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Tag: Print

  • On your mark, get set, print: The 3 learning advantages of 3D printing

    Key points:

    It’s truly incredible how much new technology has made its way into the classroom. Where once teaching consisted primarily of whiteboards and textbooks, you can now find tablets, smart screens, AI assistants, and a trove of learning apps designed to foster inquiry and maximize student growth.

    While these new tools are certainly helpful, the flood of options means that educators can struggle to discern truly useful resources from one-time gimmicks. As a result, some of the best tools for sparking curiosity, creativity, and critical thinking often go overlooked.

    Personally, I believe 3D printing is one such tool that doesn’t get nearly enough consideration for the way it transforms a classroom.

    3D printing is the process of making a physical object from a three-dimensional digital model, typically by laying down many thin layers of material using a specialized printer. Using 3D printing, a teacher could make a model of a fossil to share with students, trophies for inter-class competitions, or even supplies for construction activities.

    At first glance, this might not seem all that revolutionary. However, 3D printing offers three distinct educational advantages that have the potential to transform K–12 learning:

    1. It develops success skills: 3D printing encourages students to build a variety of success skills that prepare them for challenges outside the classroom. For starters, its inclusion creates opportunities for students to practice communication, collaboration, and other social-emotional skills. The process of moving from an idea to a physical, printed prototype fosters perseverance and creativity. Meanwhile, every print–regardless of its success–builds perseverance and problem-solving confidence. This is the type of hands-on, inquiry-based learning that students remember.
    2. It creates cross-curricular connections: 3D printing is intrinsically cross-curricular. Professional scientists, engineers, and technicians often use 3D printing to create product models or build prototypes for testing their hypotheses. This process involves documentation, symbolism, color theory, understanding of narrative, and countless other disciplines. It doesn’t take much imagination to see how these could also be beneficial to classroom learning. Students can observe for themselves how subjects connect, while teachers transform abstract concepts into tangible points of understanding.     
    3. It’s aligned with engineering and NGSS: 3D printing aligns perfectly with Next Gen Science Standards. By focusing on the engineering design process (define, imagine, plan, create, improve) students learn to think and act like real scientists to overcome obstacles. This approach also emphasizes iteration and evidence-based conclusions. What better way to facilitate student engagement, hands-on inquiry, and creative expression?

    3D printing might not be the flashiest educational tool, but its potential is undeniable. This flexible resource can give students something tangible to work with while sparking wonder and pushing them to explore new horizons.

    So, take a moment to familiarize yourself with the technology. Maybe try running a few experiments of your own. When used with purpose, 3D printing transforms from a common classroom tool into a launchpad for student discovery.

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    Jon Oosterman, Van Andel Institute for Education

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

    Key points:

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

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

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

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

    Fast forward to today.

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

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

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

    This is where visual literacy becomes a frontline defence.

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

    From photography to AI: A conversation grounded in practice

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

    A conversation that grew out of practice

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

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

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

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

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

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

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

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

    Reading images is reading

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

    When students read images carefully, they:

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

    These are the habits of skilled readers.

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

    From composition to comprehension: Mapping image reading to reading strategies

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

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

    Once students recognise these moves, teachers can say explicitly:

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

    That moment of transfer is powerful.

    Making AI image generation teachable (and safe)

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

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

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

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

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

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

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

    When classroom talk begins to change

    Over time, classroom conversations shift.

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

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

    These are reading sentences.

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

    Visual literacy as a bridge, not an add-on

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

    By teaching students how to read images, schools strengthen:

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

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

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

    It is literacy.

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

    Nesreen El-Baz, Bloomsbury Education Author & School Governor

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  • Smithsonian and Carolina Biological Announce New Version of Elementary Science Curriculum to Raise Bar in 3D Learning

    Smithsonian and Carolina Biological Announce New Version of Elementary Science Curriculum to Raise Bar in 3D Learning


    BURLINGTON, NC — Carolina Biological, the leading school science supplier and the Smithsonian Science Education Center announced Smithsonian Science for the Classroom™, Phenomenon and Problem-Driven Edition, for grades K to 5. The print, digital and hands-on program raises the bar in student-driven 3D learning and 3D assessment. All modules in the updated core science curriculum are rolling out for the 2024-25 school year. The program still takes students on a journeyof hands-on experiences, observation, and collaboration, but added many more new opportunities for students to drive their own learning and: build reading, writing, and speaking skills; make sense of phenomena and real-world problems; drive learning with their own ideas and experiences. The new program features a robust and integrated assessment system, including a new assessment map. Accessibility for students is emphasized. Students cultivate scientific skills and knowledge through student-centric investigations as they figure out compelling phenomena and solve real-world problems. Teacher support is included. The new 2nd Edition was extensively field tested by educators and will be available for purchase through Carolina for the 2024-25 school year. Teachers can contact Carolina now to implement in classrooms next fall.

    Smithsonian Science for the Classroom, 2nd Edition, is a high-quality comprehensive science program with life science, earth and space science, physical science and engineering modules developed to meet the *Next Generation Science Standards (NGSS). This elementary curriculum engages, inspires, and connects students firsthand to the world around them through a total of 24 student-driven modules. It helps teachers keep classes fresh and interesting to young students and integrate science, technology, math and engineering throughengaging and hands-on lessons. Smithsonian Science for the Classroom includes print and digital components, as well as hands-on materials.

    Student Agency

    A strong theme in the new Edition is the power of student agency, a personalized learning concept that gives students a choice and voice in learning. When each new phenomenon or problem is introduced, students have the opportunity to access their prior knowledge, share initial ideas, and ask questions based on gaps in their understanding. These ideas and questions drive the next steps. They offer more opportunities for students to ask questions and rely upon their prior knowledge to drive their understanding and learning. Students work as scientists, doing hands-on investigations, collaborating with peers, testing models, and developing explanations as they explain a phenomenon or solve a problem. A family letter is included for every module that creates opportunities for teachers to gain knowledge about students’ prior experiences and for parents and caregivers to know what to ask students about in-class experiences.

    “Students come to the classroom with an understanding of the world based on their previous experiences,” said Dr. Carol O’Donnell, Senior Executive and Director of the Smithsonian Science Education Center. “When students have an opportunity to access their prior knowledge, use it to make initial explanations of a phenomenon, and integrate that prior knowledge with classroom investigations, they will gain a deeper understanding of how the natural world works. The new Edition gives students more opportunities to explain phenomena and solve problems by integrating their knowledge from past experiences with carefully chosen investigations, digital interactives, and informational text.”

    During field testing of the version, many educators provided feedback and enjoyed the student-driven emphasis of the investigations. Here is one of the helpful comments from 2nd Edition beta testers about the grade 4 engineering unit: “I have never had the students come up with goals for a successful solution,” said Michele Hayes, 4th grade teacher at St. John’s School in Houston, TX. “This was difficult for them, but they came up with great ideas. I will definitely use this when doing future STEM projects.”

    Every lesson provides opportunities for students to practice and reinforce foundational reading and math skills. Explaining phenomena and solving problems provides motivation for students to read, write, and discuss for purpose. Students read for purpose to find evidence that explains what is confusing or surprising to them. Notebooking in science gives students opportunities to engage with the writing process, write for a purpose and a place to record and organize their design and testing plans, collected data, ideas and explanations of phenomena, and claims based on evidence.

    Students talk to each other to design a solution together, brainstorm how to test it, and plan how to make it better. Students speak to each other and to the class as they ask and answer their own questions and communicate the results of their investigations through presentations.

    Developers at theSmithsonian Science Education Center leveraged their incredible curiosity about the amazing things the researchers and curators are investigating at the Smithsonian and wove that into a student-driven grades K to 5 curriculum. So the students who use Smithsonian Science for the Classroom and its accompanying literacy series, Smithsonian Science Stories, aren’t just getting a cohesive, engaging, NGSS-aligned curriculum, they are getting a chance to “visit” the Smithsonian and peer into the art, culture and history through the readings. The curriculum was voted the most culturally relevant science program by the National Science Teaching Association in BEST of STEM 2023 awards.

    3D Assessment

    The modules integrate science and engineering seamlessly, as intended by NGSS. Guidance is provided through call-out boxes on where, when and how students are applying the three dimensions of NGSS (e.g., disciplinary core ideas, science and engineering practices, and cross-cutting concepts). This is especially useful for teachers who are relatively new to NGSS and also ensures that students are engaged in 3D learning. A new comprehensive Assessment Map in the Teacher’s Guide for each module illustrates how students progress in building skills and knowledge throughout the module. Formative and checkpoint assessments build to the module summative performance assessment, which is a science or engineering design challenge. The assessment table format makes it fast and easy for teachers to use “in the moment” assessment guidance.3D assessment assists teachers in gauging how well students are progressing in all three dimensions through a variety of assessed performance tasks and written assessments. Three-dimensional assessments required by the latest standards are performance based. Students apply their content knowledge to complete a task and answer open-ended questions about phenomena. Understanding is demonstrated in a variety of ways where students apply their knowledge and skills to a scenario. Teachers need to provide evidence that students can apply their knowledge appropriately and are building on their existing knowledge and skills in ways that lead to deeper understanding of the scientific and engineering practices, crosscutting concepts, and disciplinary core ideas.

    “The new edition of Smithsonian Science for the Classroom drives the powerful, three-dimensional learning and assessment intended by NGSS,” said Jim Parrish, President and CEO at Carolina Biological Supply Company. “It builds upon the original research foundation to 1) develop scientific literacy while reinforcing foundational skills in reading and math, 2) emphasize experiential learning; and 3) provide access to culturally relevant content only available through the Smithsonian Institution. The 2nd Edition provides more opportunities for all students’ ideas to drive investigation of phenomena and problems and to make sense of their natural world.”

    Availability

    All modules from Smithsonian Science for the Classroom, 2nd Edition, will be available for schools to purchase in the 2024-2025 school year through Carolina. It includes print and digital components, as well as hands-on materials. The program includes 24 modules for grades K to 5. Each module includes a print-format Teacher Guide, a set of 16 Smithsonian Science Stories readers, a set of 10 Student Activity Guides (grades 3-5), a class kit of hands-on materials to supply 32 students, and digital access to the Teacher Guide and student literacy materials. Prices start at $650 for one grade-level module through Carolina. Refurbishment sets are also available starting at $200 to refill the hands-on consumables for subsequent use of the module. An upgrade kit for current users will be available for purchase. Below-grade and Spanish versions of the readers are also available for purchase. For information, visit Carolina’s website, call (800) 334-5551, or e-mail curriculum@carolina.com.

    Smithsonian Science Education Center

    The mission of the  Smithsonian Science Education Center is to transform and improve the teaching and learning of science for PreK-12 students in the United States and throughout the world. Established in 1985 as the National Science Resources Center (NSRC) under the sponsorship of two prestigious institutions – the Smithsonian Institution and the National Academy of Sciences – the Center is dedicated to the establishment of effective science programs for all students. The Smithsonian Science Education Center works to build awareness for PreK-12 science education reform among global, state, and district leaders; conducts programs that support the professional growth of PreK-12 teachers and school leaders; and engages in research and curriculum development in partnership with it is publisher, Carolina Biological Supply Company, the sole source provider of STC™, STCMS™, and Smithsonian Science for the Classroom™.

    Carolina Biological Supply Company

    From its beginnings in 1927, Carolina ( www.carolina.com) has grown to become the leading supplier of biological and other science teaching materials in the world. Headquartered in Burlington, NC, Carolina serves customers worldwide, including teachers, students, and professionals in science and health-related fields. The company is still privately owned by descendants of the founder, geology and biology professor Dr. Thomas E. Powell Jr.                                                                                                

    * NGSS is a registered trademark of WestEd. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.

    eSchool News Staff
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    ESchool News Staff

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  • MackinVIA Wins The Distinctive Platinum Award Its 8th Consecutive Modern Library AwardFrom LibraryWorks

    MackinVIA Wins The Distinctive Platinum Award Its 8th Consecutive Modern Library AwardFrom LibraryWorks

    Burnsville, MN – Mackin, a leading provider of print and digital fiction and nonfiction books for PK-12, is pleased to announce it is a multiyear honoree and winner of its eighth Platinum Award in LibraryWorks’ tenth annual Modern Library Awards (MLAs). The MLAs were created to recognize the top products and services in the library industry.

    Products and services were submitted in the fall of 2023 using a simple application, and then were posted on a private site with an enhanced description and attendant materials. These products were batched into small groups and sent to the LibraryWorks database of more than 80,000 librarians in public, K-12, academic, and special libraries. Only customers with experience with these products/services in their facilities were permitted to judge the entries resulting in a truly unbiased score.

    Each judge scored the product from 1-10 on a series of questions regarding functionality, value, customer service, etc. MackinVIA received a remarkable score of 9.598, resulting in their eighth Platinum Award from this prestigious organization. “Since its inception over a decade ago, MackinVIA has made great progress becoming the preferred digital content management system in schools around the world, and has continued its technological growth to remain one of the world’s top choices. As a company, Mackin has always been known for their ingenuity and superior customer service. It’s no surprise that these motivating forces helped MackinVIA to be recognized and validated again,” remarked Troy Mikell, Director of Marketing and Communications at Mackin.

    MackinVIA is a free digital content management system that provides more than 9 million students around the world with access to over 3 million eBook titles, read-alongs, audiobooks, databases, and video resources. Jenny Newman, publisher and MLA program manager, said, “It’s easy to understand how MackinVIA scored so well. They’ve been continually breaking barriers and have consistently remained at the forefront of the industry since their company entered the market 40 years ago.”

    About Mackin:

    For 40 years, Mackin has provided library and classroom materials for grades PK-12. Known the world over for exemplary service and a stringent attention to detail, Mackin has access to more than 18,000 publishers and a collection of over 3.5 million printed titles. Additionally, Mackin features a robust selection of more than 3 million eBook titles, readalongs, audiobooks, databases, and video resources available through their free, state-of-theart digital content management system, MackinVIA. For more information, visit www.mackin.com or call 800-245-9540.

    About LibraryWorks:

    LibraryWorks helps library administrators make informed decisions about library technology, automation and software, collection development and management, facilities and furnishings, staffing, purchasing, and other areas that drive effective strategic planning and day-to-day operations. Our family of resources can enable you to identify best practices, monitor trends, evaluate new products and services, apply for grants and funding, post or find a job, and even enjoy some library humor.

    About the Modern Library Awards Program:

    The Modern Library Awards (MLAs) is a review program designed to recognize elite products and services in the market, which can help library management personnel enhance the quality of experience for the library user, and increase the performance of their library systems.

    eSchool News Staff
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    ESchool News Staff

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  • The Stage Is Now Set: Bitcoin Will Replace Fiat

    The Stage Is Now Set: Bitcoin Will Replace Fiat

    This article was originally published in Bitcoin Magazine’s “Orange Party” print edition with the headline “The Stage Is Now Set.” Click here to subscribe now.

    After many years of development and the successful routing of socialists, evil CIA proponents of “Democracy”, cowards and soft-skinned, fat, virtue-signaling infiltrators, Bitcoin is stronger than ever, growing in many surprising and encouraging ways and confounding people who can’t think.

    Beautyon

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  • Castles Made of Sand Dollars: SBF, FTX, and other Three Letter Agents

    Castles Made of Sand Dollars: SBF, FTX, and other Three Letter Agents

    The story of Bitcoin has certainly had its fair share of nefarious characters, criminal activity, bad haircuts and worse wardrobes, and yet our anti-hero du jour has seemed to outdo them all. Sam Bankman-Fried, better known by the three letter acronym SBF, burst onto the scene at the peak of the 2017 bubble, founding Alameda Research that September, just four years after graduating from an internship into a full-time position at one of the world’s largest market makers, Jane Street Capital.

    SBF is the son of Stanford Law professor and founder of left-wing super PAC Mind The Gap, Barbara Fried, and Stanford professor Joseph Bankman, an expert on tax shelter laws and government regulation. At the start of 2018, SBF had struck digital gold while taking advantage of the arbitrage opportunity presenting itself between a higher demand for bitcoin in the Asian market, colloquially known as the “kimchi premium”. By the end of the year, and after amassing a considerable fortune from this high-volume bitcoin/dollar spread, he officially moved to Hong Kong, formally founding the derivatives exchange FTX in the following spring.

    Mark Goodwin

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  • The Chaffening

    The Chaffening

    This article is the core story in Bitcoin Magazine’s “The Orange Party Issue”. Click here to subscribe now.

    It’s strange how access to information has sped up the self-education of the general public to a point where I think it is becoming a problem for the ruling class. Maybe that’s why they’re becoming insane and trying to make the public discourse so insane. Let’s talk.

    My uncle is an old-school conspiracy theorist; he toiled away breaking coal with a pickaxe looking for diamonds compared to how spoiled we are now. An intelligent man, former Army Ranger turned long-haul trucker. Self-educated, an autodidact kind of guy; the “anon profile”.

    Aristophanes

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  • The Political

    The Political

    This article is the featured in Bitcoin Magazine’s “The Orange Party Issue”. Click here to subscribe now.

    “Today nothing is more modern than the onslaught against The Political. American financiers, industrial technicians, Marxist socialists unite in demanding that the biased rule of politics over unbiased economic management be done away with. There must no longer be political problems, only organizational-technical and economic-sociological tasks. The kind of economic-technical thinking that prevails today is no longer capable of perceiving a political idea.”

    Erik Cason

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  • How to Guide: Debunking ESG

    How to Guide: Debunking ESG

    This article is featured in Bitcoin Magazine’s “The Orange Party Issue”. Click here to subscribe now.

    A PDF pamphlet of this article is available for download.

    “The utility of the exchanges made possible by Bitcoin will far exceed the cost of electricity used. Not having Bitcoin would be the net waste.” –Satoshi Nakamoto

    No Free Lunch

    Those who decry Bitcoin’s use of energy fail to acknowledge a simple reality: that all things in life require energy, and there is no such thing as free lunch.

    Spencer Nichols

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