For decades, curriculum, pedagogy, and technology have evolved to meet the changing needs of students. But in many schools, the classroom environment itself hasn’t kept pace. Classic layouts that typically feature rows of desks, limited flexibility, and a single focal point can often make it harder for educators to support the dynamic ways students learn today.
Classrooms are more than places to sit–when curated intentionally, they can become powerful tools for learning. These spaces can either constrain or amplify great teaching. By reimagining how classrooms are designed and used, schools can create environments that foster engagement, reduce stress, and help both teachers and students thrive.
Designing a classroom for student learning outcomes and well-being
Many educators naturally draw on their own school experiences when shaping classroom environments, often carrying forward familiar setups that reflect how they once learned. Over time, these classic arrangements have become the norm, even as today’s students benefit from more flexible, adaptable spaces that align with modern teaching and learning needs.
The challenge is that classic classroom setups don’t always align with the ways students learn and interact today. With technology woven into nearly every aspect of their lives, students are used to engaging in environments that are more dynamic, collaborative, and responsive. Classrooms designed with flexibility in mind can better mirror these experiences, supporting teaching and learning in meaningful ways, even without using technology.
To truly engage students, the classroom must become an active participant in the learning process. Educational psychologist Loris Malaguzzi famously described the classroom as the “third teacher,” claiming it has just as much influence in a child’s development as parents or educators. With that in mind, teachers should be able to lean on this “teacher” to help keep students engaged and attentive, rather than doing all the heavy lifting themselves.
For example, rows of desks often limit interaction and activity, forcing a singular, passive learning style. Flexible seating, on the other hand, encourages active participation and peer-to-peer learning, allowing students to easily move and reconfigure their learning spaces for group work or individual work time.
I saw this firsthand when I was a teacher. When I moved into one of my third-grade classrooms, I was met with tables that quickly proved insufficient for the needs of my students. I requested a change, integrating alternative seating options and giving students the freedom to choose where they felt most comfortable learning. The results exceeded my expectations. My students were noticeably more engaged, collaborative, and invested in class discussions and activities. That experience showed me that even the simplest changes to the physical learning environment can have a profound impact on student motivation and learning outcomes.
Allowing students to select their preferred spot for a given activity or day gives them agency over their learning experience. Students with this choice are more likely to engage in discussions, share ideas, and develop a sense of community. A comfortable and deliberately designed environment can also reduce anxiety and improve focus. This means teachers experience fewer disruptions and less need for intervention, directly alleviating a major source of stress by decreasing the disciplinary actions educators must make to resolve classroom misbehavior. With less disruption, teachers can focus on instruction.
Supporting teachers’ well-being
Just as classroom design can directly benefit student outcomes, it can also contribute to teacher well-being. Creating spaces that support collaboration among staff, provide opportunities to reset, and reduce the demands of the job is a tangible first step towards developing a more sustainable environment for educators and can be one factor in reducing turnover.
Intentional classroom design should balance consistency with teacher voice. Schools don’t need a one-size-fits-all model for every room, but they can establish adaptable design standards for each type of space, such as science labs, elementary classrooms, or collaboration areas. Within those frameworks, teachers should be active partners in shaping how the space works best for their instruction. This approach honors teacher expertise while ensuring that learning environments across the school are both flexible and cohesive.
Supporting teacher voice and expertise also encourages “early adopters” to try new things. While some teachers may jump at the opportunity to redesign their space, others might be more hesitant. For those teachers, school leaders can help ease these concerns by reinforcing that meaningful change doesn’t require a full-scale overhaul. Even small steps, like rearranging existing furniture or introducing one or two new pieces, can make a space feel refreshed and more responsive to both teaching and learning needs. To support this process, schools can also collaborate with learning environment specialists to help educators identify practical starting points and design solutions tailored to their goals.
Designing a brighter future for education
Investing in thoughtfully designed school environments that prioritize teacher well-being isn’t just about creating a more pleasant workplace; it’s a strategic move to build a stronger, more sustainable educational system. By providing teachers with flexible, adaptable, and future-ready classrooms, schools can address issues like stress, burnout, and student disengagement. When educators feel valued and empowered in their spaces, they create a better work environment for themselves and a better learning experience for their students. Ultimately, a supportive, well-designed classroom is an environment that sets both educators and students up for success.
Dr. Sue Ann Highland, School Specialty
Dr. Sue Ann Highland is the Lead National Education Strategist at School Specialty.
Latest posts by eSchool Media Contributors (see all)
In my classroom, students increasingly ask for relevant content. Students want to know how what they are learning in school relates to the world beyond the classroom. They want to be engaged in their learning.
In fact, the 2025-2026 Education Insights Report vividly proves that students need and want engaging learning experiences. And it’s not just students who see engagement as important. Engagement is broadly recognized as a key driver of learning and success, with 93 percent of educators agreeing that student engagement is a critical metric for understanding overall achievement. What is more, 99 percent of superintendents believe student engagement is one of the top predictors of success at school.
Creating highly engaging lesson plans that will immerse today’s tech-savvy students in learning can be a challenge, but here are two easy-to-find resources that I can turn to turbo-charge the engagement quotient of my lessons:
Virtual field trips Virtual field trips empower educators to introduce students to amazing places, new people and ideas, and remarkable experiences–without ever leaving the classroom. There are so many virtual field trips out there, but I always love the ones that Discovery Education creates with partners.
I also love the virtual tours of the Smithsonian National Museum of Natural History. Together as a class or individually, students can dive into self-guided, room-by-room tours of several exhibits and areas within the museum from a desktop or smart device. This virtual field trip does include special collections and research areas, like ancient Egypt or the deep ocean. This makes it fun and easy for teachers like me to pick and choose which tour is most relevant to a lesson.
Immersive learning resources Immersive learning content offers another way to take students to new places and connect the wider world, and universe, to the classroom. Immersive learning can be easily woven into the curriculum to enhance and provide context.
One immersive learning solution I really like is TimePod Adventures from Verizon. It features free time-traveling episodes designed to engage students in places like Mars and prehistoric Earth. Now accessible directly through a web browser on a laptop, Chromebook, or mobile device, students need only internet access and audio output to begin the journey. Guided by an AI-powered assistant and featuring grade-band specific lesson plans, these missions across time and space encourage students to take control, explore incredible environments, and solve complex challenges.
Immersive learning content can be overwhelming at first, but professional development resources are available to help educators build confidence while earning microcredentials. These resources let educators quickly dive into new and innovative techniques and teaching strategies that help increase student engagement.
Taken together, engaging learning opportunities are ones that show students how classrooms learnings directly connect to their real lives. With resources like virtual field trips and immersive learning content, students can dive into school topics in ways that are fun, fresh, and sometimes otherworldly.
Leia J. DePalo, Northport-East Northport Union Free School District
Leia J. (LJ) DePalo is an Elementary STEM and Future Forward Teacher (FFT) in the Northport-East Northport School District with over 20 years of experience in education. LJ holds a Master of Science in Literacy and permanent New York State teaching certifications in Elementary Education, Speech, and Computer Science. A dedicated innovator, she collaborates with teachers to design technology-infused lessons, leads professional development, and choreographs award-winning school musicals. In recognition of her creativity and impact, DePalo was named a 2025 Innovator Grant recipient.
Latest posts by eSchool Media Contributors (see all)
Leia J. DePalo, Northport-East Northport Union Free School District
Back-to-school season arrives every year with a mixed bag of emotions for most educators, including anticipation and excitement, but also anxiety. The opportunity to catch up with friendly colleagues and the reward of helping students connect with material also comes with concern about how best to present and communicate that material in a way that resonates with a new classroom.
An annual challenge for K-12 educators is creating a syllabus that engages students and will be used throughout the year to mutual benefit rather than tucked in a folder and forgotten about. Today’s digital transformation can be a means for educators to create a more dynamic and engaging syllabus that meets students’ and parents’ needs.
While it can be overwhelming to think about learning any new education technology, the good news about a digital syllabi is that anyone who’s sent a digital calendar invite has already done most of the technical-learning legwork. The more prescient task will be learning the best practices that engage students and enable deeper learning throughout the year.
Step one: Ditch the PDFs and print-outs
Creating a syllabus that works begins with educators stepping into the shoes of their students. K-12 classrooms are full of students who are oriented around the digital world. Where textbooks and binders were once the tools of the trade for students, laptops and iPads have largely taken over. This creates an opportunity for teachers to create more dynamic syllabi via digital calendars, rather than printed off or static PDFs with lists of dates, deadlines, and relevant details that will surely change as the year progresses. In fact, many learning management systems (LMS) already have useful calendar features for this reason. Again, teachers need only know the best way to use them. The digital format offers flexibility and connectivity that old-school syllabi simply can’t hold a candle to.
Tips for creating an effective digital syllabus
Classroom settings and imperatives can vary wildly, and so can the preferences of individual educators. Optimization in this case is in the eye of the beholder, but consider a few ideas that may wind up on your personal best practices list for building out your digital syllabus every year around this time:
Make accessing the most up-to-date version of the syllabus as frictionless as possible for students and parents. Don’t attach your syllabus as a static PDF buried in an LMS. Instead, opt-in to the calendar most LMS platforms offer for the mutual benefit of educators, students, and parents. To maximize engagement and efficiency, teachers can create a subscription calendar in addition or as an alternative to the LMS calendar. Subscription calendars create a live link between the course syllabus and students’ and/or parents’ own digital calendar ecosystem, such as Google Calendar or Outlook. Instead of logging into the LMS to check upcoming dates, assignments, or project deadlines, the information becomes more accessible as it integrates into their monthly, weekly, and daily schedules, mitigating the chance of a missed assignment or even parent-teacher conference. Students and parents only have to opt-in to these calendars once at the beginning of the academic year, but any of the inevitable changes and updates to the syllabus throughout the year are reflected immediately in their personal calendar, making it simpler and easier for educators to ensure no important date is ever missed. While few LMS offer this option within the platform, subscription calendar links are like any hyperlink–easy to share in emails, LMS message notifications, and more.
Leverage the calendar description feature. Virtually every digital calendar provides an option to include a description. This is where educators should include assignment details, such as which textbook pages to read, links to videos or course material, grading rubrics, or more.
Color-code calendar invitations for visual information processors. Support different types of information processors in the classroom by taking the time to color-code the syllabus. For example, purple for project deadlines, red for big exams, yellow for homework assignment due dates. Consistency and routine are key, especially for younger students and busy parents. Color-coding, or even the consistent naming and formatting of events and deadlines, can make a large impact on students meeting deadlines.
Encourage further classroom engagement by integrating digital syllabus “Easter eggs.” Analog syllabi often contain Easter eggs that reward students who read it all the way through. Digital syllabi can include similar engaging surprises, but they’re easy to add throughout the year. Hide extra-credit opportunities in the description of an assignment deadline or add an invitation for last-minute office hours ahead of a big quiz or exam. It could be as simple as a prompt for students to draw their favorite animal at the bottom of an assignment for an extra credit point. If students are aware that these opportunities could creep up in the calendar, it keeps them engaged and perhaps strengthens the habit of checking their classroom syllabus.
While the start of the new school year is the perfect time to introduce a digital syllabus into the classroom, it’s important for educators to keep their own bandwidth and comfortability in mind. Commit to one semester with a digital syllabus and spend time learning the basic features and note how the classroom responds. From there, layer in more advanced features or functionality that helps students without being cumbersome to manage. Over time, educators will learn what works best for them, their students and parents, and the digital syllabus will be a classroom tool that simplifies classroom management and drives more engagement year-round.
Joep Leussink, AddEvent
Joep Leussink is the Head of Growth at AddEvent, a San Francisco-based platform that provides event and calendar marketing solutions. With a proven track record in driving growth for B2B SaaS companies from Series B to post-IPO, Joep leverages his expertise in demand generation and growth marketing to make AddEvent known and accessible to everyone.
Latest posts by eSchool Media Contributors (see all)
VIENNA, AUSTRIA – Lingvano, a start-up sign language learning app, is thrilled to announce they have reached 2.5 million learners. The platform offers an engaging method to learn sign languages, enhancing communication between Deaf and hearing communities.
“This milestone is especially meaningful,” said Gabriel Kwakyi, Lingvano’s CEO. “It’s important to bring attention to the fact that there are many people who struggle to communicate with their own family, friends, and neighbors. Reaching 2.5 million registered learners represents a big win in breaking down these communication barriers. We’re very excited about this milestone and incredibly proud of our learners’ dedication to gaining knowledge, applying it, and making the world more inclusive.”
With an estimated 11 million individuals in the United States identifying as Deaf or Hard of Hearing, Lingvano provides a way to help build connections. The majority of Lingvano learners are not Deaf, but rather hearing people that are interested in sign languages. While many aim to communicate with Deaf community members, over half of learners don’t know anyone who is Deaf. They are motivated to learn out of curiosity or a desire to be more inclusive. Some key features of Lingvano’s learning platform include:
Expertise: All lessons are taught by passionate teachers who are Deaf and fluent in the sign languages they teach.
Offerings: There are hundreds of different sign languages, but Lingvano currently focuses on teaching American Sign Language (ASL), British Sign Language (BSL) and Austrian Sign Language (OEGS).
Structure: Lessons are designed as bite-sized units that can be completed from anywhere in approximately 10 minutes.
Gamification: Features, such as “streaks”, are used to boost motivation and encourage habit formation.
Resources: A subscription gives access to an online dictionary that can be used to improve vocabulary.
Lingvano GmbH was founded in 2018 and is entirely self-funded. They generate income from a subscription-based business model, enabling them to deliver lessons without interruptions from ads. In 2022, Lingvano had only 500,000 learners, illustrating its rapid growth and the increasing popularity of sign language learning. Today, their international team is composed of hearing, Hard of Hearing, and Deaf employees, reflecting a commitment to diversity.
With plans to add live learning formats and diversify their sign language offerings, Lingvano continues to innovate and expand its impact. The company aims to reach more learners, furthering its mission of creating a world in which Deaf and hearing people can communicate without barriers.
Lingvano GmbH is a Vienna-based startup dedicated to bridging communication gaps between Deaf and hearing people through its innovative sign language learning platform, available as a mobile app or online. Founded in 2018, Lingvano provides an accessible, engaging, and effective way to learn sign languages, fostering inclusivity and understanding across diverse communities.
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.
LOS ANGELES (GLOBE NEWSWIRE) —Lingokids, the top early learning app for children, today announced the launch of its new animated series, “Baby Bot’s Backyard Tales”. The latest video series from the award-winning learning company invites viewers to join beloved character Baby Bot and his friends on magical adventures in the backyard. Each mini-episode is crafted to engage children in humor and play while imparting important lessons about kindness, compassion, creativity, and honesty.
“We’re thrilled to welcome ‘Baby Bot’s Backyard Tales’ to the Lingokids family. This engaging co-viewing show offers families a delightful way to bond while learning together,” said Cristobal Viedma, founder and CEO at Lingokids. “This new series underscores our dedication to creating educational entertainment that nurtures crucial social-emotional skills, empowering children to thrive both now and well into the future.”
The series kicks off with three captivating episodes designed to address common social-emotional topics and life lessons:
The Mysterious Magic Stick: A tale of honesty and respecting others’ belongings.
The Best Nest in the World: An exploration of empathy and appreciating differences.
Bee-YOU-tiful!: A heartwarming story about body positivity and self-acceptance.
“Baby Bot’s Backyard Tales” is now available on the Lingokids app, where users can enjoy an exclusive 1-week anticipated premiere of new episodes before they get aired on the company’s YouTube channel.
About Lingokids
Lingokids is an educational tech and media company dedicated to transforming the way children learn traditional and modern life skills. Through its unique Playlearning™ approach, Lingokids provides engaging, interactive learning experiences, empowering children to lead their own educational journeys. Launched in 2015, Lingokids has become a trusted platform for over 95 million families worldwide, offering the award-winning Lingokids app, podcasts, videos, and more.
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.
IRVINE, Calif. — MIND Education, a leader in neuroscience-driven math education solutions, has released transformative upgrades to the ST Math experience for students and teachers. The revolutionized curriculum introduces brand new games, an engaging island-themed student journey, an improved educator dashboard, enhanced puzzle talks to foster mathematical discourse, and comprehensive teacher workshops and professional learning.
Drawing on over 25 years of neuroscience research, MIND’s approach in ST Math emphasizes learning by doing – an approach proven to foster critical thinking, creativity, and ensure deep conceptual understanding. These enhancements ensure learning experiences that are both engaging and effective at impacting positive outcomes.
“ST Math’s new enhancements will accelerate math learning and conceptual understanding in less time,” said Jason Mendenhall, chief product officer at MIND Education. “Students will make remarkable progress with less ‘unproductive struggle,’ resulting in significantly improved math learning outcomes. Games that actively engage students help them avoid the passive learning trap of merely seeking the right answers, instead equipping students with the skills they need to tackle real-world problems.”
The 34 new games for grades 3-5 offer:
Low floor, high-ceiling learning to meet each student where they are;
Immediate formative feedback;
Insightful, interactive virtual manipulatives;
Visual reasoning challenges to develop strong problem-solvers;
Exercises that facilitate conceptual grasp and sense-making; and
Tools to motivate students to tackle challenges, build perseverance, and boost their self-confidence as “math people.”
ST Math’s new island-themed user experience is designed to empower, engage, and inspire students to embark on their learning journey and bring their math objectives to life. Using a map, students can visually track their progress, celebrate achievements, and stay motivated by seeing their milestones come to life along an interactive pathway.
The program’s upgraded, user-friendly teacher dashboard empowers educators to stay connected to student progress, providing quick access to a streamlined reporting system and easy access to student data. With expanded performance metrics, the advanced dashboard offers deeper insights to tailor instruction to meet individual student needs.
ST Math Puzzle Talks have been redesigned to better fit into fast-paced schedules, to be easier to find and use for teachers within the ST Math platform, and to be more accessible to all users. Similar to number talks or math talks, Puzzle Talks are designed to encourage students to communicate and deepen their mathematical understanding. They can be used to:
Leverage the visual puzzles of ST Math;
Launch or review a topic;
Offer intentional sequences of 3-6 puzzles;
Cover major grade-level topics and focus areas; and
Engage students in meaningful mathematical discourse.
New educator professional learning packages seamlessly integrate ST Math into educators’ core instruction. The Curriculum Integration Package features dynamic, collaborative sessions to empower curriculum writers, enabling them to easily embed ST Math into their district’s core curriculum. The Math Discourse with Puzzle Talks package invites educators to participate in a multi-session workshop using a modeling package designed to empower educators in facilitating rich mathematical discourse.
Newly updated workshops will empower educators to maximize the instructional power of ST Math. The Facilitating Math Discourse with Puzzle Talks Workshop focuses on engaging students in meaningful mathematical discourse and problem-solving using ST Math’s completely redesigned Puzzle Talks. The Curriculum Integration & Targeting Standards Workshop allows educators to explore and experience the flexibility of ST Math within their core math program, while also building a deep understanding of how to target specific standards.
To discover how ST Math’s new enhancements can transform math learning in your classrooms, visit ST Math – What’s New?.
About MIND Education
MIND Education engages, motivates, and challenges students towards mathematical success through its mission to mathematically equip all students to solve the world’s most challenging problems. MIND is the creator of ST Math, a pre-K–8 visual instructional program that leverages the brain’s innate spatial-temporal reasoning ability to solve mathematical problems; and InsightMath, a neuroscience-based K-6 curriculum that transforms student learning by teaching math the way every brain learns so all students are equipped to succeed. During the 2023-24 school year, MIND Education and ST Math reached more than 2.17 million students and 115,000 educators across the country. Visit MINDEducation.org.
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.
Virtual field trips have become widely available thanks to more accessible virtual reality technology, and they saw a surge in popularity during the COVID-19 pandemic when physical field trips were impossible or severely restricted.
But virtual field trips have always offered engaging and innovative alternatives to in-person field trips that are either too cost-prohibitive or geographically impossible to visit.
Students can see large-scale processes up close, explore outer space, go back in time to visit ancient civilizations, or travel to different countries to see famous landmarks.
Here are some great virtual field trips to explore with your students:
1. Statue of Liberty: Created from 360-degree photos, students can explore the interior and exterior of the Statue of Liberty, along with taking a peek inside the museum.
2. The Journey of Water: Roughly the size of Texas and Oklahoma combined, Colombia is the second most biologically diverse country on Earth—home to 10 percent of Earth’s plant and animal species! There are over 300 different ecosystems in Colombia. In this virtual field trip, students will explore the magical páramo ecosystem and the stunning mountain landscapes found just beyond the capital city of Bogotá.
3. The Anne Frank House: Explore the hiding place of Anne Frank and her family in virtual reality using the ‘Anne Frank House VR’ app. The app provides a very special view into the Secret Annex where Anne Frank and the seven other people hid during WWII.
4. American Museum of Natural History: Virtual field trips allow students of all ages to observe Museum exhibits up-close and complete an activity in order to gain scientific understandings.
5. National WWII Museum: These virtual trips are streamed directly into your classroom–no special technology required. Focusing on the national impact of World War II, take your students on a cross-country tour of historic sites while examining fascinating artifacts and exhibits at The National WWII Museum. Hosted by student reporters, these virtual field trips will help your students understand how the war affected young people just like them.
6. The Louvre: Visit the museum rooms and galleries, admire the palace architecture, and enjoy the views.
7. The Great Barrier Reef: The Great Barrier Reef collection was part of the first group of underwater panoramic images added to Google Maps, the next step in our quest to provide people with the most comprehensive, accurate and usable map of the world. With these vibrant and stunning photos you don’t have to be a scuba diver—or even know how to swim—to explore and experience six of the ocean’s most incredible living coral reefs. Now, anyone can become the next virtual Jacques Cousteau and dive with sea turtles, fish and manta rays.
8. The Nature Conservancy: Designed for ages 9-15 but customizable for all ages, virtual field trips allow students to travel the world and explore natural environments without leaving the classroom. Each virtual field trip contains a video, teacher guide and student activities.
9. The British Museum: Explore more than 60 galleries at the British Museum from home. Gallery pages feature a range of exciting resources, including virtual tours with Google Street View, object highlights, timelines, family activities and facts.
10. Great Wall of China: As China’s most famous attraction, the Great Wall of China is an essential stop on all China tours. Commonly considered a wonder of the world, the Great Wall boasts a history of over 2,000 years and stretches more than 3,000 miles across several provinces of northern China, making it one of the most impressive ancient structures on the planet.
11. Ellis Island: On this Scholastic virtual field trip, students will experience first-hand what it felt like to come to the United States and progress through Ellis Island.
12. Georgia Aquarium Ocean Voyager Cam: Explore the ocean’s great depths, virtually. Dive into vast, open waters in Ocean Voyager to learn about our whale sharks, manta rays, and over 90 other species that live in this 6.3-million-gallon exhibit.
13. Amazon Fulfillment Center: From the online store to your doorstep, discover how computer science, state-of-the-art engineering, and incredible people deliver customer orders at Amazon.
14. National Museum of Natural History Virtual Tours: The Smithsonian National Museum of Natural History virtual tours allow visitors to take self-guided, room-by-room tours of select exhibits and areas within the museum from their desktop or mobile device. Visitors can also access select collections and research areas at our satellite support and research stations as well as past exhibits no longer on display.
15. Johnson Space Center: Join Boeing and Discovery Education on a mission to inspire the world through aerospace innovation with an exclusive virtual field trip to historic Johnson Space Center in Houston, Texas. This behind-the-scenes tour will introduce students to just a few of the amazing Boeing employees who are preparing to write the next chapter of space history with the launch of the Starliner/CST-100 spacecraft and the deployment of the Space Launch System (SLS).
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.
PowerSchool today released findings from its 2024 Education Focus Report for the 2024-2025 school year. The report offers an in-depth analysis of the key challenges and innovations currently shaping the U.S. education landscape going into the 2024-2025 school year. Drawing from a national survey of 1,620 educators, alongside 12 focus groups and 12 interviews engaging over 75 district leaders, teachers, parents, and students, the report provides critical insights into the evolving needs and priorities of the education community.
eSchool was given a sneak peek into the data in Denver last month when PowerSchool’s VP of Education Strategy, Ryan Imbriale (left) hosted a panel featuring K-12 educators, which included:
Pati Ruiz, Senior Director of Edtech and Emerging Technologies, Digital Promise
Addison Davis, Partner and Education Consultant, Strategos Group and former K-12 superintendent
Susan Moore, Director of Technology at Meriden Public Schools (Meriden, Connecticut)
Below is an overview of some of the key insights & learnings stemming from the report:
Educators see benefit of personalized learning, but traditional beliefs are getting in the way:
PowerSchool found education leaders see competency and mastery-based learning as key to improving student engagement and outcomes. However, educators said changing traditional beliefs about what education looks like is the #1 hurdle to implementing more personalized learning models, showing that many leaders recognize the need for personalized learning but struggle with how to shift traditional views.
Educators are open to new technologies like AI, but still in a “wait and see” mode:
70% of district leaders believe AI can enhance teaching and learning— up from 53% in 2023 and 60% of school leaders and educators believe AI can enhance teacher practice and development.
Despite the increased excitement on AI in the classroom, only 8% of respondents are using AI in classrooms and only one in five district leaders reported that their school system is developing guidance on AI.
Many districts are in a “wait and see” mode, looking to early adopters and third parties for guidance on how to safely and securely implement AI technology.
Staffing, hardware purchases, tutoring programs and teacher salary increases are the top four initiatives education leaders plan to financially deprioritize this school year:
When education leaders were asked which initiatives they would consolidate or stop entirely in the 2024-2025 school year, staffing (45%), purchasing new hardware (30%), tutoring programs (25%) and teacher salary increases (22%) came up as the top four areas to financially deprioritize.
Caregivers want more personalized communication:
Enhancing communication and engagement between schools and homes is vital for student success, but caretakers are busy and must navigate a complex stream of information about their child’s education daily.
PowerSchool interviewed caregivers about their experience communicating with schools and found they would like more personalized and streamlined notifications from schools about schedules, policies, and key milestones, ideally all through one tool, not many.
They also said they are rarely asked about communication preferences. For example, some shared they receive texts for one child and emails and physical mail for another child, but their schools did not invite input on what is best for them.
Disengagement and lack of family support are top reasons for decline in student attendance:
When it comes to attendance, seven in 10 educators agree that student attendance has been a significant challenge in their school system since the pandemic with disengagement, lack of family support and mental health issues called out as the top three reasons.
Teachers don’t believe the “one teacher, many students” model is working for students:
When exploring the modern education workforce, PowerSchool found that teachers are seeking better work/life balance, professional development, and intuitive technology.
The key thing leaders said must be addressed to make the teaching profession more sustainable is “Reducing teacher, student intervention, and parent communication workloads.”
And when asked what teaching model schools were following, over seven in 10 responded that the “one teacher, many student” model is the mainstay, even though nearly two-fifths of educators (36%) said the “one teacher, many students” model is not working for students.
PowerSchool also found that the top three things adding to teachers’ workloads were:
Disruptive behavior
Student intervention planning
Parent communication and engagement
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
Across the U.S., most K-12 schools continue the cycle of pounding a square peg into a round hole. Learners and their families want relevant and engaging learning experiences that help them chart personal paths to success. In the age of AI, our economy and society need talented young people who can lead and collaborate in diverse teams, adapt to ever-changing circumstances, and think critically and creatively about the technical and social issues of our day. Meanwhile, the century-old industrial model that most schools operate demands compliance so teachers can push students through standardized content at a uniform pace. And then, to deal with the inevitable reality that students don’t all succeed with a uniform approach, schools rank and sort students on narrow dimensions of success into tiered learning tracks.
For the benefit of our young people, the modern workforce, and our society, we need a dramatic overhaul in how we do schooling. But that overhaul never seems to happen. Why are our school systems so resistant to change?
Thirty years ago, Clayton M. Christensen, a professor at the Harvard Business School, noticed a pattern that helps make sense of schools’ rigidity. Looking across many industries, he recognized that leading organizations systematically struggle to adopt certain types of innovations. His research led to a groundbreaking theory—the Theory of Disruptive Innovation—which influenced the strategies of leaders like Steve Jobs, Reed Hastings, and the Joint Chiefs of Staff. The theory makes clear why the inertia among schools is so hard to overcome. Fortunately, it also points to a path forward.
Understanding the challenge of stagnation
The COVID pandemic sparked monumental shifts in the operating systems of our society: how we work, how we buy products, how we experience entertainment, etc. As the whole world was reshaped, many education observers also saw promising opportunities for K-12 schools. Families, who had a bird’s-eye view into what and how their children were learning, responded with clarion calls for change.
Many district leaders and educators rose to the call—often through investments in extra tutoring and in curriculum and teacher development aimed to support students’ social and emotional needs. Yet, despite the dedication and careful intention of the people in the system, K–12 schools have largely knee-jerked back to their traditional mode of operation and have shut down many of the innovative options they created in response to the pandemic.
The takeaway? Despite ground-shifting conditions ranging from motivated activism to waves of funding, shifting our schools can seem like an exercise in futility.
This rigid reality has real consequences. As average academic performance lags, other data sources show that young people desire greater fulfillment and engagement, and many aren’t even regularly attending school. In other words, the primary beneficiaries of schooling aren’t satisfied. On top of this, there is rising urgency among economists and business leaders to address workforce preparation in better ways. Thriving companies need creative thinkers, problem solvers, and confident leaders.
Change isn’t a consideration. It’s an imperative.
A different way of thinking for a more effective strategy
Christensen’s groundbreaking theory—disruptive innovation—emerged from studying a pattern he noticed across many industries. Well-established organizations—from producers of sail-powered ships to earth excavators to disk drives—consistently failed to adopt innovations that ultimately transformed the prevailing products, services, and business models in their industries. Time and time again, when these innovations came along, established incumbent companies were destabilized, and new entrants rose to dominance.
Why were companies unable to adopt disruptive innovations? The answer lies in a concept Christensen called “value networks.”
A value network is the environment that an organization lives in. Value networks determine the resources an organization has access to, the rules it must follow, and the permissions it needs in order to operate. In the business world, a company’s value network consists of the external entities that it comes to depend on for its survival and success—its best customers, its suppliers, its distributors, and its investors.
Christensen’s research revealed that incumbents fail to adopt disruptive innovations because their value networks lead them to ignore or deprioritize these innovations. The early versions of disruptive innovations weren’t the products and services that a company’s best customers wanted to consume; they weren’t the solutions their distributors wanted to sell; they weren’t solutions that could be made with resources from existing suppliers; and they weren’t the solutions that their investors saw as having promising profit potential.
In short, when a value network doesn’t want an innovation, the entity doesn’t spend its financial and reputational capital pursuing it.
Consider the example of Blockbuster Video. Born in the era of VHS a generation before the Internet became mainstream, Blockbuster built its business catering to customers who liked being able to drop by one of its retail stores on a whim to pick out a new release or a well-known classic.
When Netflix came along a decade later with DVDs-by-mail and then online streaming, that business model didn’t make sense for Blockbuster. The way Netflix provided movies couldn’t match what Blockbuster’s core customers had come to expect from the video rental giant. Netflix’s DVD-by-mail service lacked the instant gratification that Blockbuster’s in-store rentals provided. Customers had to wait for DVDs to arrive, which seemed less convenient compared to the immediate rental experience at Blockbuster stores. Netflix’s early streaming service offered a limited selection and required a reliable internet connection at a time when high-speed internet was not widespread or robust. Additionally, the social experience of visiting a Blockbuster store, often seen as an entertainment activity in itself, was absent in Netflix’s model. For many of Blockbuster’s customers, browsing aisles, discussing movie choices with store staff, and the overall store ambiance were integral parts of their movie-rental experience.
Blockbuster’s business model was highly attuned to serving a customer base that valued the experience it offered through its physical retail stores. Those customers—a dominant influence in Blockbuster’s value network—didn’t want to get movies via mail or streaming. Thus, if the world had depended on Blockbuster to bring about the era of video streaming services, we would likely still be getting most of our video rentals through retail stores.
Why today’s schools aren’t changing
The same pattern holds true for the incumbent schools that provide most K–12 education.
Delivering a new version of education requires a massive retooling of how schools operate. It’s not just about upgrading curriculum and training teachers on new methods. It’s about getting rid of the idea that everyone receives the same lesson at the same time; that what you learn should be based on your age; that students need to be in classrooms to learn; and that standardized test scores are the best way to gauge success and potential.
But most conventional schools—be they district or charter schools—have value networks that won’t support these kinds of changes. Conventional schools’ value networks typically include local, state, and federal education agencies; policymakers; students and their families; employee unions; taxpaying voters; postsecondary education systems; community organizations; vendors; teacher preparation pipelines; and philanthropic donors. Despite all the talk of change, the dominant influences across these value networks don’t really want to radically redesign schooling. Instead, most believe the solution to education’s woes is not whole-scale reinvention, but instead, better resources—better curriculum, better professional development, more staff, more funding, and better accountability systems.
Ultimately, this means they just want improved versions of the schools they’re accustomed to working with. Hence, schools’ value networks keep them stuck in what Christensen called “the innovator’s dilemma.” Meanwhile, our society is stuck with a fundamental disconnect between what our schools are designed to prioritize and what our learners and society actually need.
In order to enable a reinvention of education within this lifetime, new value networks must be created to spur and support new educational designs that can bloom, grow, and evolve.
Pockets of promise
In a handful of regions across the country, schools and programs with a different paradigm of learning have emerged from new value networks centered on the needs and values of young people and modern economies. These schooling designs prioritize learner agency, collaboration, curiosity, and community; and help youth understand who they are, discover their interests, and define their purpose through a full spectrum of intentionally designed academic and experiential learning. The goals, and the measurement of those goals, are set and owned by each young person. And critical to the entire process is the development of deep relationships and social capital via educators, mentors, and other relationships developed outside the confines of a classroom. As defined and codified by Education Reimagined, this learner-centered educational design is gaining traction within communities as an emerging alternative to conventional schooling.
Consider two public school examples that demonstrate how to create new educational designs aligned with these values.
At the Met High School (Metropolitan Regional Career and Technical) in Providence, Rhode Island, (the first school in the Big Picture Learning network) all academic learning, relationship-development, skill-building, and experiences are grounded in the interests of the students. Each high-schooler forms their unique pathway and pursues specific projects to help them achieve goals they set—in deep partnership with their advisor who guides their journey during their entire four-year experience, and the mentors who champion them and their work. Their quarterly presentations of learning encompass the full spectrum and complexity of the academic concepts they unpack, and the real-world skills they develop as they pursue specific projects. The enrollment structure, governance, foundational partnerships, budgeting, and staff all operate in service of this real-world, interest-based model. And the Met is not an individual standalone; over the past 25+ years, the Big Picture Learning network has grown to more than 100 schools across the U.S. and an additional 100+ schools in 12 countries around the world that seek to promulgate this approach despite sometimes fierce opposition or—at best—benevolent neglect from the authorizing environment.
Additionally, consider Village High School in Colorado Springs. Its learners receive all of their core academic content—English, history, social studies, and math—through competency-based online courses. This format eliminates the need for scheduled class times and allows learners to progress at their own pace and test out of modules that they already have expertise in. Online courses at Village High School also create time and capacity for an array of in-person electives inspired by teachers’ and learners’ own passions. They cover a myriad of topics, often in an interdisciplinary format: from Adulting 101, Renewable Energy, and Beekeeping to Comparative Religions and International Relations. The grading model in electives is also different—closer to a workplace evaluation than to conventional points earned on assignments and tests. Learners and teachers sit down together to discuss learners’ progress and work, then decide on a grade together. This conversation could also include plans for improvement, or new ways to demonstrate mastery.
Despite strong headwinds to change, the innovations at both schools prove that a reimagining of what schooling looks like is possible right now, providing our young learners with the experiences and skills they want and need for a fulfilling life following graduation.
Creating the conditions for K–12 innovation
What will it take to create the circumstances where new school designs like the Met, Big Picture Learning, and Village High School can take root and grow?
First, they must be designed with fully aligned intention. With rare exceptions, this often means they must be built from the ground up. They can’t come from trying to reform conventional schools. Time and again, the value networks of established schools either dilute or deprioritize any efforts to reimagine the conventional model of schooling.
Second, these new designs need the ability to target who they initially serve. They can’t break the mold if at the outset they are expected to offer everything that students, families, and communities have come to expect from conventional schools. Rather, they must start by serving students and families who are truly seeking something different. Often this means those who have either left, or been pushed out, by conventional schooling, or who are willing to give up the benefits of conventional schooling in favor of a more unconventional experience.
Finally, policymakers, district leaders, and the public need to be okay with the fact that these programs are going to pursue a different set of priorities. They aren’t going to necessarily stand out as besting conventional schools on conventional metrics of performance—for example, college prep curriculum, test scores, and access to conventional electives and extracurricular activities. Rather, their quality should be evaluated based on what makes them appealing to their initial target customers—i.e., students and families that want flexibility, personalization, reliable career pathways, or access to learning experiences unavailable at conventional schools.
From promise to practice
The world needs new models of schooling that can renew the promise of education as the engine of individual prosperity and societal progress. Currently, schooling options like the Met, Big Picture Learning, and Village High School exist only in small pockets across the landscape of K–12 education. But as education stakeholders come to understand the pivotal role value networks play in enabling innovation, they’ll discover more opportunities to create the conditions for new education systems to emerge, improve, and scale.
But this scale can only happen through the determination, activism, and voices of the learners and communities. Those who understand these innovation imperatives must use their influence as voters, volunteers, community organizers, donors, and entrepreneurs to bring new value networks of schooling into reality. Building a new education system is an economic, and frankly, human imperative.
Thomas Arnett, Clayton Christensen Institute & Kelly Young, Education Reimagined
Thomas Arnett is a senior research fellow in K-12 education for the Clayton Christensen Institute, which is based in Lexington. Kelly Young is the co-founder and president emeritus of Education Reimagined, a national nonprofit based in Washington DC.
Latest posts by eSchool Media Contributors (see all)
Thomas Arnett, Clayton Christensen Institute & Kelly Young, Education Reimagined
Dover, New Jersey – Casio America, Inc., a pioneer in education technology, announced the relaunch of its dedicated educational website, CasioEducation.com. This initiative reflects Casio’s enduring commitment to the transformative power of education and its mission to provide comprehensive resources for effective teaching and engaging learning experiences.
“Our redesigned Casio Education website marks a significant milestone in our journey to support educators,” said Jim Gross, General Manager of Casio’s EdTech Division. “We are thrilled to provide a platform that not only showcases our advanced calculators but also serves as a resource hub for enhancing educational outcomes.”
The Casio Education website features:
Interactive Tools and Resources: Designed with input from educators, Casio’s calculators and educational resources address the real-world complexities of teaching and learning mathematics.
Professional Development Workshops: These workshops are crafted to empower teachers with innovative strategies and tools, ensuring they are well-equipped to meet the evolving needs of their students.
Community Forums: A space for educators to connect, share experiences, and learn from each other, fostering a global community of educational professionals.
Environmental Stewardship: Committed to sustainability, Casio designs energy-efficient and durable products, minimizing their environmental footprint.
“By relaunching the Casio Education website, we aim to reiterate our dedication to making quality education accessible and effective. We believe that with the right tools, every classroom can be transformed into a dynamic learning environment that encourages curiosity and critical thinking,” added Gross.
Casio America, Inc., Dover, N.J., is the U.S. subsidiary of Casio Computer Co., Ltd., Tokyo, Japan, one of the world’s leading manufacturers of consumer electronics and business equipment solutions. Established in 1957, Casio America, Inc. markets calculators, keyboards, digital cameras, mobile presentation devices, disc title and label printers, watches, cash registers and other consumer electronic products. Casio has strived to fulfill its corporate creed of “creativity and contribution” through the introduction of innovative and imaginative products. For more information, visit www.casiousa.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.
PARAMUS, NEW JERSEY — Savvas Learning Company, a next-generation K-12 learning solutions leader, is proud to announce that CEO Bethlam Forsa has been named the “Most Influential Thought Leader in EdTech” by the 2024 SIIA CODiE Education Technology Awards.
The CODiE Leadership Award for “Most Influential Thought Leader in EdTech” honors an individual who empowers and inspires the industry through the communication of their insight, expertise, and critical thinking.
“I am truly honored to receive this prestigious CODiE Award and want to thank the SIIA for recognizing the importance of edtech innovation in supporting educators and engaging students,” said Forsa. “At Savvas, we are committed to developing the highest-quality instructional solutions that are powered by cutting-edge technology in order to personalize teaching and learning and help all students succeed.”
In selecting her for this honor, the award judges commended Forsa for “her commitment to improving K-12 education through technology, [which] has not only transformed Savvas but has also made a lasting impact on the industry, earning her widespread recognition and respect.” The judges lauded her “visionary leadership and innovative approach that have positioned Savvas Learning Company as a frontrunner in the edtech sector, driving the company towards significant growth and setting a high standard for quality educational technology solutions.” They concluded, “Her contributions to the industry have been transformative, challenging traditional paradigms and shaping new perspectives on teaching and learning.”
Administered by the Software & Information Industry Association (SIIA), the principal trade association for the software and digital content industries, the CODiE Awards is the only peer-reviewed program to celebrate the vision, talent, and advances of people and companies producing the most innovative education technology products.
“The winners of the 2024 Education Technology CODiE Awards represent the pinnacle of creativity and excellence in providing products and services that connect diverse learners with educational resources and instructors,” said Chris Mohr, president of SIIA. “We are thrilled to honor this year’s recipients – the elite in their field – who offer solutions to crucial challenges in education today.”
ABOUT SAVVAS LEARNING COMPANY
At Savvas, we believe learning should inspire. By combining new ideas, new ways of thinking, and new ways of interacting, we design engaging, next-generation K-12 learning solutions that give all students the best opportunity to succeed. Our award-winning, high-quality instructional materials span every grade level and discipline, from evidence-based, standards-aligned core curricula to supplemental and intervention programs to state-of-the art assessment tools — all designed to meet the needs of every learner. Savvas products are used by millions of students and educators in more than 90 percent of the 13,000+ public school districts across all 50 states, the District of Columbia and Puerto Rico, as well as globally in more than 125 countries. To learn more, visit Savvas Learning Company. Savvas Learning Company’s products are also available for sale in Canada through its subsidiary, Rubicon.
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.
Today’s students need to develop a broad and well-rounded body of knowledge. When this is compartmentalized into different areas of expertise, however, they may not develop the tools to integrate information and skills from disparate areas when they begin working at jobs that we can’t even imagine today. If we can move beyond the industrial model and engage in place-based education that connects to the community outside the school, teachers can still be experts, but they can also be facilitators who open the door to a world of potential partners with their own areas of expertise.
The industrial model has also put us out of touch with the human side of education. There has been some effort to bring the human touch back with the increased focus on social-emotional learning (SEL), but educators need to put that work at the core of what they’re doing.
Ulster Board of Cooperative Educational Services (BOCES) is addressing these issues by adopting the competencies, or learning dispositions, of deeper Learning. The original Deeper Learning Network was established in 2010 by the William & Flora Hewlett Foundation to serve as a source of innovation. The network of 10 school networks spans a mix of charter and traditional public schools across 41 states and serves more than 200,000 students. Each school network has a unique approach to delivering deeper learning with a shared purpose to promote better educational outcomes for young people. Deeper learning creates profound experiences that tap into each learner’s uniqueness and that are rooted in connection, relationship, and creativity.
Here’s how this approach is transforming our teaching and learning, along with some advice on finding entry points to this kind of work in your own district.
Overcoming the challenges of school transformation
Embracing deeper learning poses the same challenges inherent in any school transformation. How will we prepare students for state assessments? Where will we find time to reach out to and collaborate with community partners? What if we don’t do a particular activity that’s tied to an evaluation?
A school or district’s values are expressed most explicitly in its schedule and budget. If we have eight periods in a day and decide students need six academic subjects, a lunch, and a period of physical education, what is the value statement here? Does that mean we need shorter periods to add one to the day? Does it mean that we train our teachers to offer relationship and human-centric education one day a week, or ask teachers of academic subjects to spend a certain amount of time on it each week? These solutions each have costs, but if relationships are important to us, we’ll find a way to include building them into our schedule and within our budget.
After the onset of COVID-19, district leaders realized that students needed SEL more now than ever and found creative ways to squeeze it into their existing schedule–and, in time, many found ways to scale and incorporate it more fully and naturally into their schedule and budget.
And so it is with deeper learning. Something as critical as school transformation can’t happen overnight, but every school and district has entry points to begin to do this work in ways that make sense for students, teachers, and communities.
Moving toward deeper learning in our own district
Ulster BOCES began working toward deeper learning with our partners at High Tech High a decade ago. We were focused on learning how to create an environment to support the kinds of relationships we wanted to help build between teachers and students. That’s where the magic happens. In the school environment, teachers have the greatest and most direct impact on students.
The role of leadership is important as well, and over time we began to think about the conditions that allow for excitement, experimentation, failure, and revision to occur. Those conditions and the disposition behind them are the same for high school students as they are for adult learners. Our leadership team started asking its members:
What are the leadership moves we need to make so that our teachers feel good about stepping into this role and feel ready to be designers of these kinds of experiences?
Are we leading in a way that models for our teachers how we’d like to see our students learning?
Are we asking teachers to engage in the same process we would like to see them create in the classroom?
In the fall of 2023, we held a superintendent conference where, for the first time, we invited all of Ulster BOCES’ staff members, including custodial, food service, and clerical, to begin thinking together about the protocols, structures, and equity-based dispositions that drive toward deeper learning. The main theme of the day was connection: revitalization of old connections and the forging of new ones. It was an opportunity to think about who we are as an organization and where we want to go next. It included acknowledging that we want to do things differently, while highlighting all the amazing things we do in our district that we want to continue.
Once we made the commitment to deeper learning, micro-moments of change began happening all around the district as individual teachers learned and jumped in. That is often the case with institutional innovation–change occurs in tiny pockets. Innovation can be a lonely place; it is our role as district leaders to stitch those pockets together into a quilt that all can share.
Identifying your district’s entry points
Sometimes the entry point for transformation is as simple as shifting your professional development opportunities to allow your teachers to learn the way you want their students to learn.
In the specific case of deeper learning, I recommend experiencing it in action. This summer, Ulster BOCES will be hosting Deeper Learning New York 2024 (#DLNY24), a conference designed to help school and district administrators explore entry points for this work and begin planning next steps. As participants engage in interactive workshops, immerse themselves in deep dives, and attend dynamic den talks, they’ll have the opportunity to experience deeper learning from the student’s point of view.
Student voices should also inform the shape that transformation takes. Bring them together to talk about what they would like to see before you begin and continue the dialogue about their experiences as you begin to make changes. Ask them what is different in their experiences, how their opportunities have changed, and what new possibilities they imagine going forward.
Along the way, take a peek beyond the industrial education system as it exists. High Tech High (HTH) has many resources and examples of how powerful deeper learning can be. No two school districts are exactly the same, and our entry points to this work–and the new models we’ll come up with as a result–will vary accordingly. HTH is a leader in this work, but there are many other districts and schools across the country undergoing similar transformations. If the HTH approach to deeper learning won’t fit within the context of your district, find administrators interested in transformation at districts that are more similar to yours.
Rome wasn’t built in a day. The point is continuous improvement toward a more engaging, personal, and equitable means of teaching and learning. Along the way, don’t be afraid to explore. Some districts are further ahead in certain areas than others, but we’re all trying to solve the same problems. Together, we are going to build a boundary-free network to have these conversations. If you have an appetite for change, let’s figure out together what’s possible.
Dr. Jonah Schenker, Ulster BOCES
Dr. Jonah Schenker is the superintendent of Ulster BOCES. He received his doctorate in education leadership from the Esteves School of Education at The Sage Colleges in 2015. Dr. Schenker began his formal education career as a classroom teacher in both inner-city urban settings and rural school districts. His focus on building non-traditional, sustainable schools and relevant teacher and student learning communities that prepare schools for the future was instrumental in his school being recognized as a White House Next Generation High School in 2016. Dr. Schenker received a Global Leaders Scholarship in 2016, which gave him the opportunity to explore systems around the world that are at the forefront of educational reform. It is through this lens that he developed a true understanding that in order to lead a group, institution, or company it is crucial to have the ability to inspire passion and leverage the strengths of individuals. He can be reached at Jschenker@UlsterBOCES.org.
Latest posts by eSchool Media Contributors (see all)
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.
Project-based learning (PBL) helps prepare students for college and beyond by actively engaging them in meaningful, relevant projects. In many situations, students will work on these projects for weeks or months at a time, which helps them develop deeper content knowledge when attempting to answer complex questions and resolve real-world problems.
With advances in digital tools, many teachers are finding that using edtech tools in PBL enhances projects by providing direct access to greater sources of information and by allowing students to collaborate more easily. Some believe that leveraging the right technology is one of the best ways to support students during PBL activities.
Using technology, students can communicate and collaborate in so many new ways. Edtech tools also enable students to learn beyond the four walls of the classroom, providing them with so many more opportunities to enhance their critical thinking skills and understand real-world situations.
Collaboration in PBL
Collaboration is an essential element in PBL. In the real world, students will often be required to collaborate with others to achieve their personal and professional goals. It’s important to teach students the art of effective collaboration when using the PBL approach.
Some refer to this as supporting a project learning community (PLC). When students work together, they foster a shared sense of responsibility that better supports their achievement. With a PLC, students can learn how to listen better, they can learn how to be a team player and share in each other’s success, and they learn how to hold themselves and others accountable. These are all important skills to have when moving beyond the classroom and into the real world.
The best way to support PLCs when using the PBL approach is to invest in the right classroom tools. This will help you maximize the effectiveness of the PBL method by enabling students to work better together in harmony.
Below are some edtech tools to use when engaging students in PBL:
PBL Project Designer
PBLWorks, one of the leaders in the development of high-quality project-based learning, has created a tool to assist teachers when planning PBL projects. The PBL Project Designer walks teachers through each step when designing a project, offering them tips, instructional ideas, and links to resources.
Collaboration Tools
Collaboration tools are perhaps the most important when utilizing PBL. These tools can significantly improve project outcomes by enhancing communication, critical thinking, and innovations. Some useful team collaboration tools include:
Asana
Slack
Wrike
Lucidspark
Microsoft Teams
InVision
These tools offer something unique, whether it’s helping with project management, communication, visual creation, or whiteboarding. These are some of the best tools available today and are already used by some of the top companies across various industries to help their teams collaborate.
Google
The Google platform also offers numerous project-based learning tools that work well in the classroom setting when students are working together on projects. For example, Google Classroom can be used to create project materials. Google Docs and the Explore feature make it easy for students to create documents for their projects and easily cite their work.
In Google Sheets, the Explore feature can also be used to analyze data for projects using machine learning technology. Google Earth and Google MyMaps are great features to help students when they are working on projects where they need to explore geographical or even environmental data.
Google Meet is an excellent collaboration tool that allows students to easily connect through secure messaging and video conferencing.
Translating PBL into real-world solutions
Another benefit of using edtech in the classroom with PBL is that it can also inspire and enable students to turn their project experiences into real-world solutions, such as coming up with their own ideas for a tech startup.
With so much technology and innovation at the tip of their fingers, many students have gone on to develop their own startups. Some of the most successful technology companies began at home or in a garage, such as Amazon, Microsoft, and Google.
Wrapping up
PBL is a powerful teaching method that can help better prepare students for their future. With so many new tools and technologies available today, there are countless ways teachers can enhance the PBL experience, fostering greater collaboration and critical thinking skills that will be vital to success once students move beyond the classroom.
Sam Bowman
Sam Bowman writes about people, tech, wellness, and how they merge. He enjoys getting to utilize the internet for community without actually having to leave his house. In his spare time, he likes running, reading, and combining the two in a run to his local bookstore. Connect with him on Twitter @SamLBowman1.
Latest posts by eSchool Media Contributors (see all)
The lack of computer science technology educators in middle schools continues to be a genuine crisis, especially considering the critical role of STEM education in preparing students for future careers. Traditional hiring practices often result in non-specialist educators teaching computer science, leading to challenges in delivering effective instruction.
Graham Celine, VP of Business Development & Marketing for Intelitek, which offers the online platform CoderZ, emphasized this topic last month at FETC and in this conversation with eSchool. CoderZ aims to address this gap by providing comprehensive tools and resources for both students and educators, enabling structured and engaging computer science education.
With increasing recognition of computer science as a fundamental skill, particularly evidenced by state standards mandating its inclusion in curricula, CoderZ offers a solution aligned with educational goals and industry demands. Graham says the program’s flexible implementation options cater to various educational settings, from individual subscriptions to district-wide adoption. Moreover, he points to the product’s assessment strategies focused on student outcomes, employing a combination of automated evaluations and teacher-led assessments to ensure comprehensive learning assessment. Have a listen:
Key Takeaways:
Urgent Need for Computer Science Educators: There exists a significant shortage of computer science technology educators, particularly in middle schools, where STEM education is crucial. The traditional approach of assigning non-specialist educators to teach computer science often leads to ineffective instruction due to a lack of expertise and confidence in the subject matter.
Comprehensive Solutions for both faculty and students: CoderZ addresses the shortage by offering a comprehensive educational platform equipped with tools, resources, and support for both students and educators. The program is designed to facilitate structured and engaging computer science instruction, aligning with educational standards and industry requirements.
Flexible Implementation and Assessment: CoderZ offers flexible implementation options, catering to individual users, school clubs, or district-wide adoption. Assessment strategies focus on student outcomes, utilizing automated evaluations and teacher-led assessments to provide a comprehensive view of learning progress. This approach ensures effective learning outcomes and supports diverse educational settings and needs.
Below is a machine-generated transcript of the interview:
00:00:20 Speaker 1
Because nobody goes to learn how to be a computer science teacher and then goes to to, to, to elementary schools. If you’re a computer science educator, you go teach in high school or university.
00:00:33 Speaker 1
So what lands up happening is we take.
00:00:35 Speaker 1
The math teacher.
00:00:36 Speaker 1
Or the science teacher or the librarian. We say. Hey, teach computer science.
00:00:41 Speaker 2
Right.
00:00:41 Speaker 1
And that doesn’t always work because they’re afraid of technology. They’re afraid of teaching something that they don’t know. And So what we’ve done at Codez is we’ve created an environment which not only is engaging for the students, and it’s not only accessible to the students because being online, they can take it anywhere they want from home, in the class, in the library.
00:01:02 Speaker 1
On their phone, on their computer, on their iPad.
00:01:06 Speaker 1
But it’s got all the tools and capabilities that enable the uh, the educators, the instructors to uh, implement those type of programs. So we’ve got professional development, we’ve got teacher guides, we’ve got pacing guides, we’ve got slides, we’ve got background material, all that the teachers need in order to prepare.
00:01:27 Speaker 1
Properly and to be able to deliver there and to build environments like peer teaching environments where the the strongest students will help the weakest students and to keep the the, the the teacher doesn’t have to be involved.
00:01:39 Speaker 1
But then why is computer science? It’s then becoming important because it’s becoming a mandate. It’s in some states. It’s this, it’s a it’s recognized as a as a language. In some states, it’s becoming a standard, notably Texas and and and and New Jersey. Sorry, New York have got.
00:01:59 Speaker 1
State standards and they’re requiring schools to teach computer science and digital literacy as part of their program in the 242025 school year. So from an administrative perspective, this is important.
00:02:15 Speaker 1
And so having a program that is not just some software that you can download off the Internet and let your students play around with and say, OK, we taught them a little bit about coding, having a a program that is structured that allows you to teach computer science in a very structured.
00:02:36 Speaker 1
Logical way that aligns with the goals of these CSA NGSS taxes. New York and other standards is really important. That’s where code Z fits.
00:02:48 Speaker 1
In so we’ve created an education tool that really fits what the market needs.
00:02:49 Speaker 2
OK.
00:02:55 Speaker 2
Now let me ask this the the implementation. This is is sort of a a district wide implementation or is this something that say can start from the a bottoms up sort of adoption in schools? I mean how does that happen both?
00:03:07 Speaker 1
It it it, it can be both. Uh, you know, in the end we we we have users that are individuals, parents who just want their kids to learn more and so they can sign up on our website.
00:03:19 Speaker 1
And and get a subscription we have a.
00:03:21 Speaker 1
Lot of clubs.
00:03:22 Speaker 1
So a lot of those computer science and robotics clubs are now taking it to the next level. We have many thousands of schools around the the the country and around the world, and we have districts from our perspective, obviously the best way to implement this is from the top down.
00:03:40 Speaker 1
Because the teachers get the most support.
00:03:43 Speaker 1
That way they get the the.
00:03:44 Speaker 1
The the right tools, the most support and the results.
00:03:48 Speaker 1
Visible in the end, that’s what the administrators want to see. So we put this new program in how many students registered for the program, how many students completed the program? How many hours were taken of the program, what were the outcomes of the program? And that’s a top down approach. But from our perspective.
00:04:08 Speaker 1
We deal with it in all different directions.
00:04:11 Speaker 2
I’ll talk about the the assessment aspects of it when you, when you talk about collecting that sort of data, are you talking about collecting it on the uses of the of the, the faculty themselves or do you mean from as a professional development tool, but also as a student? So kind of give us the the assessment?
00:04:28 Speaker 1
Is on a student level.
00:04:29 Speaker 2
OK.
00:04:30 Speaker 1
Obviously the the the.
00:04:31 Speaker 1
The we have all.
00:04:32 Speaker 1
The professional development and all the tools for the student, for the teachers. But we’re not testing the teachers.
00:04:37
What we’re.
00:04:38 Speaker 1
We’re analyzing is.
00:04:39 Speaker 1
The students, and there’s two ways to do that. There’s.
00:04:43 Speaker 1
There’s uh, automatic or passive evaluations. So we look at how many hours did they complete missions. Now if if there’s a mission and it’s all gamified, so they’re making this robot move around the the, the, the, the screen. But it says you got to do this five times using a loop.
00:05:02 Speaker 1
Well, we can evaluate that automatically. Did the student use a loop in their program?
00:05:07 Speaker 1
If yes, we know that they’ve learned how.
00:05:10 Speaker 1
To use loops.
00:05:11 Speaker 1
There are other factors that are more subjective and so there we give this the teacher the the task and we say, OK, you have to grade this exercise. The student was supposed to show that they can document correctly. Did the student.
00:05:28 Speaker 1
Document this.
00:05:29 Speaker 1
Well, now the teacher can open up the students workbook, see what they did, and give them a grade. They did it well. They did it medium. They didn’t do it at all. And so by taking those together, plus adding in just basic assessments, what you know, type of test, the traditional test capabilities, quizzes.
00:05:49 Speaker 1
That that appear along the way throughout the curriculum, we can add that all up and provide.
00:05:54 Speaker 1
A a very.
00:05:55 Speaker 1
Comprehensive view of how the students have have succeeded within the the application now that rolls up.
00:06:03 Speaker 1
A teacher sees their classroom or their multiple classrooms. A principal will see all the classes in the school and administrator would see all the schools in a district.
00:06:15 Speaker 2
Gotcha. Talk a little bit about the day-to-day use. Is this something that is a is a supplement that is done after school? Is it in school kind of give us kind of a a day-to-day kind of use of the tool both I guess?
00:06:31 Speaker 1
All of the above. Yeah, it’s it it.
00:06:33 Speaker 1
I would say.
00:06:35 Speaker 1
I I wish you know, I can’t really tell you a percentage, but it’s really both. I mean, there are a lot of schools that still state schools, districts that are still in the mode where this is an add-on. This is an either an elective or an after school program.
00:06:52 Speaker 1
But more and more, this is part of the school’s day, so it may be one day a week for an hour. It may be every day for an hour for a few weeks within a semester, and in some cases it’s a it’s a required.
00:07:06 Speaker 1
Subject Within the school program. So we’re seeing across the board more and more it’s becoming part of the the the, the formal education program and again the sweet spot is traditionally the OR right now is probably in the middle school environment. We’re seeing more and more middle school students taking.
00:07:25 Speaker 1
Part in that program.
00:07:27 Speaker 2
That is interesting. I’ve had conversations about how when you, when you talk about STEM subjects, that it is starting to kind of get younger and younger. That as as the years progress, what is that a cause of? I mean can you can you can you point to something specific in terms of society where you know we’re now putting?
00:07:47 Speaker 2
These ideas in the into the minds of of of children, even before they get into high school.
00:07:52 Speaker 1
Yeah, I think it’s just societal. In the end. I mean, if we think about what, what, you know what, the math that I studied in university, my daughter studied in high school. And I think today.
00:08:02 Speaker 1
Middle school kids are learning that math, and I think they’re on the one hand, they they they’re getting exposure a lot earlier the, the, the, the Internet.
00:08:11 Speaker 1
The the tools that.
00:08:12 Speaker 1
They have just provide them with more exposure to technology, to industry, to work, to the world that that we ever had when we were growing up and.
00:08:24 Speaker 1
And I think it’s, you know, there’s the demand for it in the end. The bigger thing with with STEM and why is?
00:08:29 Speaker 1
Stem. So important.
00:08:31 Speaker 1
Because if you start, you know, I grew up in a in a different country in a different time and somewhere in the middle of high school I had to choose my direction, where I was going. I think today, kids who get to high school, it’s too late to.
00:08:45 Speaker 1
Decided direction.
00:08:46 Speaker 1
And so if we don’t introduce students to stem to the concept of science, technology, engineering and math, and really the piece that’s missing is technology and engineering, they see the science and the math, but the technology and engineering, if we don’t introduce students to that in elementary school, we might lose them. Now, when they may go off to be doctors, which is great, or lawyers, which is not so great.
00:09:08 Speaker 1
But they may look, they may may go off to be McDonald’s workers, and if they’ve got the the skills and the capabilities to work in a STEM world, but they just don’t know it exists.
00:09:21 Speaker 1
That’s a problem, and so STEM is important to bring people into that world of technology. The world of innovation, the world of of invention.
00:09:32 Speaker 1
And in TeleTech we take that to the next step because when we go from stem to CTE, we’re taking them into a tech world that is specifically focused at that type of you know, whether it’s medical equipment or manufacturing or industrial or automotive versus, for example going into CTE worlds or healthcare.
00:09:52 Speaker 1
Or or or.
00:09:54 Speaker 1
Hospitality or finance? We take them into the the CTE world of technology.
00:09:59 Speaker 1
That’s our uh end to end approach of career to to kindergarten, to career.
00:10:06 Speaker 1
Pick them up at early age, introduce them, take them somewhere, and obviously our focus is to take them into industry.
00:10:15 Speaker 2
Well, obviously, you know, the past few years have brought a lot of a lot of change, a lot of different changes in thoughts about education and and where to go. CTE has been a big part of that too in terms of people starting to understand, maybe there’s more of an emphasis there versus the traditional higher Ed route. When you look into your crystal ball over the.
00:10:36 Speaker 2
The next couple of years. Uh.
00:10:39 Speaker 2
Where do you see the the progress going when it comes to not only the advancement of STEM but also the advancement of CTE and baking that into the everyday educational experience?
00:10:52 Speaker 1
Well, I think the the you know one the, the the one of the main areas is diversity inclusion and you know.
00:11:01 Speaker 1
Again, I I know I’m I’m I’m old, but when when I I went.
00:11:08 Speaker 1
I think it was 1992. I went to a Harley-Davidson factory for a visit and there were only men there. There were very few women working there. I think today if you went to that same factory, there would be a a mix and I. So I think that having the the diversity side of it is is really important that it’s going.
00:11:28 Speaker 1
To make a big change.
00:11:30 Speaker 1
It grows our workforce.
00:11:32 Speaker 1
In the end, we’re giving people that were traditionally told. That’s not the type of job you want the opportunity to go into that job, and that’s really important. But the flip side is, you know, the economy has changed.
00:11:46 Speaker 1
Uh, since cold, there is a lot more being done in the United States, which was previously offshore, and that’s being brought back. And the reason it’s being brought back is not necessarily because globalization doesn’t work. That’s because we’ve got, we need skilled workers.
00:12:08 Speaker 1
A factory worker is not someone who puts bolts onto a screw and comes on.
00:12:13 Speaker 1
The factory worker runs a process, takes care of equipment designs, builds and installs equipment. This is a good, well, good, well paying job and so we need to fill that gap because for many years.
00:12:31 Speaker 1
You either went to university and became a professional, or you dropped out and you went into retail.
00:12:39 Speaker 1
And we’ve got to refill that bucket of of skilled workers in that middle tier employment range. And it’s a good career to have. It’s a lifelong career. It pays well and you will be able to have that job for your entire life.
00:12:56 Speaker 1
And that’s what what, what we need, we need to fill that and I think.
00:13:00 Speaker 1
That promoting stem promoting CTE, that’s what we’re we’re trying to achieve. We’re trying to fill the bucket with, with, with, with labor, they’re, you know, there’s the the, there’s the semiconductor industries building fabs all around the country. You know talking about 10s of thousands of of employees that are short the statistics in manufacturing.
00:13:22 Speaker 1
10s of thousands if not hundreds of thousands of employees missing.
00:13:26 Speaker 1
Talking in in, in, in very, very large numbers.
00:13:30 Speaker 1
We can’t train that many people even.
00:13:33 Speaker 1
If we try, but we’ve got to.
00:13:34 Speaker 1
Try and so we’ve got to fill that bucket and that’s what stem is doing. It’s taking people that maybe will not find a place for themselves in.
00:13:45 Speaker 1
In in in the workforce, unless they know that there’s the space for technology and that they become familiar with it and they go into it, that’s that’s what what we’re we’re focused on and told.
00:13:58 Speaker 2
Well, exciting stuff. Look forward to seeing, and TeleTech and Coder Z next week down on the show floor in person, but in the meantime again, Graham, I appreciate your time and and your insights into the work that you do. It’s it’s impressive stuff.
00:14:12 Speaker 1
It’s a pleasure. Thank you very much for your time.
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
Charlotte, NC. —Discovery Education today unveiled a new collection of engaging, high-quality digital learning resources supporting Black History Month observances. Discovery Education is the worldwide edtech leader whose state-of-the-art digital platform nurtures student curiosity and supports learning wherever it takes place.
The following resources are now available for users of the award-winning Discovery Education Experience K-12 learning platform:
Civil Rights Ready-to-Use Resources: Through the DE Original Series, Need to Know, students travel through time to investigate the Civil Rights Movement. Each episode is paired with Ready-to-Use Lessons and PDF activities that align with the topics covered and features additional historical context and primary source resources.
Happy Black History Month video: In this new video from Sesame Workshop for students in grades PK-2, Elmo, Gabrielle, Tamir, and Abby come together to celebrate the contributions of Black and African American communities.
All these resources and more are available on the Celebrating Black History channel within Discovery Education Experience. Connecting educators to a vast collection of high-quality, standard-aligned content, ready-to-use digital lessons, intuitive quiz and activity creation tools, and professional learning resources, Discovery Education’s K-12 platform facilitates the creation of engaging instructional experiences for all students.
“At Discovery Education, we are committed to providing educators digital content that helps all students see themselves in the real-world,” said Robin Porter, Vice President of Digital Content at Discovery Education. “This new content collection for Black History Month ensures educators have high-quality resources for their Black History Month observances.”
Discovery Education also offers many free resources educators can integrate into their Black History Month observances. Among the free resources are:
STEM Career Profiles: The Black History Month collection from the STEM Careers Coalition celebrates the careers of Black leaders in STEM during Black History Month and beyond. The collection of dynamic, on-demand resources supports educators’ efforts to drive deeper student engagement by connecting classroom lessons to the real-world. Career profile videos show students a variety of STEM careers across software engineering, chemistry, and technology support.
The STEM Careers Coalition solves critical gaps in representation in the STEM professional workforce. The Coalition is an alliance of industries and non-profit organizations that has provided equitable access to STEM resources and career connections since its launch in 2019. The Coalition will continue to ignite student curiosity and influence a diverse future STEM workforce and reach 10 million teachers and students by 2025.
Virtual Field Trip: The Courage to Act Virtual Field Trip shares the stories of young people standing up as individuals, groups, or as a community to make the world a better place. Students meet a peer who has created a project that stands up against injustice, hear about survivors of the Holocaust, and learn from community leaders. An accompanying educator guide provides teachers with materials and activities for before, during, and after the virtual field trip.
This virtual field trip is part of Teaching with Testimony, a program with USC Shoah Foundation that connects students to the power of testimony from the survivors and witnesses of genocide, inspiring students to find their voices and act for a better future.
About Discovery Education Discovery Education is the worldwide edtech leader whose state-of-the-art digital platform supports learning wherever it takes place. Through its award-winning multimedia content, instructional supports, innovative classroom tools, and corporate partnerships, Discovery Education helps educators deliver equitable learning experiences engaging all students and supporting higher academic achievement on a global scale. Discovery Education serves approximately 4.5 million educators and 45 million students worldwide, and its resources are accessed in over 100 countries and territories. Inspired by the global media company Warner Bros. Discovery, Inc. Discovery Education partners with districts, states, and trusted organizations to empower teachers with leading edtech solutions that support the success of all learners. Explore the future of education at www.discoveryeducation.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 2024, career and technical education (CTE) is not simply an alternative for students whose future plans don’t include college. It’s a fundamental part of the K-12 experience and a viable career pathway for many students.
CTE lets students understand the relevance of what they’re learning in school. It exposes them to career pathways they might not have known about otherwise. It prepares them for rich and rewarding careers in high-paying, high-demand jobs, whether they go on to attend college or not.
For K-12 leaders to succeed in creating high-quality CTE programming, here are five key trends and challenges I believe will affect this important field in 2024 and beyond.
Administrators (and parents) need to understand that CTE career pathways are highly attractive.
A generation ago, CTE career pathways (aka vocational schools) were widely considered to be appropriate only for students with few other options. This created a vacuum over time and a huge shortage of workers for lucrative, life-long careers. Take manufacturing, for instance: Many jobs were moving overseas, the workplace environment was noisy and dirty, and the opportunities for advancement were seen as very limited.
But that’s all changing now. Aided by advancements in technology, manufacturing has made a huge comeback in the United States, and skilled workers are now in high demand. Today’s manufacturing facilities are clean, modern workplaces that offer many exciting opportunities for students to work with cutting-edge technologies, such as cloud computing, robotics, programmable logic controllers, or PLCs and simulation software
CTE training gives students a head start in preparing for high-growth, high-wage jobs, even those students whose plans after high school include a college education. It’s no longer a dumping ground for students, but an opportunity for everyone to thrive.
Students are benefiting from learning about careers at an earlier age.
High schools often hold career days to help students understand various career options, but waiting until high school is too late: Many students have already eliminated entire career paths from their minds by then.
By exposing children to possible career pathways at an earlier age, we can open up many more worlds of possibilities for them. This is why a growing number of school systems are introducing students to career pathways at younger ages. That is why STEM education is so important in elementary and middle school.
Giving students early exposure to career options is a critical strategy for closing economic gaps and putting them on a path toward college or directly to ahigh-paying career, the nonprofit Center for American Progress (CAP) argues—especially those from low-income communities.
Connecting what students are learning to possible career pathways not only helps them make more informed choices about their future, but it also deepens their engagement in school, as many educators have found. When students can see how the skills they’re learning in the classroom apply to various careers, this helps them answer the all-important question: “Why do I have to learn this?” It also helps them become more confident in their abilities, because every child learns in a different way. For example, think about learning about X, Y, and Z in math classes. If students have the opportunity to learn about robotics, they will be able to directly apply the math learning with a real-world robotic application.
Schools need to find alternative paths for recruiting CTE instructors.
Recruiting and retaining CTE instructors was already challenging for many districts—and the pandemic has only exacerbated the situation. According to the Association for Career and Technical Education (ACTE), 28 states and territories have reported CTE teaching shortages to the U.S. Department of Education for the 2023-24 school year.
With school systems competing with industry employers for talent, many schools already struggled to hire enough CTE teachers to meet their needs. Somebody who can teach about PLCs and robotics can easily make six figures applying those skills within a manufacturing facility, instead of making $50,000 a year teaching those skills to students.
After the pandemic, the shortage of qualified CTE instructors has only grown. COVID placed enormous stress on educators, and especially CTE teachers who were trying to teach historically hands-on courses in a completely new way, using technologies they weren’t comfortable with. In the wake of COVID, many teachers have taken early retirement or left the classroom for the private sector.
School systems need to be creative in finding new ways to recruit CTE instructors. For instance, they might consider establishing programs for pulling future CTE teachers from their current student pool. K-12 leaders also must work with policy makers to establish flexible credentialing options for CTE instructors. It’s bad enough that districts face a pay gap when competing with the private sector for talent—but if employees also have to go back to school to earn a master’s degree and a teaching certificate if they’re leaving an industry position to become a CTE instructor, that’s just not realistic.
Virtual tools that can support effective CTE instruction are emerging.
One positive trend to emerge from the pandemic is that tremendous strides have been made in the development of augmented and virtual reality software, simulation tools, and online learning platforms.
These technologies can help bridge the gap between theory and application of career-based skills. They don’t completely replace the need for hands-on learning within CTE programs, but they can give students a solid foundation at an earlier age, while reducing the amount of time that students need in a lab setting to get the kinetic, hands-on experience of actually performing a task for real—such as programming a robot or repairing a motor.
Online simulations can also supplement a teacher’s capability, which can reduce the challenges associated with hiring CTE instructors. For instance, a gamified computer science environment can help good math or science teachers to be confident in teaching coding skills to students even if they aren’t a coding expert for themselves.
Policy makers must understand the need for more CTE funding.
The main source of federal funding for CTE is the Perkins Basic State Program from the Carl D. Perkins Career and Technical Education Act. In the 2023 fiscal year, Perkins grants were funded at $1.44 billion. However, this funding source has remained relatively flat since the 1990s. During that time, the practical impact of Perkins grants has fallen by more than $900 million in inflation-adjusted dollars—amounting to a 45-percent reduction in the program’s purchasing power.
At the same time, technology is evolving rapidly, and schools don’t have the budgets to keep up with these changes. In addition, the gap between the skills that students are graduating with and the skills that employers require is widening.
CTE programs are pivotal in helping to close this skills gap, but that can only happen if lawmakers make the necessary investments in CTE instruction. ACTE is calling for a $400 million increase in Perkins grants to address this funding deficit.
To summarize these thoughts: Despite millions of job openings around the country, nearly three out of four employers in this ACTE report note a persistent mismatch between the skills they require and the skills their workers possess. CTE in schools can help prepare students more effectively for the jobs of the future, provided that administrators, parents, and students see the value of CTE pathways and students are exposed to career options earlier in their education. Schools must find creative ways to increase the pipeline of CTE instructors and integrate new technology tools into CTE courses, and policymakers must invest more in CTE programs.
Tony Oran
Tony Oran is the CEO of CoderZ and Intelitek, which offers scalable and equitable learning experiences to support schools implementing STEM and CTE education programs from Kindergarten to Career.
Latest posts by eSchool Media Contributors (see all)
The new edition of myView Literacy comes at a time when the Science of Reading movement has gained national momentum, with many states now requiring the use of evidence-based strategies for teaching students to read. More and more school districts today are making it a priority to use high-quality instructional materials that not only demonstrate both efficacy and a positive impact on student achievement but also provide teachers the training and support they need to successfully implement the curriculum.
Firmly grounded in the Science of Reading, myView’s daily foundational-skills instruction follows an easy-to-teach sequence that’s proven to increase reading achievement and close skills gaps. Adding to the program’s exciting authentic literature and interactive resources, the new edition of myView Literacy now features an increased focus on foundational writing instruction, more student practice opportunities, and new enhancements and improved navigation for a more seamless digital teaching and learning experience.
“With its integrated design that makes Science of Reading-based instruction simple, easy, and engaging to teach, myView Literacy is just what K-5 educators are looking for today,” said Bethlam Forsa, CEO of Savvas Learning Company. “Our myView program ensures that every student, from struggling readers to advanced learners, receives the support and challenge they need for reading and writing growth.”
Incorporating the latest evidence-based research and best practices, myView Literacy features explicit and systematic instruction in foundational skills that’s proven to boost student achievement. The program covers each of the key concepts that national standards require to qualify as an effective reading program: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Designed by leading literacy scholars and authors, the program’s evidence-based pedagogy from prior editions has been determined to meet ESSA (Every Student Succeeds Act) Level 2 Evidence for its positive impact on learning outcomes. It also received EdReports “All-Green” ratings, the highest tier within EdReports’ ratings scale for evaluating high-quality, standards-aligned instructional material. Read the full review of myView Literacy on EdReports.org.
Delivered on the award-winning Savvas Realize learning management system, the interactive learning solution provides a set of connected digital and print resources that help educators establish instructional routines, save planning time, and prioritize student achievement. The new edition of myView Literacy now includes:
An Integrated Approach to Reading and Writing offers educators a comprehensive system for explicit foundational skills-instruction and meaningful practice activities that help students showcase their learning.
A Student-Centered Experience increases engagement and learning with new digital resources, like articulation videos, games, a Building Knowledge Library, and a greater focus on multi-sensory practice in every lesson.
Built-in Teacher Training and Support provides integrated professional learning, robust planning tools, and differentiated instruction for multilingual learners to give educators what they need to help all students achieve.
Data-Driven Insights and Progress Monitoring, provided by a suite of dynamic assessment tools, empower teachers to monitor student growth, identify skills gaps, and transform data into engaging instruction.
Laura Looney, an elementary ELA content specialist who coaches teachers in Las Cruces (NM) Public Schools, appreciates the “high-quality teaching materials, aligned with the proven Science of Reading, that myView Literacy offers teachers and students in their educational journey.”
“In our classrooms, where diverse learning needs abound, myView Literacy stands out as an invaluable resource, especially for students who require additional assistance in honing their foundational skills,” Looney said. “The well-crafted content not only facilitates engagement but also plays a pivotal role in cultivating a strong foundation in literacy while the targeted support recommendations are excellent in helping accelerate the language needs of our emergent bilingual students. The program’s commitment to aligning with evidence-based practices ensures that our students receive the targeted support they need, making the teaching and learning experience richer and more effective.”
For educators looking for even more powerful literacy assessments, Momentum Assessment Suite works seamlessly with myView Literacy by identifying each student’s greatest opportunities for growth and pairing that data with aligned instructional resources. The screeners and diagnostics can also be used with SuccessMaker, a proven-effective, continuously adaptive personalized reading program. Together, the combined solution delivers cutting-edge assessments, high-quality core curriculum, and adaptive personalized learning all on one platform, providing an individualized pathway to success for each student.
ABOUT SAVVAS LEARNING COMPANY
At Savvas, we believe learning should inspire. By combining new ideas, new ways of thinking, and new ways of interacting, we design engaging, next-generation K-12 learning solutions that give all students the best opportunity to succeed. Our award-winning, high-quality instructional materials span every grade level and discipline, from evidence-based, standards-aligned core curricula to supplemental and intervention programs to state-of-the art assessment tools — all designed to meet the needs of every learner. Savvas products are used by millions of students and educators in more than 90 percent of the 13,000+ public school districts across all 50 states, the District of Columbia and Puerto Rico, as well as globally in more than 125 countries. To learn more, visit Savvas Learning Company. Savvas Learning Company’s products are also available for sale in Canada through its subsidiary, Rubicon.
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.
D2L, a global learning technology company, today announced a new partnership with Unity, the world’s leading platform for creating and operating interactive, real-time 3D (RT3D) content with a goal to transform the education landscape through classroom integration of immersive Virtual Reality (VR), Augmented Reality (AR), and RT3D technologies. The partnership is a direct response to the increased demand for innovative and engaging learning experiences in the classroom.
“Immersive technology revolutionizes learning by breaking down traditional barriers, turning education into a dynamic and engaging experience that goes beyond the limits of classrooms,” said Natalie Mai, Global Head of Education Sales at Unity. “We’re excited to see how D2L can more deeply connect educators and students through Unity.”
With Unity education licenses now available through D2L Brightspace, D2L’s learning innovation platform, educators can have access to tools, professional training, and certifications to help create immersive learning experiences that can transcend traditional boundaries of learning. From virtual science experiments to medical-training simulations, students can have the opportunity to test their knowledge and benefit from a more engaging and hands-on experience.
“Over the past few years, we have seen exciting possibilities for the use of XR technologies (virtual reality, augmented reality, and mixed reality) in teaching and corporate learning environments. At D2L, we believe that education should inspire, engage, and prepare students for the future,” said Katie Bradford, VP of Product Partnerships at D2L. “By partnering with Unity, we continue in our mission to explore how emerging technologies, such as artificial intelligence (AI) and virtual reality (VR), can be leveraged to help enable new ways of learning and we look forward to continuing to transform the future of learning with partners like Unity.”
Training and learning management system support will be available through D2L for Business to help users successfully integrate, harness and track the progress of how immersive learning can impact students.
Learn more about D2L’s partner ecosystem here. And visit D2L’s Partner Integration Hub here.
About D2L
D2L is transforming the way the world learns—helping learners of all ages achieve more than they dreamed possible. Working closely with clients all over the world, D2L is supporting millions of people learning online and in person. Our growing global workforce is dedicated to making the best learning products to leave the world better than they found it. Learn more about D2L for K-12, higher education and businesses at www.D2L.com.
The D2L family of companies includes D2L Inc., D2L Corporation, D2L Ltd, D2L Australia Pty Ltd, D2L Europe Ltd, D2L EU B.V., D2L Asia Pte Ltd and D2L Brasil Soluções de Tecnologia para Educação Ltda.
All D2L marks are trademarks of D2L Corporation. Please visit D2L.com/trademarks for a list of D2L marks.
All other trademarks are the property of their respective owners
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.
CALGARY, AB –SMART Technologies is proud to announce the launch of the company’s latest innovation for education: the SMART Board® RX series. This revolutionary display is designed with accessibility in mind and provides teachers with the tools they need to make learning more engaging for students, while saving precious time for teachers, too. This performance display comes with optically bonded glass and a multi-color stylus for an effortless inking experience, as well as leading student device integration, putting it in a category of its own.
At the heart of the SMART Board RX series are the features and functionality, purposefully designed to help make classroom time higher quality time and engage all students in inclusive and accessible learning experiences. Most notably, the RX series comes with SMART’s exclusive Tool Explorer® technology that enables all students – including those with diverse learning needs – to actively engage with content and easily communicate with their peers and teachers.
Tool Explorer digitally recognizes blocks that come in pre-programmed sets with images such as emojis that can help enable social and emotional learning. The blocks are also programmable, giving teachers or students the ability to program any image onto a block. Tool Explorer provides a unique way for students to communicate and participate – including those students who are non-verbal, those who struggle to hold a pen or to write, and those who require or simply prefer different methods of communication. Tool Explorer is only available with the SMART Board RX series.
The SMART Board RX series is Google EDLA certified, giving users native access to the Google Play™ store, Google Classroom, Chrome™ Browser, and other Google services so that teachers can have all their favorite apps at their fingertips. It comes with a completely refreshed embedded experience – iQ 4.0. The new version of iQ is designed to simplify workflows for teachers and make lessons engaging for students.
The RX series also includes SMART’s exclusive ability for continuous differentiation of all interaction types, which enables multiple users to intuitively write, erase, and touch at the same time, without interfering in each other’s work for a truly collaborative experience.
“The SMART Board RX series represents a major leap forward in classroom technology,” said Nicholas Svensson, CEO of SMART Technologies. “Our goal was not just to create another interactive display but rather an investment that helps to create inclusive, accessible classrooms that will stand the test of time.”
The SMART Board RX series offers an array of features, including:
Android 13 for enhanced security and smooth performance, with expandable storage up to 576GB.
Optically bonded glass which provides a smooth, precise inking experience and unmatched viewing clarity.
Simultaneous Tool Differentiation so multiple students can intuitively collaborate at the display together.
An all-new multi-color LED stylus for easier color switching and simple, intuitive inking with color built right into the pen.
NFC and QR code-based sign-in with one-click sign-out for added security and convenience.
Integrated sound bar with two 20W speakers and a 15W subwoofer.
New environmental and air quality sensors including a particulate matter sensor and volatile organic compounds sensor.
All the software educators need, for free.
The SMART Board RX is designed to serve districts for years to come. The RX series has an energy-efficient design that is designed to be a sound investment for many years. Automatic over-the-air updates keep customers up to date with new features, patches, and operating system upgrades—keeping pace with market trends and new options and features without spending budget on a new display. Schools and districts can get more out of their technology investment and continue to deliver high-quality learning experiences for years to come.
About SMART Technologies ULC
SMART isn’t just a leading tech company, but a connections company working tirelessly to create and advance technology that helps teachers, learners, businesses, and teams make meaningful connections every single day. The original SMART Board® launched in 1991, and has continued to innovate through Lumio™, an award-winning cloud-based learning software. With a full range of products, including an impressive selection of easy-to-use interactive displays used by millions of businesses, educators and students around the world, SMART creates connections that matter. To learn more, visit www.smarttech.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.
