes Esports & Sunshine State Esports League

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  • Rethink the classroom: How interactive tech simplifies IT and supercharges learning

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    Key points:

    Today’s school IT teams juggle endless demands–secure systems, manageable devices, and tight budgets–all while supporting teachers who need tech that just works.

    That’s where interactive displays come in. Modern, OS-agnostic solutions like Promethean’s ActivPanel 10 Premium simplify IT management, integrate seamlessly with existing systems, and cut down on maintenance headaches. For schools, that means fewer compatibility issues, stronger security, and happier teachers.

    But these tools do more than make IT’s job easier–they transform teaching and learning. Touch-enabled collaboration, instant feedback, and multimedia integration turn passive lessons into dynamic, inclusive experiences that keep students engaged and help teachers do their best work.

    Built to last, interactive displays also support long-term sustainability goals and digital fluency–skills that carry from classroom to career.

    Discover how interactive technology delivers 10 powerful benefits for schools.

    Download the full report and see how interactive solutions can help your district simplify IT, elevate instruction, and create future-ready classrooms.

    Laura Ascione
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    Laura Ascione

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  • 5 essential AI tech tools for back-to-school success

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    Key points:

    By now, the 2025-2026 school year is well underway. The glow of new beginnings has faded, and the process of learning has begun in earnest. No doubt there is plenty to do, but I recommend that educators take a moment and check in on their teaching toolkit.

    The tools of our trade are always evolving, and if our students are going to get the most out of their time in class, it’s important for us to familiarize ourselves with the newest resources for sparking curiosity, creativity, and critical thinking. This includes the latest AI programs that are making their way into the classroom.  

    Here are five AI tech tools that I believe are essential for back-to-school success: 

    1. ChatGPT: ChatGPT has quickly become the all-in-one tool for generating anything and everything. Many educators are (rightly) concerned about ChatGPT’s potential for student cheating, but this AI can also serve as a built-in assistant for creating welcome letters, student-friendly syllabi, and other common documents for the classroom. If it’s used responsibly, ChatGPT can assist teachers by cutting out the busy work involved when planning and implementing lessons.   
    2. ClassroomScreen: ClassroomScreen functions as a modern-day chalkboard. This useful tool lets teachers project a variety of information on screen while simultaneously performing classroom tasks. Teachers can take straw polls, share inspiring quotes, detail the morning schedule, and even monitor volume without opening a single tab. It’s a simple, multipurpose tool for classroom coordination.     
    3. SchoolAI: SchoolAI is a resource generator that provides safe, teacher-guided interactions between students and AI. With AI becoming increasingly common, it’s vital that students are taught how to use it safely, effectively, and responsibly. SchoolAI can help with this task by cultivating student curiosity and critical thinking without doing the work for them. Best of all, teachers remain at the helm the entire time, ensuring an additional layer of instruction and protection.       
    4. Snorkl: Snorkl is a feedback tool, providing students with instant feedback on their responses. This AI program allows students to record their thinking process on a digital whiteboard using a variety of customizable tools. With Snorkl, a teacher could send students a question with an attached image, then have them respond using audio, visual tools such as highlighting, and much more. It’s the perfect way to inject a little creativity into a lesson while making it memorable, meaningful, and fun!   
    5. Suno: Suno is unique in that it specializes in creative song generation. Looking for an engaging way to teach fractions? Upload your lesson to Suno and it can generate a catchy, educational song in the style of your favorite artist. Suno even allows users to customize lyrics so that the songs stay relevant to the lesson at hand. If you need a resource that can get students excited about learning, then Suno will be the perfect addition to your teaching toolkit!

    The world of education is always changing, and today’s technology may be outdated within a matter of years. Still, the mission of educators remains the same: to equip students with the skills, determination, and growth mindset they need to thrive in an uncertain future. By integrating effective tools into the classroom, we can guide them toward a brighter tomorrow–one where inquiry and critical thinking continue to flourish, both within the classroom and beyond.

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    Jamie MacPherson, Van Andel Institute for Education

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  • Outside groups pour dark money into Denver Public Schools board races, again

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    Dark money — some of it from out-of-state multimillionaires and billionaires — is once again flowing into elections for the Denver Public Schools Board of Education.

    With four of seven seats up for grabs, the spending is leading some to question how democratic and transparent the race to guide the education of 90,000 students really is. Others contend large sums of money help inform voters in races that traditionally have low turnout.

    Dark money groups — organizations whose donors aren’t fully disclosed — cannot coordinate with candidates, but they can buy TV ads and glossy brochures. So far this year, one independent expenditure committee has spent big on a slate of candidates, while a second committee backing a competing slate has yet to give. 

    Back in 2023, donors backing charter school interests outspent teachers’ unions 5-to-1, with $2.2 million spent on the race.

    In that last election, the group Denver Families Action, the political arm of the nonprofit Denver Families for Public Schools, pushed all three of its candidates to victory, unseating three of the seven union-backed candidates on the board. Dark money made up more than 70 percent of the funding in the 2023 race, according to longtime education analyst Van Schoales.

    “Since 2011, there has been no [Denver] school board member that has been elected without the support of either of the major groups,” he said. The amount that candidates are raising from their traditional supporters is shrinking, giving more power to outside, opaque groups that dominate in spending.

    Schoales and others would like to jumpstart conversations about how to make Denver’s races more transparent and democratic.

    Who are the dark money players in this year’s race?

    A decade ago, sharp lines were drawn between groups of candidates. On one side were those who supported charter schools — publicly funded, privately run schools — as well as other “reform” strategies. On the other side were teachers union allies who often backed neighborhood public schools. 

    Today, those lines are more blurred, with candidates more likely to hold a mix of positions. But that hasn’t stopped dark money from flowing into the race.

    On the one side are Better Leaders, Stronger Schools, an independent expenditure committee that’s raised $718,000 as of mid-October. Its top donor is Denver Families Action, the political arm of Denver Families for Public Education, which has contributed $600,000 so far. It’s reported spending more $637,000 on campaign ads for its endorsed four candidates, Mariana del Hierro, Caron Blanke, Timiya Jackson and Alex Magaña.

    Denver Families Action says it’s broadened beyond its charter school roots and focuses on issues central to all models of public schools. But its primary funding source is The City Fund, founded by out-of-state billionaires Reed Hastings and John Arnold. The City Fund has donated millions to urban school board races in support of “charter and charter-like schools.” 

    Wealthy individual donors also are contributing to Better Leaders, Stronger Schools:  Republican billionaire Phil Anschutz has given $40,000. Another multimillionaire businessman, Bruce Benson, former president of the University of Colorado and former chair of the Colorado Republican Party, also has donated.

    Multimillionaire Kent Thiry, former CEO of health care company DaVita, donated $350,000 in the 2023 school board race but hasn’t donated so far this year.

    The teachers union is on the other side

    On the other side, the Denver Classroom Teachers Association and its committee Students Deserve Better, funded mostly by the Colorado Education Association, are backing Amy Klein Molk, Xochitl Gaytan, DJ Torres and Monica Hunter.

    It’s collected $280,000 in donations as of mid-October, but so far hasn’t spent on the DPS race this year. Instead, it’s focused on several other Colorado school districts. DCTA’s small-donor committee, which must report who gives it money, has collected $200,000 and has contributed $24,000 to DPS candidates so far. Another small donor committee, the Public Education Committee, has contributed about $21,000. DCTA president Rob Gould contrasted the sources of money.

    “When it comes to billionaire money versus teacher money, they’re two very different things … The money that comes to the fund, those are voluntary contributions from individual teachers … the same teachers that have to go spend their own money on their classroom,” Gould said.

    Teachers’ union says reform era did damage

    Gould said the DCTA chose candidates who understand the challenges in the classrooms and will advocate for lower class sizes and greater teacher input in decision-making.

    He said DCTA doesn’t want a return to the turbulent education reform era of 10 to 20 years ago that brought instability: less teacher voice in curriculum, a performance pay system that caused teachers to leave high-needs schools, and schools filled with novice teachers that would be closed because of poor performance.

    “We just don’t want to go back to some of the reform policies of years past,” Gould said. “Those reforms eroded teacher voice, caused burnout, and led to a 20 percent turnover rate year after year.”

    Gould believes Denver’s choice model has deepened inequities because some have ways to transport their children to higher-performing schools that sometimes have less crowded classrooms. Some charter networks have access to millions in outside funding.

    “If we are going to have this true choice system, everybody should be able to access it…We have kindergarten classrooms with 35 kids in them. We’ve been talking about that for the last four years… Students can’t wait. We need to have fixes to these issues today.”

    Charter supporters say it’s about good schools

    Clarence Burton Jr., CEO of Denver Families for Public Schools and its political arm, acknowledged the organization has received millions of dollars from out-of-state interests that back charter schools and other education reforms. But he sees Denver Families for Public Education as bringing forward a “deeply community rooted voice.”

    Over two years, the organization canvassed 100,000 Denverites about what they wanted for the future of public education. It used a 37-member community panel to vet candidates.

    “Our North Star,” Burton said, “is making sure that every kid in the city of Denver has access to a great public school.”

    The organization’s priorities include improving academic outcomes, fully funding classrooms and teachers, providing more mental health support, and repairing the “deep mistrust” between the school board and community.

    Burton commends DPS’s recent progress but said the district needs a stronger vision for moving forward.  “DPS going green for the second time in its history is a good thing,” he said, referring to the state’s performance rating system.

    “But is it fast enough to ensure that all students, regardless of their backgrounds, are going to get what they deserve on the timeline they deserve it?

    Burton rejected the idea that his group represents only charter interests. He said the organization works with all school models and wants to replicate what works best at each.

    “Families don’t care what the governance model of their schools are,” he said. “What they care is that they have access to great public schools … As much as possible, we’ve tried to be an organization that has built a big tent.”

    Burton defended Denver Families Action’s significant campaign spending — $600,000 so far. He said it’s meant to increase voter engagement in a race that often has low turnout because many voters don’t have school-aged children.

    How does money influence the board?

    Some former board members say they didn’t feel pressure to vote a certain way after getting outside backing. 

    Still, incumbents Scott Esserman and Michelle Quattlebaum, whom DCTA supported in 2021, lost that backing this year after a few votes the union disagreed with. Esserman now touts his independence, quoting a Denver Post editorial on his campaign web page: the “ideal candidate will be independent enough to buck the union when it is wrong, and strong enough to stand up to failing charter schools and demand accountability.”

    Gould said the union’s expectations were to make sure teachers have the ability to keep the rights they’ve worked hard for in their contract that “gave a teacher voice within their school.”

    Schoales said multimillionaire funders, too, have expectations. It could be how candidates approach authorizing charter schools or what expectations are for performance or whether to keep schools open or closed, he said.

    “Why would they fund somebody unless there was an expectation that they were aligned in terms of both philosophically as well as particular policy positions?”

    The downsides of dark money

    Independent expenditure committees can escape accountability. Donors can give through layers of organizations so voters often don’t know exactly who’s funding them. When they send out a misleading or negative mailer, candidates can claim they had nothing to do with it. Schoales points to a recent attack ad claiming that at-large candidate Amy Klein Molk, who once founded an ed-tech company, wanted to replace teachers with AI robots.

    “It’s sort of comical because she’s the one who’s supported by DCTA and the teachers’ unions and they would never support a candidate that wanted to replace teachers with AI robots,” Schoales said.

    He calls it “bizarre” that a handful of wealthy, often Republican-connected donors wield such power in a heavily Democratic city. He criticized both sides for a lack of transparency.

    He’d like both sides to publicly share lists of who sits on their boards or who is giving them money.

    Solutions for the future?

    Schoales, a longtime charter school proponent and frequent union critic, recently teamed up with former union-backed DPS board member Scott Baldermann to argue for structural reforms.

    In a Denver Post editorial, they proposed creating public matching funds for school board candidates – similar to the nine-to-one small-donor match that is available for Denver City Council candidates.

    They also called for expanding the Denver Public Schools board from five to 11 members to mirror the city of Denver’s district structure.

    “It’s easier to connect with your constituency if you have a smaller area of folks to represent,” Schoales said. They argue that with small districts, candidates might be able to run a campaign through community outreach rather than relying on big-money committees.

    Denver Families’ Burton said his organization hasn’t examined these ideas yet.

    The union’s Gould said he supports exploring the ideas but is skeptical they’ll fix the problem.

    “My fear is that these billionaires can just pour $4 million into a school board race. Is it going to help the problem or exacerbate the problem?” he asked.

    Ballots are due Tuesday, Nov. 4, by 7 p.m. (Our voter guide is available here.)

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  • Why mentorship networks are essential in the college admissions process

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    Key points:

    As the vice president of academic affairs and a member of the admissions committee at SSP International (SSPI), a nonprofit organization offering immersive scientific experiences, I review hundreds of applications each year from rising seniors for our flagship program, Summer Science Program. What we’ve learned is that many of our bright and talented students are navigating their academic careers without access to the same supports as similarly high-achieving students.

    Where other Summer Science Program applicants might benefit from private tutors, college consultants, or guidance from parents familiar with the college application process and the high stress of today’s competitive college market, these students rise to the top of the applicant pool without leaning on the same resources as their peers.

    This is especially true for first-generation students who will be the first in their families to graduate from high school, go through the college admissions process, apply for financial aid, and enroll in college. Not only do they need to be more resourceful and self-reliant without the support of their personal networks, but they also often take on the responsibility of guiding their parents through these processes, rather than the other way around.

    School counselor shortage

    For many students who are underrepresented in academia, their exposure to different colleges, careers, and networks comes from their school counselors. While the American School Counselor Association (ASCA) recommends a minimum student-to-school counselor ratio of 250:1, the nationwide shortage of counselors led to a national average ratio of 385:1 between 2020-2023. That is a lot of strain on counselors who already serve as jacks of all trades–needing to keep up with evolving college admissions processes, understand the financial circumstances of hundreds of families, provide emotional support, and stay on top of the job market to advise accordingly. This ultimately affects the level of personalized counseling students receive.

    Making the college admissions process accessible

    In 2020, SSPI launched College Link, a mentorship program offering Summer Science Program alumni access to one-on-one or group mentoring. Mentors support students during their transition from high school to college through guidance on financial aid, early decision/early action processes, college applications, personal essay writing, resume workshopping, and more. To date, College Link has served over 650 mentees and recruited over 580 mentors sourced from SSPI’s 4,200 alumni network.

    This mentorship network comprises individuals from various backgrounds, leading successful and diverse careers in academia and STEM. Mentors like Dr. Emma Louden, an astrophysicist, strategist, and youth advocate who also helped develop the program, provided SSPI’s recent alumni with insights from their real-world professional experiences. This helps them explore a variety of careers within the STEM field beyond what they learn about in the classroom.

    Demographic data from last year’s Summer Science Program cohort showed that 37 percent of participants had parents with no higher education degree. That is why College Link prioritizes one-on-one mentoring for first-generation college alumni who need more personalized guidance when navigating the complexities of the college application and admission process.

    College Link also offers group mentoring for non-first-generation students, who receive the same services from several mentors bringing great expertise on the varying topics highlighted from week to week.

    With the support of College Link, nearly one hundred percent of Summer Science Program alumni have gone on to attend college, including MIT, Stanford, Harvard, Caltech and other prestigious institutions.

    Using College Link as a blueprint

    As the U.S. continues to face a counselor shortage, schools can further support students, especially first-generation students, through the college admissions process by creating mentorship networks using the College Link model. Schools can tap into their alumni network and identify successful role models who are ready to mentor younger generations and guide them beyond the admissions process. With the widespread implementation of Zoom in our everyday lives, it is now easier than ever to build networks virtually.

    Mentorship networks in schools can provide additional support systems for high school students and alleviate the pressures school counselors experience daily during college admissions season. Let’s continue to ensure the college admissions process is accessible to all students.

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    Dr. Mike Manzella, SSP International

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  • Teaching isn’t about perfection, it’s about showing up–here’s how to do that

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    Key points:

    When I walked into my first classroom almost a decade ago, I had no idea how many “first days” I would experience–and how each one would teach me something new.

    Growing up–first in the Virgin Islands and then later in Florida–I always felt pulled toward teaching. Tutoring was my introduction, and I realized early that I was a helper by nature. Still, my path into the classroom wasn’t straightforward–I changed majors in college, tried different things, and it wasn’t until six months after graduation that a friend pointed me toward Teach For America. That leap took me all the way to Baton Rouge, Louisiana, far from home and family, but I was fortunate to find a strong cohort of fellow teachers and mentors who grounded me.

    Those early years weren’t easy. Being away from home, balancing the demands of teaching, and later, raising two kids of my own–it could feel overwhelming. My mentors kept me steady, reminding me that teaching is about community and connection. That lesson has never left me. 

    As I started this school year–my eighth first day of school at the front of the classroom–I’m reflecting on other lessons learned that help me help my students thrive.

    Connection is the key to everything. If students know you believe in them, they’ll start believing in themselves. I think of one student in particular who was failing in my class repeatedly, and finally passed–not because I’m a miracle worker, but because we built trust. I bought into him, and eventually, he bought into himself. Those are the moments that make the long days and sacrifices worth it.

    Make your classroom a safe space to learn. I teach 10th-grade biology and 11th-grade dual-enrollment engineering; these are subjects that can seem intimidating to young people. I tell my students that I want to hear each and every one of their ideas. No one’s brains are alike. My brain isn’t like yours, and yours isn’t like your neighbor’s. Listening to everyone’s thoughts, processes, and ideas helps us expand our own thinking and understanding. Especially with a subject matter like science, I want students to know that there is no shame in exploring different ideas together. In fact, that’s what makes this kind of work exciting.

    Lean on your network. We preach the importance of continuous learning to our students, and rightfully so. There is always room to grow in every subject. I believe teachers need to model this for our students. I lean heavily on my support system: my mentors, my master teacher, and other educators and coaches. They are always there to bounce ideas off of, helping me continue to strengthen my lessons and outcomes. This also builds community; two of my mentors, Sabreen Thorne and Marie Mullen, are Teach For America Greater Baton Rouge alumnae who still work for the organization and still make the effort to keep in touch, invite me to community events, and offer me words of wisdom.

    I’m proud that these approaches have been working. This past year, our school, Plaquemine High School, saw the most improved test scores in the Iberville Parish School District. It wasn’t magic–it was the collective effort of teachers and students who decided we could do better, together. I was also honored to receive the Shell Science Lab Regional Makeover grant, which provides us with resources to upgrade our science lab. We’ll be able to provide the equipment our students deserve. Science classrooms should be safe spaces where every idea matters, where students feel empowered to experiment, question, and create. This grant will help us bring that vision to life.

    Eight years in, I’ve learned that teaching isn’t about perfection. It’s about showing up, reflecting, leaning on others, and never losing sight of why we’re here: to open doors for kids. Every year, every day, is another chance to do just that.

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    Gelisa Patin, Plaquemine High School

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  • How teachers and administrators can overcome resistance to NGSS

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    Key points:

    Although the Next Generation Science Standards (NGSS) were released more than a decade ago, adoption of them varies widely in California. I have been to districts that have taken the standards and run with them, but others have been slow to get off the ground with NGSS–even 12 years after their release. In some cases, this is due to a lack of funding, a lack of staffing, or even administrators’ lack of understanding of the active, student-driven pedagogies championed by the NGSS.

    Another potential challenge to implementing NGSS with fidelity comes from teachers’ and administrators’ epistemological beliefs–simply put, their beliefs about how people learn. Teachers bring so much of themselves to the classroom, and that means teaching in a way they think is going to help their students learn. So, it’s understandable that teachers who have found success with traditional lecture-based methods may be reluctant to embrace an inquiry-based approach. It also makes sense that administrators who are former teachers will expect classrooms to look the same as when they were teaching, which may mean students sitting in rows, facing the front, writing down notes.

    Based on my experience as both a science educator and an administrator, here are some strategies for encouraging both teachers and administrators to embrace the NGSS.

    For teachers: Shift expectations and embrace ‘organized chaos’

    A helpful first step is to approach the NGSS not as a set of standards, but rather a set of performance expectations. Those expectations include all three dimensions of science learning: disciplinary core ideas (DCIs), science and engineering practices (SEPs), and cross-cutting concepts (CCCs). The DCIs reflect the things that students know, the SEPs reflect what students are doing, and the CCCs reflect how students think. This three-dimensional approach sets the stage for a more active, engaged learning environment where students construct their own understanding of science content knowledge.

    To meet expectations laid out in the NGSS, teachers can start by modifying existing “recipe labs” to a more inquiry-based model that emphasizes student construction of knowledge. Resources like the NGSS-aligned digital curriculum from Kognity can simplify classroom implementation by providing a digital curriculum that empowers teachers with options for personalized instruction. Additionally, the Wonder of Science can help teachers integrate real-life phenomena into their NGSS-aligned labs to help provide students with real-life contexts to help build an understanding of scientific concepts related to. Lastly, Inquiry Hub offers open-source full-year curricula that can also aid teachers with refining their labs, classroom activities, and assessments.  

    For these updated labs to serve their purpose, teachers will need to reframe classroom management expectations to focus on student engagement and discussion. This may mean embracing what I call “organized chaos.” Over time, teachers will build a sense of efficacy through small successes, whether that’s spotting a studentconstructing their own knowledge or documenting an increased depth of knowledge in an entire class. The objective is to build on student understanding across the entire classroom, which teachers can do with much more confidence if they know that their administrators support them.

    For administrators: Rethink evaluations and offer support

    A recent survey found that 59 percent of administrators in California, where I work, understood how to support teachers with implementing the NGSS. Despite this, some administrators may need to recalibrate their expectations of what they’ll see when they observe classrooms. What they might see is organized chaos happening: students out of their seats, students talking, students engaged in all different sorts of activities. This is what NGSS-aligned learning looks like. 

    To provide a clear focus on student-centered learning indicators, they can revise observation rubrics to align with NGSS, or make their lives easier and use this one. As administrators track their teachers’ NGSS implementation, it helps to monitor their confidence levels. There will always be early implementers who take something new and run with it, and these educators can be inspiring models for those who are less eager to change.

    The overall goal for administrators is to make classrooms safe spaces for experimentation and growth. The more administrators understand about the NGSS, the better they can support teachers in implementing it. They may not know all the details of the DCIs, SEPs, and CCCs, but they must accept that the NGSS require students to be more active, with the teacher acting as more of a facilitator and guide, rather than the keeper of all the knowledge.

    Based on my experience in both teaching and administration roles, I can say that constructivist science classrooms may look and sound different–with more student talk, more questioning, and more chaos. By understanding these differences and supporting teachers through this transition, administrators ensure that all California students develop the deeper scientific thinking that NGSS was designed to foster.

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    Nancy Nasr, Ed.D., Santa Paula Unified School District

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  • Tools and ideas to engage students in career-connected learning

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    Key points:

    For nearly two decades, I’ve worked to improve teaching and learning with technology. And while the continuously evolving nature of technology has changed the trajectory of my career many times, I have always tried to drive deeper student engagement.

    Education stakeholders agree on the importance of engagement in learning. According to the recently released Education Insights Report, K-12 leaders, teachers, parents, and students overwhelmingly agree that engagement drives learning. To be more specific, 93 percent of educators say it’s a critical metric for achievement, 99 percent of superintendents rank it among the top predictors of school success, and 92 percent of students report that engaging lessons make school more enjoyable.

    During my career, I’ve found that one of the best ways to engage students in learning is to connect what is being taught to students in the classroom to potential career paths. One way to connect the dots between classroom lessons and their application to a potential career is through career-connected learning.

    Career-connected learning (CCL) experiences–such as classroom career lessons, job fairs, and mentorships–have a measurable impact on student engagement and future orientation. A recent report found that 88 percent of students participate in at least one CCL opportunity, and that having a mentor nearly doubles student engagement (37 percent vs. 16 percent), while also increasing students’ hope about their future (40 percent vs. 25 percent).

    Educational technology can help educators scale CCL learning in their district. At my school, I’ve found success with Career Connect, which can be accessed through Discovery Education Experience. This technology solution is an innovative, virtual platform that facilitates direct, real-time connections between K-12 educators, students, and industry professionals. Key features include on-demand, virtual classroom visits and an easy-to-navigate dashboard with accompanying standards-aligned lesson plans and activities.

    Career Connect has allowed instructional specialists and professional development consultants in our field to assist CTE teachers with additional credible and trusted resources. This enables our educators to create meaningful connections and higher engagement by embedding real-world voices to help students see the “why” behind learning, which sparks curiosity and motivation. Plus, the solution helps ensure equitable access for all students, because the virtual format allows schools anywhere to bring a broad range of professionals from all the over the world directly into their classrooms.

    Another favorite tool is CareerPrepped, a free resource by the Association for Career and Technical Education. Designed to meet the needs of learners, educators, and employers, the platform supports skills-based hiring, soft-skills development, and work-based learning through a dynamic digital platform.

    With over 40 essential workforce skills, students can build Skill Builders across competencies like teamwork, communication, problem-solving, time management, and more. These skills are demonstrated through Skill Badges and a career portfolio that houses real-world evidence such as project artifacts and multimedia illustrations. Students can create a personal portfolio that connect to platforms like LinkedIn. Then, students can request feedback on their skill evidence from peers, educators, and industry mentors, helping them understand strengths and areas for improvement.

    CareerPrepped offers value for educators by bridging the gap between academic learning and employability while enhancing work-based learning outcomes. Students actively document and prove their skills to employers and class alike.

    Implementing career-focused technology tools such as Career Connect and CareerPrepped in education offers many ways to integrate CCL into the classroom. Here are some potential strategies to consider:

    • Employee Spotlights: Host brief live or recorded talks with people in various careers to hear about job journeys and directly tie in a classroom lesson to that career. Bonus points if that employee is a former student of that district!
    • Micro-Internships: Arrange one-hour or one-day job shadows with local partners.
    • Challenge-Based Projects: Partner with businesses on real problems, like designing a locally-sourced cafeteria menu or revamping a playground.

    In summary, career-connected learning is a vital component of any classroom in this day and age, because it brings together traditional learning with real-world opportunities. By engaging students with industry partners, mentors, and authentic workplace experiences, students are empowered to see clear pathways from education to career success.

    These connections not only strengthen technical and employability skills but also foster confidence and purpose for each student. Ultimately, career connections ensure that all students graduate prepared, inspired, and equipped to thrive in both postsecondary education and the workforce.

    Latest posts by eSchool Media Contributors (see all)

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    Grace Maliska

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  • Tools and ideas to engage students in career-connected learning

    [ad_1]

    Key points:

    For nearly two decades, I’ve worked to improve teaching and learning with technology. And while the continuously evolving nature of technology has changed the trajectory of my career many times, I have always tried to drive deeper student engagement.

    Education stakeholders agree on the importance of engagement in learning. According to the recently released Education Insights Report, K-12 leaders, teachers, parents, and students overwhelmingly agree that engagement drives learning. To be more specific, 93 percent of educators say it’s a critical metric for achievement, 99 percent of superintendents rank it among the top predictors of school success, and 92 percent of students report that engaging lessons make school more enjoyable.

    During my career, I’ve found that one of the best ways to engage students in learning is to connect what is being taught to students in the classroom to potential career paths. One way to connect the dots between classroom lessons and their application to a potential career is through career-connected learning.

    Career-connected learning (CCL) experiences–such as classroom career lessons, job fairs, and mentorships–have a measurable impact on student engagement and future orientation. A recent report found that 88 percent of students participate in at least one CCL opportunity, and that having a mentor nearly doubles student engagement (37 percent vs. 16 percent), while also increasing students’ hope about their future (40 percent vs. 25 percent).

    Educational technology can help educators scale CCL learning in their district. At my school, I’ve found success with Career Connect, which can be accessed through Discovery Education Experience. This technology solution is an innovative, virtual platform that facilitates direct, real-time connections between K-12 educators, students, and industry professionals. Key features include on-demand, virtual classroom visits and an easy-to-navigate dashboard with accompanying standards-aligned lesson plans and activities.

    Career Connect has allowed instructional specialists and professional development consultants in our field to assist CTE teachers with additional credible and trusted resources. This enables our educators to create meaningful connections and higher engagement by embedding real-world voices to help students see the “why” behind learning, which sparks curiosity and motivation. Plus, the solution helps ensure equitable access for all students, because the virtual format allows schools anywhere to bring a broad range of professionals from all the over the world directly into their classrooms.

    Another favorite tool is CareerPrepped, a free resource by the Association for Career and Technical Education. Designed to meet the needs of learners, educators, and employers, the platform supports skills-based hiring, soft-skills development, and work-based learning through a dynamic digital platform.

    With over 40 essential workforce skills, students can build Skill Builders across competencies like teamwork, communication, problem-solving, time management, and more. These skills are demonstrated through Skill Badges and a career portfolio that houses real-world evidence such as project artifacts and multimedia illustrations. Students can create a personal portfolio that connect to platforms like LinkedIn. Then, students can request feedback on their skill evidence from peers, educators, and industry mentors, helping them understand strengths and areas for improvement.

    CareerPrepped offers value for educators by bridging the gap between academic learning and employability while enhancing work-based learning outcomes. Students actively document and prove their skills to employers and class alike.

    Implementing career-focused technology tools such as Career Connect and CareerPrepped in education offers many ways to integrate CCL into the classroom. Here are some potential strategies to consider:

    • Employee Spotlights: Host brief live or recorded talks with people in various careers to hear about job journeys and directly tie in a classroom lesson to that career. Bonus points if that employee is a former student of that district!
    • Micro-Internships: Arrange one-hour or one-day job shadows with local partners.
    • Challenge-Based Projects: Partner with businesses on real problems, like designing a locally-sourced cafeteria menu or revamping a playground.

    In summary, career-connected learning is a vital component of any classroom in this day and age, because it brings together traditional learning with real-world opportunities. By engaging students with industry partners, mentors, and authentic workplace experiences, students are empowered to see clear pathways from education to career success.

    These connections not only strengthen technical and employability skills but also foster confidence and purpose for each student. Ultimately, career connections ensure that all students graduate prepared, inspired, and equipped to thrive in both postsecondary education and the workforce.

    Latest posts by eSchool Media Contributors (see all)

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    Dr. Angie Haro, EdD, Education Service Center Region 19

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