A new interactive resource from the National Council on Teacher Quality calls into question the efficacy of the traditional classroom model, underscoring how it isn’t structured to help teachers succeed.
The resource, Reimagining the Teaching Role: How Strategic Staffing Can Attract and Retain Effective Teachers, illustrates how more modern teacher staffing strategies like team teaching, paying an expert teacher more to take on larger classes, and creating new teacher-leadership roles, can improve teacher retention, alleviate hiring challenges, and ultimately give more students access to high-quality teachers.
Today, in any given classroom, students arrive with varying degrees of knowledge and skill. Teachers are often unrealistically expected to meet the individual academic needs for each child all by themselves, with little support. They largely work alone and without opportunity to advance their careers. In fact, only 26 percent of teachers agree that the teaching profession is dynamic, meaning that it has role flexibility and opportunities for growth and leadership. (Sources: Learning Policy Institute & Educators for Excellence.)
As a result, teachers experience high levels of work-related stress, which leads to declining job satisfaction and higher turnover rates. During the 2022–23 school year, just over 40 percent of public schools in low-income areas and those with mostly students of color were fully staffed. Additionally, teachers don’t stay in the profession as long as they used to. If you polled teachers on their years of experience in 1988, you would have found “15 years” to be the most common response. By 2016, the most common response was “one to three” years of experience. (Source: Ingersoll, R. M., Merrill, E., Stuckey, D., & Collins, G. (2018). Seven trends: The transformation of the teaching force)
Reimagining the teaching role offers a bold solution through innovative strategic staffing structures that make the profession more attractive and sustainable for teachers–and can ultimately boost student learning outcomes.
“Just as the Ford Model T doesn’t serve today’s transportation needs, the traditional model of teaching from the same era isn’t working well for many students and teachers,” said NCTQ President Heather Peske. “States need to take action to catalyze innovative staffing models and districts must capitalize on these opportunities to attract and retain teachers who are going to help our students succeed.”
The new NCTQ resource highlights how state policies have the potential to either help or hinder a district’s ability to implement a better approach to staffing classrooms. While the analysis found that state policy is not a barrier in many cases, there are four key policy areas where states can do more to support innovations:
Class size
Class size and student-teacher ratio laws can stymie strategic staffing models by not allowing more than one adult in the same classroom to be assigned to support students, or they may prohibit a highly effective teacher from taking on additional students, even with additional support and pay.
Five states do not allow districts to request a waiver on class-size or student-teacher ratio restrictions, 25 states allow waivers, and 20 states and the District of Columbia do not address class-size or student-teacher ratio in policy.
Teachers as observers
When policy restricts the ability of teachers to be formal observers, it limits career pathways for teachers who do not want to be administrators yet want to serve in a leadership capacity. It also limits districts’ ability to think creatively about reconfiguring roles to deliver more support to help teachers grow.
Thirteen states block teachers from formally observing other teachers, 28 states allow teachers to observe other teachers, and nine states and D.C. are silent on the issue.
Team outcomes
Districts need flexibility to create team-based accountability, where teachers are held accountable for team outcomes. At present, 30 states include student growth as one measure in teacher evaluation.
Eleven states do not allow districts to attribute team outcomes to teacher evaluations, 21 states do allow it, and 18 states and D.C. do not address the issue in state policy.
Restrictions on the use of support staff and time
Restricting the roles of paraprofessionals, residents, and other support staff too harshly limits how schools can think creatively about tapping into all the adults in the building to best meet student needs. When state policy limits the time teachers have to collaborate, it can impede team-based approaches to instruction.
Fourteen states have policies that restrict the use of support staff or teachers’ time, which may restrict new models or collaboration, and 36 states and DC do not restrict teachers’ time or how support staff are used.
Additionally, only eight states provide some type of supplemental pay for teacher leadership roles beyond mentoring novice or aspiring teachers, meaning even if policy were to allow for these innovative staffing models, many states are not structured to compensate teachers for the additional leadership responsibilities they would assume.
State leaders are uniquely positioned to create opportunities for school districts to reimagine the teaching role by helping districts pilot new staffing models; leading them to evaluate the outcomes of the models and share what works; offering waivers from restrictive policies (like class size), if they have a plan and commit to tracking outcomes; and funding the design, development and evaluation of the models.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
With a new school year comes new priorities for educators and students alike. Teaching is evolving at a rapid pace, pushed forward by advancements in AI, the need for real-world relevance in classroom lessons, and a focus on student wellness.
From career and technical education (CTE) to STEM learning and AI’s evolution, here are five priority areas for educators in the 2024-2025 school year:
Student achievement and well-being
Now more than ever, the need to focus on educating the “whole child” is a top priority for our schools. Educational experiences extend beyond the traditional classroom setting. For instance, in Baldwin School District, we continue to expand on our emotional wellness efforts through our very own Wellness Center, allowing our students and their families seamless access to the support services needed to help their child succeed in school and beyond. –Dr. Shari L. Camhi, Superintendent of Schools, Baldwin School District
There’s a growing emphasis on wellness and addressing the complex needs of students as they navigate a challenging world. This holistic approach is reshaping how we engage students, pushing us to rethink traditional models and deliver teaching and learning in more relevant, responsive ways. To truly improve student engagement and achievement, we must start by valuing the conversations and dedicated time needed to measure and adjust the adult behaviors that directly impact these areas. This reflective process is essential for driving meaningful improvements. As we think about this work, it’s crucial to shift the conversation from merely tracking student attendance to focusing on how students are showing up: how they engage with complex problems, interact with their peers, and connect with adults. It’s not enough for students to simply be present; they need to be actively involved in learning experiences that challenge them and foster critical thinking. —Jonah M. Schenker, Ed.D., District Superintendent, Ulster BOCES
CTE and career readiness
As an engineering teacher who runs a hands-on laboratory class, I like to start the year off by exposing my students to all the industry equipment and industry-certified credentials that they will have access to throughout the year. Leading a career and technical-focused class allows me the opportunity to inspire and prepare students for their future careers. Informing students about industry trends and showing how current practices are incorporated into the curriculum gets them excited and eager to learn. By demonstrating the various types of training equipment–from mechatronics to robotic arms, 3D printers, pneumatic trainers, AC/DC electricity trainers, and more–students understand the big picture of how this dynamic and engaging learning environment equips them with the skills they need to succeed. By implementing these strategies, CTE educators can expect a vibrant, engaging learning environment where students can obtain skills and knowledge for a successful future. –Stefany Gurgel, NC3 Master Instructor, Festo and Instructor, Jewish Leadership Academy
Learning and experiencing outside the four walls of the classroom is essential. We continually focus on creating industry partnerships and new opportunities for students to explore future career prospects in high-demand fields. Creating a relevant and robust learning environment and always doing what is best for our children is successful because of the dedication of our administrators, teachers, and staff. –Dr. Shari L. Camhi, Superintendent of Schools, Baldwin School District
Nationally, we’re seeing an increased focus on integrating AI into the classroom. This isn’t just about using AI as a tool but also about preparing students for a future where AI literacy will be crucial. Moreover, we must move away from a mindset of informational compliance–where students complete tasks for the sake of completion–and instead focus on engaging them in authentic problem-solving. By providing opportunities for students to work on real-world problems and present their solutions to experts and audiences outside their schools, we not only make learning more relevant but also empower students to see their work as meaningful contributions to their communities and the broader world. —Jonah M. Schenker, Ed.D., District Superintendent, Ulster BOCES
Personalized hands-on learning
Personalization of the student’s learning experience is becoming a necessity to make it meaningful, engaging, affirming, and rigorous. We adopted and implemented a new instructional framework with a keen focus on these aspects. Now, we are building a program to braid in the appropriate technology to drive it forward. One way we do this is through the implementation of interactive projection technology from Epson. Students can interact with content being projected on the board or cast the screen from their device to model for their peers. This brings engagement and personalization in a whole new way. –Lisa Irey, Director of Technology, Des Moines Public Schools
We’ll see more classes stepping away from strictly virtual content this school year. Teachers are ready to have students put away their Chromebooks and engage in discussions and hands-on activities. Technology will still play a role in classrooms, with teachers and students collaborating using tools like interactive projectors, but after a few years of students looking at screens all day, there will definitely be a shift to technology’s role being supplemental and not the end-all be-all. –Nate Moore, executive Director of Technology, Kearsley Community Schools
AI in K-12 learning
The emergence of artificial intelligence (AI) has presented districts everywhere with new teaching and learning opportunities. This year at St. Vrain Valley School District, we will continue to provide our teachers with ample opportunities to collaborate, discuss, and share resources and strategies to enhance their understanding of AI and the potential benefits of AI tools. To support their professional growth, teachers will also have continued access to the AI Coach platform, which enables them to watch and reflect on videos of their classroom instruction, set professional goals, and receive personalized observation tips, coaching, and resources from a virtual, computerized AI coach. This helps our teachers strengthen their practices and participate in ongoing, reflective coaching at their own pace. –David Baker, Professional Development Coordinator. St. Vrain Valley School District
As the artificial intelligence integration continues to develop in schools, I expect to see more use of individualized AI student tutoring as well as a greater emphasis on personal connection and creativity. The AI technology boom in education, includes some well known issues as well a great deal of potential. The ability to offer students personalized coaching is one of the more exciting areas of opportunity as long as it’s safe and supports student privacy. There is still a great deal of trepidation among educators about AI now, but there is also opportunity, and many schools don’t want to fall behind. At this point, much of the AI used in schools serves as a replacement for traditional tests and assessments, but new tutoring and teaching tools are beginning to emerge. As AI begins to be utilized more in education the focus on the areas where humans are necessary such as making connections, developing creativity, and versatile storytelling gain more importance in the classroom. An unexpected effect of the AI boom is that it heightens the focus on innovation and creative problem solving and relationship building. —Tim Needles, Technology Integration Specialist, Smithtown Central School District & Author of STEAM Power
It seems everywhere we look companies and products are announcing their new integrations with AI or AR/VR. For some, this may be a struggle to embrace due lack of access or belief that paper is better. In the current iterations of AI, teachers who explore their options are able to find tools that make their daily task loads easier. The most time consuming or emotionally taxing items can be processed via prompts. Some of these tasks might include replying to parent emails without emotional interference, creating differentiated assignments with ease and expertise, and creating interactive lesson components and higher order questions that probe thinking patterns. With the rise of AI comes AR/VR. The use of AR allows students to interact and problem solve in a space that is free of the constraints of budgets and in some instances time. Students are able to manipulate very large items or very small items a typical classroom would not have access to (the sun and stars, for example). With the use of VR, students are able to create, repair, and manipulate items that have been and will continue to be out of reach for many students. With a sincere focus on college/career/military readiness, access to VR training is allowing students to gain and perfect skill sets prior to their entrance into the post-high school phase of life. –Jessica Campos, Instructional Technology Coach, Mesquite Independent School District
STEM skills
With an increasing number of schools limiting personal device usage during the school day, I foresee a shift in education toward teaching more interpersonal skills and incorporating more hands-on activities. One of my favorite activities is having students make powered paper airplanes with the POWERUP 2.0 Airplane Kit. It’s a great hands-on activity with a technology element that helps students learn STEM-related concepts, the engineering process, and collaboration skills. –Josh Underwood, Physics and Aviation Teacher, Mason County High School
As educators prepare for the new school year, we must incorporate scientific probeware into STEM classrooms to enhance student engagement and learning. Probeware, which combines sensors and software to collect and analyze data in real-time, offers a practical approach to teaching science and technology. I plan on using probeware in all my courses, from AP Chemistry to Organic Chemistry to Forensics, as students conduct captivating experiments in colorimetry, melting-point analysis, gas pressure inquiry, gas chromatography, and more. The use of this technology will enable students to engage in active learning and real-time data collection, visualize with graphs, explore complex phenomena, and develop important scientific skills. –Diane M. Vrobel, Ed. D., Science Teacher, Archbishop Hoban High School and Member, Vernier Trendsetter Community
Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.
As we turn the corner into a new school year, teachers need a break more than ever. Educators continue to work hard for their students, but the ups and downs of our current environment are not without their tolls.
Teachers have been grappling with a significant new development: the integration of artificial intelligence (AI) in the classroom. The 2023-24 school year was the first school year AI has been widely available as a classroom tool–and teachers are starting to embrace it. AI has the potential to transform the teaching profession by handling menial tasks, supercharging teacher creativity, and improving accessibility–all while preparing students for an AI-powered future. While technology alone can’t fix teacher burnout, it can certainly be part of the solution.
Here’s why we have much to gain by empowering teachers to safely embrace AI for their work.
Teacher burnout is very real
To learn more about the teacher experience, a recent survey of 1,000 K-12 teachers across the United States asked about burnout–and the results were sobering. More than four in five teachers report they experience burnout, and more than a third experience it every day or most days. This data is deeply concerning and demonstrates the urgency of improving the teacher experience.
Teachers reported a variety of drivers of their burnout, including strenuous classroom management responsibilities, lack of administrative support, and inadequate compensation. Remarkably, most teachers have continued to go above and beyond for their students, with two-thirds of teachers reporting they work beyond contractual hours.
Unsurprisingly, this burnout has implications for students. The survey also revealed that one-third of teachers say burnout has decreased the quality of their instruction. Perhaps the most concerning finding is more than half of teachers have considered quitting or switching schools due to burnout, and two-thirds have considered leaving the profession entirely.
Teachers see AI as part of the solution
The survey indicated 42 percent of new teachers have already used AI, whereas 93 percent of teachers knew “little” or “nothing” about it. Teachers with fewer than five years of experience have particularly taken to AI, with 59 percent saying they use the technology.
Of course, merely using AI isn’t the goal. Ninety-two percent of teachers who are using AI have found it helpful in addressing teaching pain points. Educators highlighted how it can improve work efficiency, promote creativity, and enhance learning. Given those benefits, it’s no surprise that teachers who reported being satisfied in their jobs were nearly twice as likely to be using AI than those who were unsatisfied.
How AI can support our educators
AI tools can be a boon for educators, but one of the largest barriers to adopting new technology is knowing where to begin. Teachers can leverage AI to help in many ways to help lighten their load while increasing their impact:
Generate lesson ideas. Use an AI-powered text-based tool to brainstorm what’s possible, map out activities or even create first drafts of materials.
Personalize materials for every student. Tailor teaching materials to meet the individual needs of each student. AI can help either generate a lesson or take an existing lesson and create level-specific ideas to ensure every student can participate in a lesson.
Create a lesson presentation. Some tools allow teachers to type a prompt with a few words of inspiration and have the first draft of a slide deck be created.
As one teacher said, by using AI, “teachers can foster more creative opportunities for themselves and students while saving time and alleviating some common stressors within this field. I hope that with advancements in AI and sparking more teachers’ curiosity, a more fulfilling environment for educators emerges, benefiting students and school communities.”
Appreciating our teachers
While some have claimed AI could replace teachers, I believe nothing could be further from the truth. What AI can do is allow teachers to spend less time on administrative tasks and more time on delivering creative, engaging instruction that moves the needle for the next generation of the workforce. In other words, AI can help teachers spend more time doing the things that made them want to become educators in the first place. If we want to truly appreciate our teachers, that feels like a worthy goal.
Our teachers are so incredibly important–and we must be doing more to make their jobs easier. With better systems, additional resources, and safe use of technology, we can help them focus on doing the work they love.
Jason Wilmot, Canva
Jason Wilmot is Head of Education at Canva.
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Classroom management is paramount to effective teaching. It sets the stage for a productive learning environment where students can thrive academically, socially, and emotionally. The psychology behind classroom management is rich and varied, and draws from multiple theoretical frameworks that offer insights into how to shape student behavior and create a positive classroom culture.
Two prominent psychological perspectives that significantly influence classroom management are behaviorist and humanistic theories. While these approaches differ in their methodologies and underlying philosophies, they can be harmoniously integrated to create a balanced and comprehensive classroom management strategy.
Behaviorist theories in classroom management
Behaviorism is rooted in the works of BF Skinner, Ivan Pavlov, and John Watson. It is a psychological theory that emphasizes observable behaviors and the ways they can be shaped through reinforcement and punishment. In the context of classroom management, behaviorist principles are often applied through techniques like positive reinforcement, negative reinforcement, and punishment to encourage desirable student behaviors and discourage undesirable ones.
Positive reinforcement is one of the most widely used behaviorist techniques in classroom management. It involves providing a reward or positive outcome immediately after a desired behavior is exhibited, thereby increasing the likelihood of that behavior being repeated in the future. For example, a teacher might praise a student for meeting their expectations, or the teacher may use a token system where students earn points or other incentives for adhering to classroom rules. The key to effective positive reinforcement is consistency and immediacy. Rewards should be given as soon as possible after the desired behavior occurs, and the criteria for earning rewards should be clear and consistently applied. This approach not only motivates students to behave appropriately but also helps them develop a positive association with good behavior.
Negative reinforcement involves removing an aversive stimulus to increase the likelihood of a behavior being repeated. In the classroom, this might involve removing a time-consuming or unpleasant task when students exhibit the desired behavior. For example, a teacher might eliminate a night of homework or classwork (and alternatively provide free time) if students consistently complete their assignments on time. The removal of the unpleasant consequence serves as a motivator for students to maintain their good behavior.
While reinforcement focuses on encouraging desirable behaviors, punishment is used to discourage undesirable ones. Punishment can be either positive (adding an aversive consequence) or negative (removing a pleasant stimulus). For instance, a teacher might assign extra homework (positive punishment) or take away a privilege like free time (negative punishment) in response to disruptive behavior. However, the use of punishment in classroom management is often debated. Critics argue that punishment can lead to fear, resentment, and a negative classroom environment. Therefore, when used, it should be carefully considered, applied consistently, and balanced with positive reinforcement to avoid an over-reliance on punitive measures.
Humanistic theories in classroom management
In contrast to behaviorism, humanistic theories (particularly those of Carl Rogers and Abraham Maslow) emphasize the importance of addressing students’ emotional and psychological needs. Humanistic psychology focuses on the whole person by advocating for a classroom environment that fosters self-actualization, personal growth, and intrinsic motivation. In this approach, the teacher’s role is not just to manage behavior but to also create a supportive, empathetic environment where students feel valued, respected, and understood.
A core tenet of humanistic classroom management is the emphasis on building strong, positive relationships between teachers and students. Carl Rogers’ concept of “unconditional positive regard” highlights the importance of accepting and valuing students regardless of their behavior or performance. When students feel that their teacher genuinely cares about them, they are more likely to engage in the learning process and exhibit positive behaviors. In the words of former President Theodore Roosevelt, “People don’t care how much you know until they know how much you care.”
Building relationships requires teachers to be empathetic, approachable, and attentive to their students’ individual needs. Open communication, active listening, and showing an interest in students’ lives outside of academics are ways teachers can foster these connections. When students feel understood and supported, they are more likely to develop intrinsic motivation and take responsibility for their own behavior.
Abraham Maslow’s Hierarchy of Needs provides a framework for understanding the psychological needs that must be met for students to succeed in the classroom. According to Maslow, before students can focus on higher-order tasks like learning and self-actualization, their basic needs for safety, belonging, and esteem must be satisfied. In the classroom, this means creating a safe environment where students feel physically and emotionally secure. It also involves fostering a sense of community and belonging so that every student feels like an integral part of the class. Teachers can achieve this by promoting inclusivity, celebrating diversity, and encouraging collaborative learning activities. Additionally, recognizing and affirming students’ efforts and achievements helps build their self-esteem. This recognition does not have to come in the form of tangible rewards. Often, a simple acknowledgment of a student’s hard work or a note of encouragement can go a long way in boosting their confidence and motivation.
Integrating behaviorist and humanistic approaches
While behaviorist and humanistic theories might seem to differ, they are not mutually exclusive. In fact, integrating elements of both approaches can lead to a more balanced and effective classroom management strategy.
For example, a teacher can use positive reinforcement to shape student behavior (a behaviorist technique) while also focusing on building strong relationships and meeting students’ emotional needs (a humanistic approach). By combining these strategies, teachers can create a structured yet supportive environment where students are motivated both extrinsically and intrinsically.
In practice, this might look like a teacher who uses a token system (PBIS) to reward good behavior but also takes the time to understand why a student might be acting out. Instead of relying solely on punishment for misbehavior, the teacher might have a conversation with the student to explore underlying issues and work together to find a solution. This approach not only addresses the immediate behavior, but it also supports the student’s long-term emotional and psychological development.
Conclusion
The psychology of classroom management is complex. It involves a range of strategies and approaches that draw from different psychological theories. Behaviorist theories provide practical tools for shaping and reinforcing student behavior through external rewards and consequences. Humanistic theories emphasize the importance of addressing students’ emotional and psychological needs to foster intrinsic motivation and personal growth.
By integrating both behaviorist and humanistic approaches, teachers can create a classroom environment that is both well-managed and emotionally supportive. This balanced approach not only promotes positive behavior, but also helps students develop the skills and confidence they need to succeed academically and in life.
Ultimately, effective classroom management is not just about controlling behavior. Instead, it is about creating a learning environment where every student feels valued, respected, and motivated to achieve their full potential.
NetSupport – a classroom management solution used throughout the globe – has published the results of a survey asking educators who either manage or use technology about the use and benefits of education technology in their schools. Educators were asked about the challenges they encounter and whether more funding or training or another support would improve the effectiveness of education technology.
Given the growth in number of edtech tools used per school district reported by LearnPlatform – tripling between 2017 and 2023 – NetSupport wanted to gather insight from classroom teachers, IT staff, and administrators about how well-equipped educators feel about using and managing technology.
Among the findings:
93 percent of educators felt that education technology makes teaching and learning better.
When asked who was more responsible for ensuring education technology was used effectively, 34 percent of respondents said that teachers were key in making sure that education technology was used effectively. Twenty-seven percent of respondents reported that IT staff were responsible for making sure that education technology was used effectively and an equal percent of respondents said it was the responsibility of school leaders.
When asked what would be most helpful in maximising the use of technology 32 percent reported that they wanted more time to learn and improve how to best use classroom tech and 22 percent said they needed more time for training. These two responses combined – 54 percent – are nearly double the 28 percent who reported they wanted more funding to purchase technology.
10 percent of respondents stated that they wanted fewer technology tools and a simplified approach to using classroom technology.
Al Kingsley, CEO of NetSupport, said, “These results support our experience in working with teachers and education leaders. Across the globe and in the United States, educators say that devices and learning technology offer significant benefits, but we cannot overlook the pressing need to give teachers proper training and time to manage the technology they are currently using.”
“Furthermore, purchasing technology needs to be made on clearly stated goals,” added Kingsley. “The fact that respondents to this survey suggested that teachers, IT staff, and school leadership shared roughly the same amount of responsibility indicates to me that perhaps there is some confusion about who is responsible for such decisions. There is less confusion about responsibilities when the decision to purchase is based on clearly stated objectives.”
AI continues to shape our daily lives and education is no exception. While AI offers promising enhancements to education, ethical and safety implications give many parents pause. With 93% of parents of school children ages 5 and up concerned about AI being used in the classroom or at school, Norton, a consumer Cyber Safety brand of Gen™ (NASDAQ: GEN), today released deeper insights into what parents think about their children using AI and shared best practices to safely navigate the back-to-school season.
Norton surveyed parents and found that 50% are concerned that AI-generated content may be biased or incorrect, and they fear an over-reliance on technology.
“Keeping our children safe starts with open, ongoing conversations. The Smart Talk, created in collaboration with National PTA, helps families talk about digital safety and promote personal responsibility with technology. With open discussions, we can embrace innovation while guiding children to use technology safely and responsibly,” said Kim Allman, Head of Corporate Responsibility and Public Policy at Gen.
Parents’ Perspective on the Dangers and Benefits of AI in Education
A recent Norton survey found parents of school children ages 5 and up have mixed opinions on their children using AI. Among the top concerns:
51% worry about their children coming across inappropriate content.
50% are concerned that AI-generated content may be biased or incorrect, and they fear an over-reliance on technology.
46% are apprehensive about their children sharing personal data online.
Despite these concerns, many parents remain optimistic about AI’s role in their children’s lives, touting the various ways that it can be used to a child’s advantage in the classroom. Norton found:
Nearly half (49%) of parents noted they would approve of their child using AI to complete schoolwork, out of the 35% of parents who support their oldest child using AI in the classroom.
69% believe it should be utilized for research in classrooms or at school.
48% trust lesson plans and curriculum created with AI tools.
On the other hand, only one-fourth (25%) of parents with children ages 5 and up are very confident teachers will be able to identify assignments or essays produced by AI.
Helping Keep Kids Cybersafe
Here are some tips to help keep your children cybersafe at school this year:
Protect Personal Information: Educate your children on how to safeguard their personal information, especially when it comes to interacting with AI platforms or chatbots. Norton 360 with LifeLock offers comprehensive protection including antivirus, malware, ransomware and identity theft protection, in case your child’s personal information falls into the wrong hands.
Verify Website Safety and Use a VPN: It is important for you and your children to check the browser connection and the URLs to ensure a site is secure, even more so when accessing AI tools or platforms. Norton recommends using a Virtual Private Network, like Norton Ultra VPN, to help provide real-time protection against scammers while also offering secure password management and alerts.
Enable Age-Appropriate Settings: Using AI settings designed for different age groups will help ensure your family is set up for success when handling AI tools and platforms. Additionally, parental controls like Norton Parental Control will help you monitor and manage your child’s online activities.
Promote Integrity and Responsibility: Norton advises parents and teachers to talk with children and students about the importance of integrity and mindful behavior as a foundational step of Cyber Safety. For example, The Smart Talk—co-created by National PTA and Norton—is a tool to help individual families have tailored conversations about household tech decisions and how to be responsible digital citizens.
The Society for Science (the Society), a nationally recognized leader in STEM education, announced the selection of 100 extraordinary educators for the Advocate Program for the 2024-2025 school year. Now in its 10th year, this program offers training, stipends, and year-round support to STEM educators and mentors helping students from traditionally underrepresented races/ethnicities and low-income households to enter STEM research fairs and competitions.
The Society is awarding a total of $326,000 in funding. The Advocate Program aims to expand access and opportunity across science and technology for students, acknowledging the critical role educators and mentors play in developing research skills necessary for future scientists and engineers and science-minded citizens. This year, as teachers navigate the evolving landscape of AI and other new technologies in the classroom, their guidance remains essential for students who will become trailblazers in diverse and emerging fields, from addressing global challenges in climate science to pioneering innovations in biotechnology.
Educators not only assist with the logistical challenges of entering STEM research competitions, including selecting competitions to enter, gathering appropriate materials, and meeting deadlines, but also Advocates often guide students in pinpointing and selecting research topics and carrying out projects.
Award recipients this year come from 38 states, the District of Columbia, Puerto Rico, and the Northern Mariana Islands. This is also the first year there are two educators from the U.S. Virgin Islands. Twenty-nine are middle school teachers, 56 are high school teachers, two are affiliated with universities while six work in nonprofit settings. This year’s Advocates are reaching students from a myriad of geographic areas as well, with 91 in public schools, 1 in a private school, and 1 in a tribal school—spanning urban, rural and suburban communities.
This year, 87 Advocates will each receive a $3,000 stipend, while 13 Lead Advocates will each receive $5,000 and oversee a group of educators in the program. Lead Advocates have the same goals and framework for the year as the regular Advocates, with the added responsibility of organizing and hosting cohort calls, where they mentor and discuss challenges and opportunities. The program operates in one-year cycles where Advocates work to increase the number of students they guide through the research and competition processes. All Advocates aim to add a minimum of three–five additional students each cycle, depending on their individual goals and experience level.
“As we celebrate the 10th anniversary of our Advocate Program, it’s inspiring to reflect on how far we’ve come—from just 9 teachers in our inaugural year to 100 passionate educators annually. These educators are empowering students to explore, innovate and enter science competitions. Their commitment is a testament to the transformative power of education, and we are thrilled to see the continued growth and impact of these programs,” said Maya Ajmera, President and CEO of Society for Science and Executive Publisher of Science News.
Over the decade, 398 teachers from 47 states and the District of Columbia have participated in the program. Advocates report that the program has significantly enhanced their knowledge and capacity to support students in research and competition. Additionally, survey data indicates that students who participated in the program experience increased content knowledge, self-confidence, and skill-building related to STEM.
To date, Advocates have supported more than 7,000 students during their participation in the program, of which, 5,200 students have successfully competed in at least one science research competition. During the 2023-2024 cycle, 68% percent of student mentees participated in science competitions at the local and/or national level. Overall, students of Advocates are responsible for over 9,200 unique competition entries, with many students entering more than one competition. Ninety percent of those students are from low-income households and 75% are of a race or ethnicity underrepresented in STEM.
In June, this year’s class of educators gathered at the annual Advocate Training Institute in the nation’s capital where Lead Advocates met with their cohorts for the first time to converse on critical topics ranging from effectively engaging underrepresented populations in STEM research to empowering students to see themselves as scientists. New Advocates also began planning their initiatives for the coming school year under the mentorship and direction of Lead Advocates.
This year’s Advocate Program is made possible by Arconic Foundation, Battelle, the Central Intelligence Agency, Intel Corporation and Regeneron.
The following are 2024-2025 Lead Advocates, who will oversee groups of Advocates.
2024 – 2025 Lead Advocates:
Stephen Beall, City High School (Tucson, AZ) Christina Campos, West Oso Junior High (Corpus Christi, TX) Rochelle Darville, West St. John High School (Edgard, LA) Chance Duncan, Russellville High School (Russellville, AR) Susie Fisher, Tongue River Middle School (Ranchester, WY) Dede Henderson, South Hamilton Middle and High School (Jewell, IA) Kaleena Jedinak, Tybee Island Maritime Academy (Tybee Island, GA) Ben Martin, McCluer High School (Florissant, MO) Maria Martinez, Harmony School of Excellence Laredo (Laredo, TX) Joy Mordica, Equity Research Group Inc (Brookhaven, GA) Eual Phillips, Spring-Ford Area High School (Royersford, PA) Jennifer Stover, Lufkin High School (Lufkin, TX) Paul Timm, Lyons-Decatur Public Schools, (Lyons, NE)
2024 – 2025 Advocates:
Rachel Acuna, Alta Vista Early College High School (Anthony, NM) Jakara Bachua, STEM NOLA (New Orleans, LA) Carmen Bird, Alfredo Andrews Elementary School (Kingshill, VI) Ronald Brillantes, Porcupine School (Porcupine, SD) Aja Brown, The Metropolitan Soundview High School (Bronx, NY) Karen Bruening, Pensacola High School (Pensacola, FL) Glen Bybee, Los Angeles Academy Middle School (Los Angeles, CA) Christina Campos, Antonio E. Garcia Center (Corpus Christi, TX) Janirette Chaves Rodriguez, River Springs Middle (Orange City, FL) Tanya Chiarella, Billerica Public School (Billerica, MA) Jacob Contreras, Tornillo High School (Tornillo, TX) Patrice Cooley, Indiana Math and Science Academy North (Indianapolis, IN) Ann Cowan, Hiram High School (Hiram, GA) Keishla Crespo, Escuela con Causa Rosalina C. Martinez (Guaynabo, PR) Jane Cunningham, Cass Technical High School (Detroit, MI) Susan Curtis Flores, Truman Middle (Fontana, CA) Lakshmi Darbha, Aavanee.org (Clarksburg, MD) Geizi Dejka, San Juan College High School (Farmington, NM) Harry Dittrich, Pathway School of Discovery (Dayton, OH) Marifi Doculan, Marianas High School (Saipan, MP) Susan Dougherty, Stamford High School (Greenwich, CT) Roger Dowdney, Thomson-McDuffie Middle School (Thomson, GA) Colleen Duda, Bronx Center for Science and Mathematics (Bronx, NY) Velicia Everett, Sampson Middle School (Clinton, NC) Terica Gagophien, Vicksburg High School (Vicksburg, MS) Shauna Garbe, Barratt Elementary School (American Fork, UT) Genevieve Garcia, Kotlik School (Kotlik, AK) Jennifer Gentry, Ph.D., Critical Reasoning Science Partners (Nashville, TN) Sondra Harris, Indiana Math and Science Academy West (Indianapolis, IN) Sam Hartpence, Pathfinder High School (Lander, WY) Jennifer Hatch, Medomak Valley High School (Waldoboro, ME) Brigette Hernandez, Woonsocket High School (Woonsocket, RI) Rebecca Hiatt, Baylor College of Medicine Biotech Academy at Rusk (Houston, TX) Matt Hinchley, Liberty Bell Junior-Senior High School (Winthrop, WA) Tracyee Hogans Foster, Dogwood Middle School (Richmond, VA) Stacie Hopple, New Lexington Middle School (New Lexington, OH) Sunitha Howard, Lincoln High School (Yonkers, NY) Rania Ibrahim, Dana Middle School (Arcadia, CA) Oktay Ince, Horizon Science Academy Columbus High School (Columbus, OH) Jasmine Jones, Skyline High School (Dallas, TX) Carol Jones, Pine Ridge Middle School (West Columbia, SC) Pamela Joslyn, Susan Clark Junior High (Muscatine, IA) Abraham Kamara, Memorial Middle School (Owasso, OK) Michele Karnbach, Woodbridge High School (Woodbridge, VA) Sarah Kim, Magnolia Science Academy 6 (Los Angeles, CA) Olivia Kuper, North Greene High School (Greeneville, TN) Valerie Ledford, Columbia High School (Lake City, FL) Brianne Loya, Bioscience High School (Phoenix, AZ) Jeniffer Madrid, Rice Intermediate School (San Carlos, AZ) Abigail Marshall, Browning High School (Browning, MT) Demvia Maslian, New Mexico Military Institute (Roswell, NM) Justice Mason, Little Rock Southwest High School (Little Rock, AR) Kristi Mathiesen, Monte Vista Middle School (Monte Vista, CO) Sumitra Miriyala, AT Still University (Kirksville, MO) Shawn Mithell, DuVal High School (Lanham, MD) Pamela Nagafugi, University of Colorado (Denver, CO) Sam Northey, SPPS Online High School (St. Paul, MN) Stephen Nye, Julia Landon College Preparatory and Leadership Development Academy (Jacksonville, FL) Wayne Oelfke, Ft. White High School (High Springs, FL) Sharon Okoye, Albemarle Road Middle School (Charlotte, NC) Tara Olenja, Hughes Academy of Science & Technology (Greenville, SC) Alfred Olivas, INSIGHTS Science Discovery (El Paso, TX) Sellah Owiti, Colleton County High School (Waterboro, SC) Suneetha Panda, Northeast High School (Macon, GA) Brenda Perez-Goodrum, New Liberty Innovation High School Salem (Salem, MA) Garrick Purdie, Duplin Early College High School (Kenansville, NC) Liliana Ramos, Ronald Reagan / Doral Senior High School (Doral, FL) Jacquelyn Rondhuis, Parkrose High School (Portland, OR) Laura Rosado, Colegio San Ignacio de Loyola (San Juan, PR) Christine Sanfratello, Lindenhurst Senior High School (Lindenhurst, NY) Zulaika Shamshieva, Tallahassee School of Math and Science (Tallahassee, FL) Latasha Sheffield, Athol High School (Athol, MA) Katie Southard, Salem High School (Salem, AR) Quinton Spikener, XyayX the Movement (Brooklyn, NY) Jason Cyril Tajores, Ivanna Eudora Kean High School (St. Thomas, VI) Mashika Tempero Culliver, RB Hudson STEM Academy (Selma, AL) Kaneka Threatt, Lowndes County Career Tech Center (Hayneville, AL) Julie Throne, Cedar Shoals High School (Athens, GA) Romalyn Ubaldo, Santa Rosa High School (Santa Rosa, NM) Carol Unterreiner, Milwee Middle School (Longwood, FL) Lizbeth Valera, San Luis Middle School (San Luis, AZ) Jeanettra Watkins, Homewood Flossmoor High School (Flossmoor, IL) Aisha Weaver, Johnnie Colemon Academy (Chicago, IL) Candice White, Turning Point Secondary School (Arlington, TX) Yolanda Whitted, Girls Global Academy (Washington, DC) Jill Wood, Independence High School (Coal City, WV) Heather Wygant, Santa Cruz County Office of Education (Santa Cruz, CA)
Kevin is a forward-thinking media executive with more than 25 years of experience building brands and audiences online, in print, and face to face. He is an acclaimed writer, editor, and commentator covering the intersection of society and technology, especially education technology. You can reach Kevin at KevinHogan@eschoolnews.com
BRAINTREE, Mass. (GLOBE NEWSWIRE) — Electude North America is pleased to announce the release of Heavy Vehicle Classroom, its expanded solution for heavy vehicle technology education. Electude is recognized as a global leader in e-learning for automotive technology. Electude has been developing new heavy vehicle learning materials for the last several years, culminating in the release of Heavy Vehicle Classroom.
Topical coverage is comprehensive including fundamentals, diesel engines, transmissions and drive systems, brake systems, steering suspension and trailers, electricity and electronics, air conditioning and accessories, preventative maintenance and hydraulics. Key topics – such as diesel after treatment, hydraulics and electronics – are up-to-date and covered in detail.
Heavy Vehicle Classroom adds numerous teaching and support features. Amongst these:
2,400 lesson modules
ASE test prep questions
351 lab task sheets, both digital and printable pdf
How-to modules that use video to demonstrate diagnostic, repair and maintenance procedures
e-book
Virtual labs
Pre-built Kahoot! modules
Lesson plans
Analytics dashboard
Darrell Christopher, Regional Director, North America, said, “Our product development team has worked hard to make Heavy Vehicle Classroom a premier product for teachers and students. We are proud of the high level of student engagement Electude delivers through its assessment based, highly interactive and visually superior heavy vehicle content. We’re excited to bring our customers this important new product.”
About Electude:
Electude has been a global innovation leader in automotive technology education for over 30 years. Electude is in use today globally by over 900,000 students and over 50,000 instructors in 70 nations, translated into 35 languages. Using an integrative, highly interactive gamified learning method, Electude has revolutionized the automotive education industry by empowering vocational students to learn effectively and give instructors custom time-saving tools. Electude North America provides a localized version of Electude to customers in the United States, Canada and the Caribbean. Visit www.electude.com for more information.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
When I was a principal, my assistant principal and I took over an unused classroom and built a sensory space in it. We created places where students could move around, and quiet areas where they could relax. Students were able to visit the sensory space whenever they felt they needed to “get some wiggles out” or otherwise regulate themselves.
One of my students at the time had an overwhelming need to move, and recess was not enough. His restlessness would get worse when he was nervous, and he had a great deal of anxiety around reading. Sometimes he would ask his teacher, “Do you mind if I go read in the wiggle room?” In the sensory space, he would prop his book on the handlebars of a stationary bike, and my assistant principal Nichole Schlagel or I would meet him there so he could read to us while he pedaled.
By the end of the year, his reading improved and his confidence increased to the point where he chose to stay and read with his classmates. He was so excited to show his teacher what he could do. His discipline concerns went down as well, because he was learning to regulate his emotions and advocate for himself instead of acting out.
“Sensory spaces have complemented our ability to support the unique needs of all students,” said Schlagel, now a principal. “They provide the opportunity for students to learn how to manage what they are feeling and needing at any given time. Students can start recognizing their needs and eventually do not need to rely on the sensory items or spaces that have been available to them. Our students become more confident and develop a deeper sense of self-resilience.”
Success stories like our student reading on the stationary bike, as well as schools’ reinvigorated focus on social-emotional learning in recent years, have led many educators to see the value in providing sensory spaces. Actually creating them, however, may feel like a daunting prospect to many. To help you get started, here’s some background about how sensory spaces support all students (and teachers), as well as some best practices for planning and creating your own sensory space.
How sensory spaces benefit all students
Sensory spaces, in the past, were mostly used in hospital, psychiatric care, or therapeutic settings, but in recent years I’ve seen them more often in educational environments. In schools, these spaces have mostly been considered tools for neurodiverse students, because they can directly support them in challenges they face at school. A student with sensory processing challenges, for example, may require extra downtime throughout the day to sort through all the information they’ve taken in.
A neurotypical student may be able to weed through all the information without extra downtime on a daily basis, but all students–all people–need additional support sometimes. They should all have the opportunity to visit a calming space, a social space, or whatever space they need when they need to self-regulate, even if they don’t need that support every day. Ideally, schools would have more than one sensory space. The goal is always to meet students where they are, and one space only provides one opportunity to meet them. This is no different than what we should do academically.
Every school has a continuum of services for students of varying abilities. A student may be highly gifted while struggling with autism. A student in general education may have physical challenges, and another student may need an aide with them throughout the day. I would encourage educators to think of sensory spaces in the same way you think of the continuum of services you already offer. What are the varying environmental needs of your students and what kinds of spaces do you need to meet them?
Sensory spaces can meet the needs of many different students, but if 40 students are trying to use one chill space at the same time, the purpose of the room is defeated. A hallway hangout, on the other hand, could accommodate more people, as well as some social noise and other activity. Even in general instruction, a student should be able to say, “I’m paying attention, but I need to get some wiggles out,” and then ask to trade their seat for a wobble stool, a piece of soft seating, or a standing desk.
In addition to being tools to regulate students’ moods and emotions, sensory spaces help them learn how to do those things on their own, as well as how to advocate for themselves. Sensory spaces aid students in understanding where they need to be and how they can help themselves to accomplish whatever they want to do at any given moment.
Planning your sensory spaces
The first step to designing sensory spaces for your school is to set goals and make sure all stakeholders are on board. Goals for students might include getting wiggles out, calming, self-organization, sensory integration, individualized sensory input, self-regulation, control of emotions, or improved communication.
To help define the goals and guide further planning, seek out neurodivergent adults in your school who are comfortable sharing their thoughts. Also ask students what they need. Consult a cross-section of people from the school, including special education teachers, school psychologists, general-education teachers, wellness coordinators, and your principal, just to name a few. They’ll all bring in different perspectives, ideas, and even resources to help plan spaces that meet a variety of needs.
General education teachers, for example, might notice that their students seem really stressed before a test and suggest a space in their classrooms to help students relax. District-level staff might have suggestions for spaces that align with a larger district vision. I always advocate for creating sensory spaces for teachers, as well, because sometimes they need to self-regulate too, and they should have input into the space they will use.
Where to create a sensory space
A sensory space might be a quiet corner in the back of a classroom that students can visit to step away from classwork or take a break from interpersonal interactions. This kind of spot might include a bean bag chair with a canopy or some kind of nook furniture, along with a quiet sound machine to help reduce noise from outside the space.
Hallways can get crazy, so one kind of sensory space might be a spot between classes where students can sit and socialize. You could even install a little shell with acoustic panels to dampen the noise, along with soft or curved furniture to encourage socialization. In large enough hallways, you might even have places where students can sit and do work, perhaps with a table or some small desks grouped together, making it useful for intervention work during class time, as well.
Supporting teachers and students
With any new environment in a school, it’s essential to provide professional support. Teachers need to understand the goals of any sensory space, when students are able to access it, and how to use it. Spaces that are customizable and flexible can serve many needs for many students, and teachers and administrators should know how to adapt those spaces to meet different needs.
Introductory professional development might begin with the idea that sensory spaces are not a reward or a punishment. Students and educators should feel comfortable seeking out what they need before they become dysregulated. Sensory spaces are no different than the furniture, pencils, or manipulatives in a classroom: They are tools that students and teachers can access as they need them.
Once they have learned to use these spaces, educators will be prepared to teach students how to use them, too. For example, the time to visit a sensory space is before a student is so overwhelmed that they can’t handle their environment. Therefore, it may be appropriate sometimes to check in with a student to see if they need to visit a space, as trained educators may see triggers or other clues to a student’s emotional state that the student has not yet learned to identify in themselves.
When students need support, educators need to be there to meet them. Sensory spaces not only do that, but they help you support students as they learn to advocate for themselves and their needs, whether sensory or academic. In the end, the two go hand-in-hand. Students who are happy and excited to be at school are more successful academically, and academically successful students are happier and more excited to be at school.
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According to the National Math and Science Initiative, STEM education helps students develop critical thinking and problem-solving skills, fosters communication, and bolsters teamwork. In my 25 years of teaching, I have learned that finding and infusing arts into STEM takes the learning even further. I am always on the lookout for STEAM-based resources and tools that engage and inspire my students. In my experience, I have found that using creative, dynamic tools significantly boosts student learning outcomes–but you need to know where to look.
In my current role as a STEAM Specialist, where I teach students from Pre-K all the way to 6th grade, it’s important to use resources that can be tailored to their education level and lesson plans. Having access to STEAM education not only improves classroom outcomes, but better prepares students for the future. The US Bureau of Labor Statistics estimates the total number of STEM careers will increase at twice the rate–and pay more on average–than non-STEM jobs across the next 7 years.
Interacting with STEAM content in the classroom is the first step to inspiring students to explore those career possibilities in the future.
Finding good STEAM tools can feel daunting, so here are some of my favorite resources:
STEM Careers Coalition
The STEM Careers Coalition from Discovery Education is an alliance of industries and nonprofit organizations that provides access to STEM resources and connects students to industry professionals. The free resources are intuitive, easy to use, and tailored to be turnkey. The search features and filters make the career profiles and videos quick to find. There are suggested grade levels for each video and activity, linked questions, and suggested additional resources to follow up to the lesson.
The videos and questions can be embedded into Google Classroom or other learning platforms. This means you can curate content, activities, and lessons for students to complete without jumping to different platforms or tabs. It is a great way to integrate conversations regarding future careers into current STEAM lesson plans, and my students are always excited to connect what they learn in class to a real-life career and STEM professional.
Whether you are encouraging space-obsessed students or inspiring the next generation of engineers, STEM Careers Coalition provides educational materials designed to reflect the diversity of the students watching. Not only is STEM Careers Coalition easy to use, but its commitment to making STEM education equitable and engaging more than earns this resource a spot on this list.
Verizon Innovative Learning HQ
Verizon Innovative Learning HQ offers engaging and cutting-edge resources to support educators and students around the world. This completely free-to-use resource gives you access to 350+ K-12 lessons and activities across all subjects. From stop-motion animation to orbits modeled using augmented reality to in-depth looks at cells and other organisms, there are hundreds of STEAM-focused lessons to choose from.
The search function is very effective, allowing teachers to filter by grade level, subjects, standards, technologies involved, and more. It is easy to find a lesson tailored specifically to your students’ age and interests. The AR and VR apps offered immerse students in the content, making each lesson accessible and engaging. The AR/VR resources remain a student favorite in my classroom.
This database offers a lot of strong, innovative materials that supplement more traditional classroom resources. The emphasis on downloadable apps and creative approaches to standards-based lessons offers news ways to teach STEAM concepts.
Another reason I love Verizon Innovative Learning HQ is because it offers a wide range of professional development modules. These tailored professional development resources helped me sharpen my STEAM teaching skills and support teachers in developing new skills in the ever-changing educational landscape.
STEAM lesson plans for LEGO Education Solutions
With 400+ lessons ranging from Pre-K to 12th grade, these LEGO-based STEAM lesson plans are another versatile classroom tool. Combining coding and LEGOs into interactive stories, students get to investigate a wide variety of STEAM concepts right at their desks as they follow along with the demonstrations.
Each lesson plan includes student worksheets and evaluative materials, write-ups on the relevant STEAM phenomena, and clearly-stated educational standards. The content is easily filtered by subject, grade level, and products needed to complete the lesson. Subjects include a wide range of STEAM topics, including computer science, social emotional development, math, creative exploration, and more.
The lesson plans and building guides are free to access. The LEGO products referenced are extensive and can be used for more than one lesson; the SPIKE Essential Kit, for example, is used in almost 70 different lessons in various ways.
This tool will engage your students in a new and dynamic way, helping them to understand complex topics and concepts through multi-step builds, discussions, and reflections.
If you are looking for comprehensive digital resources, this list is a great place to start. All three of these suggested resources and activities offer ready-to-use, standards-aligned curriculum that are fun and engaging for teachers and students alike. As I prepare for the upcoming school year at the Allegheny Valley School District, I know that I can visit any of these awesome tools and find materials that will get my students excited to learn.
Lisa Gray, Allegheny Valley School District
Lisa Gray is a STEAM Specialist at Acmetonia Elementary School in the Allegheny Valley School District. With 25 years of teaching experience, Lisa Gray loves integrating new and innovative resources into the classroom. During her tenure, Lisa has held roles of Special Education Teacher, Classroom Teacher, STEAM Specialist, and Science Olympiad Coordinator.
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Technology has enhanced the opportunities for students to be creative and engage in school work that is meaningful and unique.
Why creativity?
Creativity is an essential skill for all students to have. Creative projects help students connect new information to prior knowledge through critical thinking and problem solving. Assignments that engage students in creative practices motivate hard-to reach students and provide an opportunity for all students to be successful.
Classrooms that include creative activities are those with students who are resilient and confident. Creativity pushes students to overcome challenges through productive struggle. This builds emotional development and lifelong skills that will help them in any future career they may have. Technology has made creative opportunities more accessible for teachers and students. With the use of technology, students are better able to apply their knowledge in different ways and be creative in their learning.
These are 5 ways you can use technology to promote creativity in your classroom:
Engagement with AI: There are several AI tools like School AI and Magic School that students can use that will promote their creativity. These tools have spaces where students can ask questions to historical figures, participate in problem-solving simulations, and learn through hands-on exploring. Using the AI spaces provides students with an immersive experience that is powerful and engaging. These spaces create a virtual experience that results in a deeper understanding of the content through applied creativity.
Collaboration on Google platforms: Using Google Sites like Google Classroom, Google Slides, Google Docs or Google Earth makes for easy sharing and collaboration on class projects. These sites can be used for all subjects and grade levels and are limitless in opportunities. Google tools can be used for collaborative writing, assignment presentations, and implementing collaboration into assignments and daily routines helps build a sense of community in which students can work closely with one another, share ideas, and be creative in how they learn. All of the Google Workspaces have a wide variety of tools and resources for students to try out and implement into their work. Collaborating with Google will introduce them to new settings and content while being motivated and excited about their work. Working closely with peers allows them to think creatively.
Experimentation and risk taking through coding: Coding has a lot of real world applications and is very engaging for students. There are several sites that students can use like Code.org and Scratch. Coding can be used in a variety of ways. Students can make a creative writing piece come to life, students can code a math learning game, or even share what they have learned about a science or social studies topic like an animal’s environment. When slowly introduced, coding is a challenging and exciting way to create projects for any subject. There are hundreds of tools and settings that students can get creative with and explore independently that lead students through a trial and error process causing them to think creatively.
Interactive lessons: There are several web tools like Nearpod and Peardeck that help bring your daily lessons to life. Implementing interactive lessons provides students with the opportunity to participate in open-ended questions, collaborate with their peers, and think creatively about the content they are learning. Moving away from the traditional classroom setting and allowing students to be creative in how they learn will be beneficial to them.
Open-ended assessments using online applications: Technology has given us an unlimited amount of resources for enhancing teaching and learning. Students are now able to show their learning in more ways than they have ever been able to before. There are many assessment platforms that encourage creative thinking from students in a way that works best for them. Students who are writers can publish on Book Creator or Storybird. For those who enjoy speaking can create a podcast using the Podcasts app. For students who love collaborating and creating presentations, resources including Canva and Padlet are great options. All of these modes for assessing allow students to be creative and apply their knowledge in different ways compared to a traditional assessment.
Macy Quinton,Elementary School Teacher
Macy Quinton is an elementary school teacher in Minnesota. She is a graduate student at Concordia St. Paul studying Educational Technology.
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While the acronym AI continued to take up the most oxygen in the convention hall this summer in Denver, augmented reality (AR) and virtual reality (VR) technologies continue to evolve as a practical classroom application as well. I was happy to have my annual VR state-of-play conversation Chris Klein, vice president of education at Avantis Education, who is frank about the potentials and pitfalls of these tools. Have a listen:
Avantis is the creator of ClassVR, an all-in-one VR/AR headset and content platform designed specifically for K-12 classrooms. Used by more than 2 million students in 200,000 classrooms in 90 countries, it includes all hardware, software, tools, training, support and implementation services needed to deploy VR/AR in the classroom. It also provides access to the Eduverse platform, ClassVR’s library of content which gives teachers access to hundreds of thousands of pieces of VR and AR content and resources to enhance lessons and engage students more deeply in their learning.
Key Takeaways:
Evolution of AR and VR: From novelty to educational tool, AR and VR continue to integrate into mainstream education, enhancing engagement and learning outcomes.
Educational Integration: AR and VR serve as supplements to traditional teaching methods, enriching lessons without disrupting established curricula.
Future Hardware Development: Avantis teases a prototype of a device at ISTI, signaling a commitment to evolving hardware that aligns closely with educational needs and educator feedback.
Industry Standards: The arrival of major players like Apple and Meta in the AR and VR space is expected to set industry standards and improve interoperability across platforms, benefiting educators and students alike.
New this year: ClassVR is launching Eduverse360 –an expanded library featuring more than 300,000 360° images and videos from around the globe allowing teachers to take students on compelling, immersive field trips without leaving the classroom. Responding to increased demand for curriculum-aligned content across all subjects, new math resources are also being designed to make learning relevant, accessible, and fun. Popular English resources have been expanded to support English language teaching for K-2 and English as an additional language. While in biology students can shrink down to insect size to see pollination in action like never before.
Avantis also introduced software enhancements designed to improve the user experience. These updates include:
A redesigned homepage that features curated playlists and subject-based browsing for easier navigation.
ClassVR’ s teacher and student notes can now be viewed in a sidebar alongside the VR content, enhancing the educational experience.
Teachers will also benefit from the dynamic preview of 3D models, allowing them to quickly assess and view models with just a few clicks.
User and content management enhancements, including streamlined administrator management of playlists and updates to administrator controls.
New professional development options. Beginning July 1, 2024, all customers get free access to Avantis’ online continuing professional development (CPD) training materials to assist them with self-paced instruction on how to use ClassVR. New customers also have expanded options for training packages.
Kevin is a forward-thinking media executive with more than 25 years of experience building brands and audiences online, in print, and face to face. He is an acclaimed writer, editor, and commentator covering the intersection of society and technology, especially education technology. You can reach Kevin at KevinHogan@eschoolnews.com
BLOOMINGTON, MN – Renaissance, a global leader in pre-K–12 education technology resources and insights, announces the launch of Renaissance Next, a uniquely powerful new teacher experience that aims to transform classroom instruction and empower educators with in-the-moment recommendations to support their most critical decisions.
“We started out by asking the question that is on the mind of every educator as they consider what’s next in their classroom: ‘How do I provide each learner with the right support, help, or acceleration?’” said Todd Brekhus, Chief Product Officer at Renaissance. “That’s what led us to create Renaissance Next, which gives teachers actionable insights and quality instructional resources to meet their students’ needs.”
Renaissance Next provides teachers with real-time recommendations in the classroom, combining accurate assessment, purposeful practice activities, and instructional data in a single view.
Integrating key products from the Renaissance ecosystem, including Star Assessments, Freckle, Accelerated Reader, myON, and Lalilo, while surfacing recommended Nearpod resources based on math and ELA assessment performance, Renaissance Next harnesses the power of these tools to offer educators in-the-moment insights to guide teaching and learning. Teachers can quickly view students’ performance, understand each student’s progress and skill mastery, and review relevant lesson plans and activities to adapt, amplify, or adjust.
“Renaissance Next gives me a quick glimpse of where my kids are, where they need to go, and what I need to do,” said Julia Witges, a third-grade teacher at Carbondale Elementary School District 95 in Illinois, and a Renaissance Next beta tester. “It provides all of these tools that make my job so much easier, including the ability to differentiate down to individual student needs.”
Thousands of teachers with access to Renaissance products beta tested the new platform, which presents data that schools can use to inform decisions ranging from individual student learning to the district as a whole. The teachers’ feedback helped to shape the design of Renaissance Next, ensuring that it meets a wide variety of classroom needs.
“We plan to embed insights from Renaissance Next across our district and systems,” said Janice Pavelonis, the superintendent of Carbondale Elementary School District 95. “Renaissance Next complements our strategic plan for the 2024–2025 school year, which involves students understanding their own data and progress, and setting their own goals, with support from and in consultation with their teachers.”
The insights and recommendations for differentiated instruction offered through Renaissance Next are made possible, in part, through the strategic use of AI. During development, Renaissance leveraged AI to better catalog its large library of pre-K‒12 instructional resources and practice activities, so that this content would be more readily accessible to educators in the classroom.
“The Renaissance database is a rich resource that incorporates over 38 years of real student and teacher data and insights,” said Brekhus. “The Renaissance Next platform brings those insights to teachers so they can truly see every student, and it leverages lesson and activity recommendations to accelerate learning for all.”
About Renaissance As a global leader in education technology operating in more than 100 countries, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. We believe that technology can unlock a more effective learning experience, ensure that students get the personalized teaching they need to thrive, and help educators and administrators to truly, fully, See Every Student. Learn more at renaissance.com.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
A conservative public school board president in Temecula whose promotion of policies on race and gender thrust the district into the national battle over critical race theory in the classroom and the rights of LGBTQ+ students narrowly lost a recall vote, officials announced Thursday.
Joseph Komrosky, a Mt. San Antonio College philosophy professor, was elected to the board of the 28,000-student Temecula Valley Unified School District about 19 months ago. As part of a three-member conservative majority, he steered the district as it joined a national wave of school boards jumping head-first into the culture wars.
The district was sued after banning the teaching of critical race theory and requiring that parents be notified if their children identified as a gender that did not match the one assigned to them at birth. The litigation is ongoing. Under Komrosky, the district banned non-U.S. and non-California flags, a move seen as targeting LGBTQ+ Pride flag displays. At a school board meeting last year, he also stirred controversy when he described gay civil rights pioneer and San Francisco County Supervisor Harvey Milk as a “pedophile.”
The final results in the recall election found voters narrowly opposed Komrosky, who represented the eastern and central portions of the district, staying in office.
Of 9,722 ballots tallied since June 4, those in favor of recall totaled 4,963. There were 4,751 opposed to the recall.
Fewer than half of the 21,578 registered voters — 45.1% — voted.
The recall ends a 2-2 stalemate on the board since a Komrosky ally, Danny Gonzalez, resigned in December to move out of state. The board will not have its full five members until the election in November.
In a Thursday email to The Times, Komrosky, who in his X bio calls himself a “God-fearing patriot,” said he leaned toward running for a seat once more.
“Given the narrow margin, I will likely run again in the November 2024 general election,” Komrosky said.
“If not, it has been an honor to serve the Temecula community, and I am proud to have fulfilled all of my campaign promises as an elected official. My commitment to protecting the innocence of our children remains unwavering,” he said.
The message echoed one Komrosky gave at the end of the last school board meeting on June 11. During that meeting, however, he seemed more adamant about running again. “I want to thank my community for allowing me to represent your voices, and I look forward to serving my community again, beginning in November,” he said.
Thursday’s announced result was celebrated and lamented.
“We did it! We did it!” said Monica La Combe, a district resident for 21 years whose children graduated from high school in Temecula Valley. A son graduated this year, and another child, who is nonbinary, graduated in 2022.
“What this board came in and did was was crazy. They just came in and made everybody scared and made our community look really, really bad with respect to who we are and how our children are educated,” La Combe said. “This recall election was important in order to get our district back on the trajectory of progress that we were headed toward.
“We have conservatives and liberals,” she added, speaking of the board, “but what they were doing was just really extreme.”
Jason Craig, a parent of two boys who attend elementary school in the district, expressed disappointment in Thursday’s election result.
“Conservative parents don’t want our children to be taught as social justice warriors. The school district isn’t the place for that,” said Craig, who had volunteered for Komrosky’s campaign and previously narrowly lost in his own run for the board.
Craig said he supported Komrosky’s policies as “preemptive” ways to keep what he saw as growing social ills making their way into classrooms, including critical race theory, an academic legal framework relating to institutional racism taught at some colleges and universities.
“We don’t want racism in schools to be the center focus of everyone’s identity and how we should proceed with teaching history,” he said.
The Temecula district is one of several Southern California school districts where LGBTQ+ identity and history have become major points of controversy.
The Chino Valley Unified School District is also being sued for a parental notification policy similar to the one passed in the Temecula district. California Atty. Gen. Rob Bonta took the Chino district to court, and a group of parents, students, individual teachers and the teachers union sued Temecula Valley Unified.
In the Chino Valley case, the judge in a preliminary ruling found the notification requirement to be illegal. The district’s school board subsequently approved a revised policy with the hope that it will pass legal muster while having the same effect as the original version.
Meanwhile, a different judge upheld the Temecula parental notification policy. That decision is being appealed.
Augmented reality (AR) and virtual reality (VR) are fun to use, but AR and VR tools also have a number of uses when it comes to connecting students with experiences they can’t necessarily have in person.
These tools are engaging, bringing students up close with historic landmarks from around the world, illustrating science concepts that are hard to see without high-tech equipment, and giving students different views and perspectives on hard-to-understand concepts.
What is the difference between virtual reality and augmented reality?
Virtual reality immerses a person in the experience, as if they’re actually there. Augmented reality is the idea that the user brings something into their real world and using a device to see something that isn’t actually there–animation or 3D images come into the real world. Instead of using VR to gamify the classroom, students can use VR to develop higher-order thinking skills that are critical for thriving in today’s digitally connected society–here’s how.
What are VR examples?
In looking at virtual reality examples, innovative immersive experiences are among the most popular. As new VR technologies emerge, educators at all levels are finding new applications to augment the classroom experience–and for good reason. VR allows educators to move past pages in a textbook to create totally immersive experiences that stimulate and inspire students. Implementing VR in education should not be a chore–and finding high-quality VR deployment partners will help streamline device management.
What is the main problem with VR and AR?
Equity of access is often one of the biggest problems when discussing advantages and disadvantages of AR and VR. The two technologies are immersive and engaging, but access to devices through which to experience immersive and augmented learning experiences can be limited. Inequities in technology access are one of the main challenges when trying to use such digital tools in the classroom.
Lincolnshire, Ill. – Today 95 Percent Group LLC, the trusted source for comprehensive, proven literacy solutions, announced the Missouri Department of Elementary & Secondary Education approved its 95 Phonics Core Program®, 95 Literacy Intervention System™, and Sound Wall Classroom Kit™ as recommended English Language Arts Supplemental Resources. Missouri is one of more than 40 states nationwide to support evidence-based literacy instruction focused on the science of reading. The state’s Missouri Read, Lead, Exceed initiative provides a framework for action to align state, district, and local literacy efforts, with the goal of ensuring every student develops the strong literacy skills they need for the future.
“I am thrilled to see the accelerating, national momentum behind using evidence-based, science of reading aligned instruction to help young learners build literacy skills,” said Brad Lindaas, CEO, 95 Percent Group. “We have already seen our school and district clients in Missouri experience significant literacy success with their students and are excited to participate in the state’s broader goal of supporting every student in growing into a strong reader.”
After an extensive review process of submitted materials, Missouri state education officials selected 95 Percent Group’s programs for inclusion on its recommended supplemental materials list for grades K-5, determining that they meet state curriculum standards and are aligned to the science of reading.
95 Percent Group has a strong track record in Missouri. According to an independent study of 16 Missouri schools conducted over two years by LXD Research, more students were reading on grade level when they used the company’s flagship product, 95 Phonics Core Program, as compared to their peers who were learning with a different program. Based on this study, 95 Phonics Core Program earned the Strong rating on the Evidence for ESSA website for Tier 1, Whole-Class Instruction. The Strong rating confirms that the program’s research meets federal standards under the Every Student Succeeds Act (ESSA) for demonstrating the highest level of evidence. School partners call the program essential to their students’ literacy progress.
Joplin School District Assistant Superintendent of Learning Services Sarah Mwangi said, “What we have learned on our journey is that 95 Phonics Core Program is a great centerpiece for our literacy instruction. It is the program that we are dedicated to ensuring happens for our kids each day. It’s intensive, explicit and straightforward, offering exactly what you need to do with students instead of being one piece of an overwhelming ‘big box’ curriculum. If you are a district that has struggled with inconsistent foundational literacy instruction and you need to get schools back on the same page, 95 Phonics Core Program is a great, direct, explicit way to do that.”
95 Percent Group products approved by the Missouri Department of Elementary & Secondary Education are:
95 Phonics Core Program:a Tier 1 structured literacy solution that supports meaningful and effective literacy progress linked across grades, grounded in the science of reading and for the critical K-5 years. The program adds an explicit phonics strand to the daily reading block to ensure that all students receive consistent evidence-based and research-aligned phonics instruction to improve outcomes.
95 Literacy Intervention System™: a new digital platform that puts the tools for diagnosing skill gaps, digitally grouping students with similar needs, and assigning targeted reading instruction at teachers’ fingertips. Linking to 95 Phonics Core Program™ and 95 Phonics Lesson Library™, the 95 Literacy Intervention System allows teachers to ensure all students receive the targeted instruction they need to quickly graduate from intervention.
Sound Wall Classroom Kit for Grades K-2: provides teachers with everything they need to create a Sound Wall to help students build phonological and phonemic awareness. The kit includes Kid Lips® cards, a Kid Lips® teacher’s instructional guide, phoneme/grapheme cards – teacher’s instructional set, phoneme/grapheme mini cards, Student Sound Wall folder, and many other resources.
About 95 Percent Group
95 Percent Group is an education company whose mission is to build on science to empower teachers—supplying the knowledge, resources, and support they need—to develop strong readers. Using an approach that is based in structured literacy, the company’s One95™ Literacy Ecosystem™ integrates professional learning and evidence-based literacy products into one cohesive system that supports consistent instructional routines across tiers and is proven and trusted to help students close skill gaps and read fluently. 95 Percent Group is also committed to advancing research, best practices, and thought leadership on the science of reading more broadly. For more information, visit www.95percentgroup.com.
About LXD Research
LXD Research is an independent evaluation, research, and consulting division within Charles River Media Group focusing on educational programs. They design rigorous research studies, multifaceted data analytic reporting, and dynamic content to disseminate insights. Visit www.LXDResearch.com.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
In the realm of education, balancing instructional strategies like small-group instruction and student-tracking presents both challenges and opportunities for fostering equitable learning environments.
While small-group instruction offers personalized learning experiences, student-tracking aims to tailor instruction based on abilities. However, both approaches have raised concerns regarding inequity and stigmatization. As an educator, navigating these complexities led me to employ a rotation-based approach that integrates both strategies to ensure all my students receive equitable learning opportunities over the academic year.
My approach was informed by recognizing the inevitability of initial low performance data, which I attributed to factors like the summer slide. I prioritized targeted support and intervention strategies to address the diverse needs of students from the outset and aimed to mitigate learning loss and promote academic growth. Student-tracking, while offering tailored instruction, has been subject to criticism for perpetuating inequality and limiting exposure to diverse perspectives. Conversely, the personalized approach to small-group instruction fosters deeper engagement but may pose challenges in managing multiple groups and ensuring equitable access to resources.
To address these concerns, I implemented a rotation-based model where each quarter focused on a different student group. This approach allowed for tailored instruction while ensuring all students received the same amount of instructional time by the year’s end. Specifically, I may have seen one group for more minutes during the first quarter, but then saw that group for fewer minutes in a future quarter. By the end of the school year, each group was seen for the same number of minutes (more or less).
Flexibility and adaptability were crucial in adjusting instruction duration to meet the evolving needs of each group. By embracing inclusivity and flexibility, I aimed to foster an environment where every student felt valued and supported in their learning journey. By integrating both small-group instruction and student-tracking within a rotation-based framework, I aimed to strike a balance between personalized learning and equitable access to educational opportunities. This approach allowed me to address the diverse needs of my students while minimizing the potential for stigmatization or exclusion. Throughout the school year, the rotation-based model facilitated a dynamic learning environment where students received targeted instruction tailored to their individual needs. Whether focusing on remediation, enrichment, or skill development, each group received the attention and support necessary for academic growth.
Upon reflection, the outcomes of this strategy have been overwhelmingly positive. Through dedicated efforts and personalized support, students experienced significant growth across various domains. Notably, there was an overall typical growth of about 144 percent in mathematical performance amongst my fifth graders; the end of year data also revealed that my students went from 0 percent proficient to 71.4 percent proficient or nearing proficiency. This indicates the effectiveness of the implemented strategies.
This growth is a testament to the commitment of both students and educators alike and demonstrates the power of targeted interventions and a supportive learning environment in fostering progress and achievement. The journey of implementing tailored strategies and providing individualized support has yielded remarkable outcomes. Witnessing tangible growth in academic performance (with an overall mathematical increase of 144 percent) highlights the effectiveness of this effort. These results reaffirm the power of personalized education and the importance of fostering a nurturing learning environment via intentionality.
During the COVID-19 pandemic, school districts across the United States received a timely infusion of funds to upgrade edtech in the classroom. As of 2023, 92 percent of K-12 schools in the U.S. use interactive whiteboards for their daily lessons.
Given that today’s students are digital natives, it makes sense for schools to invest in modern educational technology such as interactive whiteboards. After all, these students likely learned their ABCs and 123s using their parents’ smartphones or tablets.
Of course, maintaining this smart technology can be a hefty investment. So, school districts should also take steps to ensure they get the most bang for their buck.
Why it’s important to maximize usage and value of this investment
Acquiring and using an interactive whiteboard in the classroom is already a positive development. It immediately replaces at least three archaic pieces of school equipment: a digital projector, a whiteboard, and a TV video player. Instead, students learn from an all-in-one multimedia machine that features full interactivity.
Academic studies confirm that interactivity and active learning can greatly enhance student engagement in the classroom. What’s more, both teachers and students seem to enjoy learning better when they use interactive whiteboards. That’s why it’s crucial to make sure these tools are available during school hours.
Constant use of your edtech equipment can ensure a swift return on investment (ROI). But how do you ensure your interactive whiteboards work as advertised? More importantly, how can your instructors maximize the use of the equipment and minimize its downtime?
Interactive whiteboard features you can maximize
An interactive whiteboard includes many modern features that help enhance active learning and increase engagement. To make the most of your school district’s edtech investment, these features should be utilized to the fullest during classroom sessions.
Advanced touchscreen technology in the classroom
When choosing the best interactive whiteboards, look for ones that feature multi-touch technology. This enables the whiteboard to recognize multiple touchpoints instead of just one point at a time.
Multi-touch capability can greatly enhance the learning experience. For instance, this technology allows for expanded controls when using the touchscreen. It lets a user pinch, zoom, or swipe the surface to activate functions. What’s more, the number of fingers used when performing these actions will trigger a different response. This puts a wide range of controls literally at your fingertips.
In addition, multi-touch allows two or more students to interact with a single touchscreen. This lets instructors hold competitive quizzes or have multiple students solve puzzles at the same time.
Cloud connectivity
Using cables or memory cards to transfer files or install updates is an inefficient method that can cause a lot of downtime. It’s also unnecessary, as wireless connectivity is already a standard feature for most technology in the classroom. So, make sure your interactive whiteboard investments support cloud systems that use secure and redundant connections.
Why is cloud connectivity important? During its lifespan, an interactive whiteboard will need continuous updates and fixes to its operating system, firmware, and application software. Connecting via cloud systems ensures that all needed files are available for download. This means installations and updates can be scheduled anytime and processed much faster.
Access level control and user permissions
Not all interactive whiteboard users need the same access levels. For instance, regular operators such as instructors and teachers launch learning apps and access the connected learning management system (LMS) for files and modules. Meanwhile, superintendents and principals will need to access student and teacher information and the collected data from users. Admins and IT staff need access to the operating system to perform maintenance and management tasks.
Assigning different user permission levels is a valuable feature that keeps private data and system files safe. This also ensures that only authorized users can look at private student files, as required by federal and state privacy laws.
Security and safety
Curious students will often try to hack into the interactive whiteboard and install apps or games, copy files, or even alter data. But remote security features should easily detect unusual device activity and automatically launch security measures.
Once alerted, admins can freeze or shut down devices to prevent further attempts at access. In the unlikely case that the touchscreen is taken off-site, geofencing can disable devices that are outside their permitted locations. When everything else fails, admins can remotely wipe data from devices to prevent data theft.
Don’t forget the right device management platform for your classroom technology
An interactive whiteboard can be a significant cost. The right device management platform makes sure your classroom technology investments work correctly and receive proper maintenance and management.
What’s more, it ensures the availability of low-level management features that keep all software and firmware updated to the latest versions. Cloud connectivity lets admins automatically schedule and perform updates during off hours instead of productive school hours. Even better, it can perform these fixes on one specific unit, multiple devices, or across the entire fleet.
The right device management software also provides robust security features that keep edtech devices from falling into the wrong hands. After all, data privacy is a serious matter that requires strict security measures. With student information at stake, the right device manager can spell the difference between data leaks and secure student records.
Make the most of your classroom technology investments
The right classroom technology is crucial to give students the best learning experiences. But simply providing devices such as interactive whiteboards to classrooms isn’t enough. Superintendents must also ensure that their education technology investments have the latest features. This includes multi-touch capability and cloud support to maximize learning opportunities.
What’s more, school districts should invest in the right device management platforms to ensure devices perform optimally at all times. The right device manager can fulfill the specific management, maintenance, and security requirements of your learning investments.
We all know the value of modern edtech equipment in enriching the lives of today’s students. Acquiring these devices is only the first step. Admins must also make sure they work as designed and remain optimized and updated at all times.
Nadav Avni, Radix Technologies
Nadav has been at Radix Technologies for the past four years, originally joining as a marketing director and now as CMO. He has extensive experience in marketing from technology and advertising companies, having previously held roles at VBox Communications, Leverate and Nokia.
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I live in the state of Michigan, which means that a large chunk of the year is dominated by cold, dreary weather. I’ve noticed that my students tend to lack energy during these months. There’s a kind of blanket lethargy that spreads across the classroom and makes it difficult for them to engage with lessons. Then, on the first sunny day of spring, everything changes. All that latent energy suddenly explodes, and my once sleepy students are now bouncing off the classroom walls with unrestrained excitement.
I’ve found this experience to be quite revealing. Despite the growing urbanization of our society, we humans are still deeply tied to the cycles of nature. As such, I believe the solution for curbing our students’ excess energy lies in reconnecting them with the outdoors.
This might sound daunting, especially if you live in a city where green spaces are few and far between. However, I’ve devised four simple methods for incorporating nature into existing science lessons that foster student curiosity and creativity.
Here are four strategies that will bring nature’s power to your classroom:
Utilize outdoor environments: Taking students outdoors doesn’t necessarily mean taking them into a forest.A zoo, an aquarium, a botanical garden, even a local park can be a source of nature that can help students gain a new perspective on the world. These spaces allow students to experience different plants and animals, which can be leveraged into existing science lessons. For instance, a local garden could serve as the ideal setting for a lesson on pollination and pollinators, while an aquarium could be used to teach students about different marine ecosystems and how animals adapt to survive in their surroundings.
Bringing nature INTO the classroom: Is it raining outside? Or are there other reasons it’s just not feasible to go outside? That is OK! Bring nature to your students inside the classroom by establishing an indoor nature center that features specimens, artifacts, and models representing local flora and fauna. This can be a great way to teach students about the unique species native to their state, and by encouraging them to bring in specimens of their own, you get them to invest in their own learning.
Take a virtual field trip: Virtual resources became popular during the 2020 pandemic, and many offer students the chance to explore wild environments from the safety of their classroom. Take advantage of wildlife cameras that feature African watering holes or lush tropical forests. Have students take notes on what they observe, as well as how different animals interact with each other. These tools also make for great background content for classroom transitions, work time, or brain breaks!
Use project-based learning: Through project-based learning (PBL), students work on hands-on, real-world projects that are relevant and interesting to them, fostering a deeper connection to the subject matter. For instance, the Blue Apple project, State of Sustainability, tasks students with designing a book about their state that informs readers about how small changes can develop a more sustainable world. It’s a practical lesson that shows students that they can make a real difference in their community!
Incorporating nature into science lessons not only enriches students’ learning experience but also fosters a meaningful connection with the environment. This spring, lead your students into the wild green yonder and show them just how interconnected this world of ours truly is. Then step back and let their curiosity and creativity do the rest!
Cory Kavanagh, Van Andel Institute for Education
Cory Kavanagh is a Learning Specialist for Van Andel Institute for Education, a Michigan-based education nonprofit dedicated to creating classrooms where curiosity, creativity, and critical thinking thrive.
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NEWPORT BEACH, CA, USA – Ozobot, a global leader in programmable robotics and STEAM-based learning solutions that empower the next generation of creators from K-12 to higher education and beyond, today announced the upcoming launch of its Bit Robot Recycle & Replace Program, in celebration of Earth Day.
“We’re proud to launch this long-awaited program, answering the call from our loyal customers and valued educators for a solution to upgrade their legacy robots,” said Kristin Archer, Vice President of Marketing at Ozobot. “This program not only provides a pathway to enhanced learning experiences in the classroom but also reflects our commitment to customer satisfaction and a greener future.”
The program’s initiative aims to offer users with legacy Bit robots the opportunity to upgrade to the latest technology and features the Evo robot offers while also contributing to environmental sustainability. Users will send in their eligible Bit robot, free of charge, to receive a $15 credit per robot toward the purchase of a new Evo robot. There is no limit to the number of Bit robots that can be returned.*
As part of Ozobot’s commitment to sustainability, returned robots will undergo dismantling, with usable components upcycled and repurposed. Any remaining components will be recycled to the fullest extent possible. To sign up for more information about the program, launching in May 2024, and verify eligibility, please visit Ozobot.com.
*Additional terms and conditions apply. The program applies to U.S. customers only.
About Ozobot
Ozobot is redefining the role of robotics in education with award-winning programmable robots, patented screen-free coding programs, and STEAM-based learning solutions that transform the way students learn and create across all grades, subjects, and environments. Led by a world-class team of educators, engineers, and computer scientists, Ozobot delivers award-winning solutions by integrating innovative product design with leading LMS platforms and emerging technologies, including Augmented Reality-based learning, powered by Ozobot’s coding platform, Ozobot Blockly, that supports its proprietary JavaScript and Python editors that run native code on connected devices.
Together with students, educators, and parents around the world, Ozobot has become the #1 most trusted robotics platform in education and continues to empower the next generation of creators to discover new and exciting ways to learn. For more information on Ozobot, please visit ozobot.com.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
● Bensalem Township School District (PA) ● P.S. 74 Future Leaders Elementary School (NY) ● Arts & Technology Academy of Pontiac (ATAP) (MI)
This innovative and engaging platform includes personalized needs assessments that elevate teacher and student voice, custom-ranked, evidence-based instructional strategies for every classroom, and an easy-to-use, teacher-designed progress monitoring system. Additionally educators will receive expert guidance for coaching evidence-based strategies and effectively leading PLCs via Administrator dashboards where they can see teacher engagement, needs assessments, strategies selected, and impact on student learning and well-being and responsive technical support from QoreInsights’ customer success team.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
BEAVER, Pa. and SUNNYVALE, Calif./PRNewswire/ — As artificial intelligence begins its disruption of curriculum development, Lincoln Learning Solutions and Prof Jim are positioning themselves at the forefront of the emerging educational space with the announcement today of their partnership and the release of two immediately available innovations.
“Our collaboration with Prof Jim has already shown promising results, improving the pace of creation and expanding our content offerings,” said Charles Thayer, Chief Academic Officer at Lincoln Learning Solutions. “We are excited to offer these innovative tools to our partner schools, enabling teachers to create more engaging and effective learning environments.”
The partnership introduces several key offerings:
AI Slide Assistant and AI Assessment Assistant: Customizable tools designed to align with the specific preferences and requirements of school districts, facilitating the creation of personalized slide decks and assessments.
AI Video Assistant: This tool revolutionizes how educators can deliver instruction, allowing for the creation of videos featuring either an AI version of the teacher, historical figures like Ben Franklin, or other characters to enhance lesson engagement and effectiveness.
“This AI technology enables educators to bring lessons to life in ways previously unimaginable,” Pranav Mehta, CTO and Co-Founder of Prof Jim, said. “Without having to own a studio, teachers can use their own AI avatar to teach their lessons, and they can include historical cameos — from the likes of Jane Austen or Pythagoras or George Washington Carver — to teach and serve as role models.”
Integral to this initiative is the Lincoln Content Bank, an award-winning, multi-modal, educational content library that equips teachers with nearly 110,000 highly vetted learning assets they can configure and assemble to meet the needs of their students. The team intends to use this as the curricular foundation for these AI tools; so, the co-offering is based on vetted, trusted content — unlike many other AI edtech offerings.
Lincoln Learning is also working with Prof Jim to create an AI tutor product. It is in development and slated to be launched at the start of the 2024-25 school year.
“As more and more studies reveal that tutoring is essential to elevating student confidence and success — especially in the wake of the pandemic — we believe this is a tool educators will welcome with open arms,” Chief Business and Development Officer at Lincoln Learning Solutions, Dr. Rachel Book, said.
The team expects to have the first wave of AI assisted tools in classrooms before the end of the 2023-24 school year.
About Lincoln Learning Solutions
Lincoln Learning Solutions is a 501c3 nonprofit organization dedicated to collaborating with educators and maximizing their talents to facilitate student success. Based in western Pennsylvania, it is the developer of Lincoln Empowered™, a digitally based curriculum that delivers engaging, standards-based, instruction in online and blended learning environments. Lincoln Empowered™offers a dynamic array of courses in language arts, mathematics, science, social studies, physical education, and the creative and performing arts. Lincoln Learning Solutions currently serves more than 100 school districts in 14 states, and upward of 20,000 students.
About Prof Jim
Prof Jim Inc equips organizations with AI-powered instructional tools. In the next few years, AI is set to revolutionize learning, as it boosts quality, increases personalization, and taps into easy translations – all while slashing costs. However, technical hurdles and the high cost of expertise prevent many organizations from accessing AI’s benefits. Prof Jim partners with these organizations to create dynamic teaching materials, interactive videos, and assessments using its patented AI. Research indicates that Prof Jim’s AI increases content creation efficiency 3x-15x, improves learning outcomes by up to 15%, and elevates student engagement by 25%.
SOURCE Lincoln Learning Solutions
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
