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  • 15 unique virtual field trips for students

    15 unique virtual field trips for students

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    Key points:

    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
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    Laura Ascione

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  • Enhancing learning through AI and human educators

    Enhancing learning through AI and human educators

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    Key points:

    In the realm of education, the integration of technology–and particularly artificial intelligence (AI)–with traditional human-led instruction is a topic of increasing relevance and debate. As educators and technologists, we must critically assess the strengths and limitations of both AI and human educators to optimize educational outcomes.

    In exploring the pros and cons of AI instruction versus human educator instruction, a hybrid model emerges that leverages the strengths of both to maximize learning and knowledge retention.

    The advantages and limitations of AI in education

    AI in education brings numerous advantages, such as personalization, accessibility, and scalability. AI excels at delivering personalized learning experiences by analyzing extensive data on a student’s performance to tailor educational content to individual learning paces and styles, potentially boosting engagement and efficacy.

    One of the most transformative aspects of integrating AI into education is its potential to improve educational equity. AI can bridge the gap between diverse educational environments, including students in remote areas or those with specific needs who may otherwise lack access to human educators, by providing resources that were traditionally available only to students in well-funded schools.

    For instance, AI-driven platforms can offer personalized tutoring sessions, language translation services, and adaptive learning paths that cater to students from various backgrounds and with different learning abilities. This democratization of access can significantly level the playing field, ensuring that every student has the opportunity to succeed regardless of their socio-economic status or geographic location. Moreover, AI can assist thousands of students simultaneously, offering consistent educational quality across various subjects without suffering from fatigue.

    However, AI instruction also has its limitations. AI lacks emotional intelligence, often struggling to engage in empathetic interactions, motivate students during challenging periods, or adapt its teaching style based on emotional cues. Its content generation, while informative, typically lacks the creativity and nuanced explanations that skilled educators provide, which are crucial for teaching complex or abstract concepts. Additionally, the use of AI in education raises significant ethical issues, including concerns about data privacy and the potential for algorithmic bias.

    The strengths of human educators and cheir Challenges

    Human educators are unparalleled in their ability to provide emotional support and foster an environment conducive to social learning. They excel at motivating students, managing classroom dynamics, and offering personalized feedback based on nuanced observations. Teachers’ adaptability and creativity allow them to modify their instructional strategies dynamically, providing creative and contextually rich explanations that resonate with diverse student groups. Furthermore, human interaction plays a vital role in instilling values and ethics in students, an area where AI cannot contribute effectively.

    Despite these strengths, human educators face several challenges, including scalability issues and variability in teaching quality. Human resources are finite, and educators can only engage with a limited number of students at a time, which may affect the consistency and reach of educational delivery. Moreover, the quality of instruction can vary significantly between educators, influenced by factors such as training, experience, and personal attributes.

    Proposing a hybrid model

    To maximize the benefits of both AI and human educators, a hybrid approach is recommended. AI should be used as a support tool to handle administrative tasks such as grading and scheduling, and to provide supplementary personalized learning aids like simulations and adaptive quizzes. Human educators should remain the primary facilitators of learning, using their unique skills to deliver complex content, inspiring students, and building relationships. The curriculum should be designed to integrate AI tools seamlessly with human-led sessions, enhancing interactivity and engagement through multimedia resources and real-time analytics. This hybrid model aims to create a more inclusive, efficient, and effective educational system that not only imparts knowledge but also fosters a holistic developmental environment.

    The future of education lies not in choosing between AI and human educators but in effectively integrating both to serve the diverse needs of students. By embracing a balanced approach, we can create a more inclusive, efficient, and effective educational system that not only imparts knowledge but also fosters a holistic developmental environment that prepares students to succeed in an increasingly complex world.

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    Nhon Ma, Numerade

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  • How school leaders can manage and control emotions

    How school leaders can manage and control emotions

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    Key points:

    We need to manage and control our emotions better–and by better, I mean by not managing and controlling, but by utilizing and exercising them.

    “I need to control my emotions” is oft-spoken self-talk that we may hear ourselves saying as we reflect on our actions. Or occasionally we may have someone suggest that we need to manage our emotions better. But do we? Is the assumption that emotions and leadership are the oil and water of the workplace actually true? This may (still) be the last bastion of leadership assumptions that needs to be put to sea.

    We have spent generations being told that our emotions are those things that should be corralled, encircled, and subdued. It has fomented the ideas that we should “leave our personality at the door” and “keep business and personal separate.”

    Research found that school leaders and school principals who coped and adjusted to the pandemic the best where those who were able to utilize, and not ignore, their emotions.

    Before the pandemic, strong leaders were often expected to focus their leadership on process, accountability, and strategic planning that presented a very controlled picture of leadership. The leader led and others followed. There was a theoretical rhythm and cadence to how effective leadership should look.

    The pandemic changed this mindset.

    We saw leaders who were vulnerable, who were open to listening and acknowledged they might not have all the answers. These were leaders who whole-heartedly embraced the ambiguity and looked to thrive in the uncertain messiness. As Bryan Goodwin and Kent Davis of the nonprofit McRel have written, this shift can be difficult for some as it “requires them to reflect on not only what they must do, but more deeply, who they must be as leaders.”
    The Case for Embracing Messy Leadership in Schools

    Granted, there are occasions when emotion can interfere with decision making, just as there are times when not showing emotion is a missed opportunity. Perhaps it’s not the separation of both, but rather the utilization of both that’s the sweet spot we should seeking. Perhaps it’s not the word “emotion” that is the issue, but the accompanying words that give it intended or unintended meaning.

    When we hear the word emotion in the workplace, it has often been sidled up with other words that on their own sound harmless but in fact spread an underlying frame of mind and intention:

    These words imply that emotions, and expression, work in opposition to our ability to lead and make decisions. They hint that emotions are the antithesis of a good leader. They are negative. They will lead to distraction. And because of that, they will make you appear weak. Strong leaders are those who can maintain the separation and not be affected or show emotion.

    The use of these words makes emotions appear like a deficit.

    What we have found, and are continuing to find, however, is that emotions are a strength. Brene Brown stated it as being authentically you: “Letting go who we think we’re supposed to be and embracing who we are. Choosing authenticity means cultivating the courage to be imperfect, to set boundaries, and to allow ourselves to be vulnerable.” (The Gifts of Imperfection)

    This has been echoed in research, showing strong links between trust, output, and performance. Higher levels of emotional connection and trust result in lower stress levels, a reduction in burnout, and a more than 75 percent increase in engagement.

    Compared with people at low-trust companies, people at high-trust companies report: 74 percent less stress, 106 percent more energy at work, 50 percent higher productivity, 13 percent fewer sick days, 76 percent more engagement, 29 percent more satisfaction with their lives, and 40 percent less burnout.

    By integrating vulnerability into your leadership approach, you can build stronger relationships, invite collaboration and open a pathway for more difficult but important conversations, which will improve the wellness and performance of the company and everyone within.
    Vulnerability at work not about tears and over-shares

    It increases the potential of empowerment, and as such increases the likelihood of shared responsibility and collective leadership. Building emotional connections will take the pressure off the individual leader and share it across their teams. So maybe it’s not the word emotion that we need to change, but rather the words that accompany it:

    • Exercise
    • Utilize
    • Cultivate

    By selecting these words, we change the use, understanding, and meaning of “emotions.” Emotions are a key tool for forming alliances, building trust, conveying importance, demonstrating empathy, growing inclusion, and can be viewed as the hidden power of effective leadership.

    Too often we dismiss the little things we do–the human things–that are crucial in building relationships, trust, and a positive school climate. Now’s the time the celebrate these unconventional measures of success.
    The Human Side in Developing a Positive School Climate 

    Leaders play a major role in surfacing, understanding, and balancing individual values on our teams. When we acknowledge and embrace the messiness that      comes with being human, each of us with a desire for shared community and purpose, we’re one step closer to unleashing the full potential of our teams and the teams we serve.
    How to Embrace the Human Side of Leadership

    “Our emotions are a big part–maybe the biggest part–of what makes us human,” says Marc Brackett, author of Permission to Feel, “and yet we go through life trying hard to pretend otherwise.”
    Reinventing How We Lead

    Rather than exclude emotions, we should be utilizing them to their best effect. It is more natural to show our personalities and it’s more authentic. It allows others to show theirs and it reduces stress, increases trust, and often results in greater satisfaction, engagement, and performance. Education is a relationship-driven sector and to ignore the tools and skills that enhance, build, and grow relationships would professionally be a backwards step.

    The emotion-problem school leaders and principals now face is to unlearn what we have assumed and help leaders embrace their emotions. It requires a new understanding and a new mindset–a mindset of effective leadership. It requires us to look at our emotions from a new perspective. Not as things to control, but as tools to utilize.

    The captain of the ship has sailed and it is time for us to lead in a new way.

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    Sean Slade, BTS Spark

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  • President Biden to visit families of officers killed in Charlotte standoff

    President Biden to visit families of officers killed in Charlotte standoff

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    CHARLOTTE, N.C. (WTVD) — The White House announced that President Biden will be visiting families of the officers who were killed in a Charlotte standoff.

    A source confirmed to WSOC in Charlotte, that Biden will be visiting families in Charlotte on Thursday. Additional details about Biden’s visit haven’t been made public yet.

    The visit comes a day before the president is supposed to make an appearance in Wilmington. The White House has not announced any changes to the planned trip to Wilmington at this time.

    The officers were shot and killed as they attempted to serve two warrants in Charlotte on Monday, city officials said. Four other officers suffered non-life-threatening injuries in the incident.

    A man, later identified by authorities as Terry Clark Hughes Jr., 39, allegedly began firing at about 1:30 p.m. Monday, striking multiple officers, police said. The U.S. Marshals Fugitive Task Force had been serving active felony warrants for possession of a firearm by a felon and felony flee to elude.

    Hughes Jr. was shot and killed in the front yard of the home.

    Copyright © 2024 WTVD-TV. All Rights Reserved.

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    WTVD

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  • Motivating students using the Self-Determination Theory

    Motivating students using the Self-Determination Theory

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    Key points:

    In the ever-evolving landscape of education, one prevailing challenge persists: motivating students. The last few years have witnessed a noticeable shift in student behavior, consisting of apathy, absenteeism, and a lack of engagement. This phenomenon is not merely a reflection of “kids these days,” but rather a symptom of complex societal and educational issues.

    Students are increasingly disillusioned by a system where effort seemingly yields little reward. When peers who exert minimal effort receive the same accolades as those who diligently apply themselves, the incentive for hard work diminishes.

    This disparity not only erodes motivation, but also fosters a sense of injustice among students who strive for excellence. Moreover, the pervasive sense of existential dread among today’s youth further compounds the problem. Economic instability, environmental concerns, and social unrest contribute to a bleak outlook on the future. In such a climate, the traditional promise of education as a pathway to success and social mobility loses its allure. Students question the relevance of academic pursuits in a world fraught with uncertainty and disillusionment.

    As educators, administrators, and policymakers grapple with this multifaceted issue, insights from the Self-Determination Theory offers valuable guidance. Developed by psychologists Edward L. Deci and Richard M. Ryan, the theory posits that individuals are intrinsically motivated when their psychological needs for autonomy, competence, and relatedness are fulfilled.

    Autonomy is the need to feel in control of one’s actions and decisions. It is crucial for fostering intrinsic motivation. When students perceive their educational journey as a series of choices as opposed to mandates, they are more likely to engage actively in learning. Educators can empower students by providing opportunities for self-directed learning, encouraging autonomy in decision-making, and respecting students to have a voice in the learning. Competence is the need to feel capable and effective in one’s endeavors. It is another fundamental aspect of motivation. Students thrive when they perceive their efforts are both meaningful and productive. To promote competence, educators should offer challenging yet attainable tasks, provide constructive feedback that highlights growth and improvement, and celebrate the students’ achievements. By nurturing a growth mindset and cultivating resilience, educators can instill confidence and motivation in their students. Relatedness is the need to feel connected and valued within a community. It plays a pivotal role in motivating students. When students perceive a sense of belonging and support from their peers and educators, they are more likely to invest in their academic pursuits. Creating a positive and inclusive learning environment, fostering collaborative learning experiences, and promoting empathy and understanding among students contributes to fulfilling the need for relatedness.

    Incorporating the principles of the Self-Determination Theory into educational practices can help address the pervasive apathy and disengagement plaguing schools today. By prioritizing students’ intrinsic motivation and psychological well-being, educators can reignite their passion for learning and empower them to thrive academically and personally.

    However, addressing the root causes of student apathy requires systemic changes beyond the classroom. Safer school environments, education reforms informed by research and teacher expertise, increased access to mental health resources, and a commitment to environmental sustainability are essential components of a holistic approach to fostering student motivation and well-being.

    Ultimately, motivating students is not solely the responsibility of educators; it requires collective action and systemic change. By embracing the principles of the Self-Determination Theory and advocating for meaningful reforms, we can create learning environments where every student feels empowered, valued, and motivated to succeed. As we navigate the complexities of modern education, educators must remain steadfast in our commitment to nurturing the potential and aspirations of every child.

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    Dr. Yuvraj Verma, Jefferson County Schools

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  • Austin Pets Alive! | “Pawth of Totality” Adoption Special

    Austin Pets Alive! | “Pawth of Totality” Adoption Special

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    All pet adoption fees will be 50% off between April 5-8, 2024

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  • Friday 5: How esports engages students

    Friday 5: How esports engages students

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    Key points:

    Academic esports programs aren’t simply a group of students sitting in a classroom playing video games. Rather, teams and tournaments promote collaboration, critical thinking, communication skills, and offer inclusive environments that welcome students from all backgrounds and with all abilities.

    How can schools create esports programs and teams?

    Conversations around the benefits of esports have centered on collegiate and secondary levels, but recently, the conversation has expanded to include elementary esports, too. Like any new venture, this is something that takes time to fully understand. The beauty is that there is a room full of experts to journey alongside their teacher. It is incredibly powerful when the classroom is flipped and students have an opportunity to share their passions and expertise with their teacher. Here are 6 tips to start an elementary program.

    Where are esports tournaments held?

    Esports tournaments can be held in any number of places, including online platforms, sponsor locations, community centers, or in schools. There are many resources out there from educators who have been working to build academic programs globally. One of these resources, the North American Scholastic Esports Federation, focuses specifically on the scholastic implementation of esports, with free curriculum modules created by educators through their scholastic fellows program. Learn more about the basics of esports program creation and tournaments.

    Is esports a good career?

    Esports is a solid move in an academic career–and, if you put in the work, in a professional career as well. Programs instill important leadership, critical thinking, and communication skills that students will carry with them throughout their education. As we look at examples in schools and the real world, we realize just how much potential these programs have for students. When schools invest in esports teams, they’re investing in high-level hardware that also integrates into STEM and STEAM programs, which means students wind up having more opportunities to get hands-on experience and learn in-demand skills for careers. Many of the skills that students develop by participating in esports also translate to STEAM and STEM career tracks, according to UC Irvine research. Here’s how esports careers help students thrive.

    How do I participate in esports tournaments?

    You can participate in esports tournaments by finding leagues in your school district and jumping in. Often, program directors will offer tips and best practices when it comes to creating your own program in your school or district. An elementary program that meets young learners’ needs should include considerations for learning space design and high-quality furnishings. Here’s how to get started.

    What do esports players do?

    The benefits of esports are well documented. A significant body of research has found that students who participate in these organizations benefit from increased emotional regulation, academic achievement, and graduation rates. Competitions have made their way into the hearts and minds of students and youths across the country. An increasing number of schools are launching clubs and competition teams as extracurricular activities that appeal to a broad range of students and can excite fans and viewers all over the world. For institutions of learning, particularly schools that compete for student enrollment, having an established esports program or team can help them stand out the same way a good football or volleyball team can attract both student athletes and fans. Some colleges have even begun offering full scholarships to talented players. Here’s what players can do once they leave K-12 schools.

    Laura Ascione
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    Laura Ascione

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  • How to grow Cacti and Succulents

    How to grow Cacti and Succulents

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    Succulent plants are the camels of the vegetable world, storing up food and water to be used not on a rainy day, but during a period of prolonged drought. This may last for a few weeks or, in extreme cases, plants have survived without rainfall for over a year. This water can be stored in either the leaves or the stems of the plants, depending on the type.

    This gives rise to two distinct types of succulent plant, leaf succulents and stem succulents. The stem succulents usually have no leaves (except sometimes very small ones on young growth, soon falling off), and the green tissue of the stems takes over the work of the leaves to manufacture the food. Without leaves, the plants can reduce much of the water loss. The stems are usually very thick and full of water storage tissue, and are mostly either cylindrical or spherical in shape, sometimes being deeply ribbed. The ribs enable the plant to expand or contract as it absorbs or loses water.

    Leaf succulents have plump, rounded leaves full of water storage tissue. They are often coated with wax, meal or hairs, helping to reduce water loss from their surfaces. Often these succulents have fleshy stems as well, but the leaves play the most important part in food manufacture.

    The cacti, all belonging to one family, are the most popular group of succulent plants, but many other plant families have succulent members. Among the families whose succulent species are grown are the Crassulaceae, Aizoaceae, Euphorbiaceae, Asclepiadaceae, Liliaceae, and Agavaceae.

    Cacti

    The cactus family is native to America; plants found in Europe and elsewhere have been introduced at some time in the past. There are three distinct types of plant, the pereskias, the epiphytes and the desert cacti, and these require different treatment because of their differing ‘home’ conditions. Except for the pereskias, they are stem succulents, having either no leaves or small temporary ones. Cacti are not all spiny plants, some being strongly armed while others are quite spineless. All cacti have areoles, small pincushion-like structures scattered over the stems. Spines, when present, off-shoots, and branches come from these areoles. This is the way to distinguish a cactus from another stem succulent, such as a euphorbia, which does not have areoles. Also all cactus flowers have the same general design, while those of other succulents differ enormously between the various families.

    Pereskias

    The pereskias must have a brief mention here, as they are so different from other cacti. They are obtainable from the specialist nurseries, but not likely to be found in the local florist. They are interesting in that they are the only cacti which are not really succulents, and have normal leaves, rather like those of a privet, but possess spines and, of course, the characteristic areoles. The flowers bear a superficial resemblance to the wild rose. They are bushes and climbers from the tropical regions of north and central America, where they are used as hedging plants, and can be grown as pot plants, but to be really successful they need to be bedded out in a large greenhouse, where they can scramble up a wall or over a support. They need a winter temperature of about 50°F ( 10°C) and to be kept moist all the year round. Most growers regard them as curiosities, and they are not very common in collections.

    Epiphytic Cacti

    By contrast, the epiphytes are grown in this country very commonly, many being sold as florists’ plants. In their native South American tropical rain forests, the epiphytic cacti are found growing in the debris caught up in the branches of trees. They grow among the other epiphytes, ferns, bromeliads, and orchids, which festoon the trees in these tropical regions. Although there is no shortage of water where the plants are found, the pockets of humus they are growing in dry out very quickly. Epiphytic cacti have no leaves, but flattened, slightly succulent stems, sometimes incorrectly called ‘leaves’.

    These stems may consist of short segments, as in the familiar ‘Christmas cactus’ (schlumbergera), the flowers appearing on the ends of the segments, or the stems may be long and strap-like, as in the epiphyllums. In this latter, the flowers are usually carried on the sides of the stems. Owing to the beauty of their flowers, epiphyllums have received a lot of attention from horticulturists. There are enormous numbers of beautiful hybrids on the market, in all colors except blue, while the wild species are not often grown as greenhouse plants owing to their large size and the difficulty of flowering them in cultivation. These hybrid epiphyllums, together with the short-stemmed rhipsalidopsis and schlumbergeras are the ones in this group most often grown as pot plants. All require the same basic treatment.

    They need a good, porous soil and a compost of equal parts loam, peatmoss or leaf mold, decayed cow manure and sand, plus some charcoal is suitable. Leaf mold is ideal if it can be obtained as it more closely resembles the natural soil of the forests. The soilless composts are also very suitable for these and other cacti, but for the epiphytes, the lime-free type of compost is best. It helps to add a teaspoon of bonemeal to each pot of compost. Re-potting should be done annually. These cacti will survive winter temperatures as low as 41°F (5°C), but flower much better if kept a little warmer. They should be kept moist all the year round. In fact, it is best to forget that they are cacti and treat them as normal pot plants. When in bud, epiphytes can be fed every two weeks with a tomato-type potassium fertilizer.

    Because these epiphytic cacti grow among trees, they do not need full sunlight. They make very successful house plants if grown on an east-facing window-ledge, where they will receive the early morning sun, but are in shade during the heat of the day. They grow rapidly, and when a plant outgrows a 6-in. pot, it should be re-started. A stem is cut from an epiphyllum or a few segments from the schlumbergeras and rhipsalidopsis. The cutting is allowed to dry for two or three days and then potted up. This drying period for cactus and other succulent cuttings is always carried out to prevent rot from spreading into the fleshy stems. As they are succulents, they do not wilt during this period as other plants would. The best time of the year for taking cuttings is April — May, although it is quite possible at any time during spring and summer.

    Desert Cacti The desert cacti are the spiny tall or round plants that we associate with the American deserts. Actually many are found growing on rocky mountain sides and in grassy areas, as well as in the sandy regions of Mexico and South America. They all need the maximum amount of sunlight to flourish and flower freely. For this reason they do not make such good house plants as the epiphytes. If a greenhouse is not available, they should be kept on a south-facing window sill, and preferably stood outdoors from May to September.

    A minimum winter temperature of 4.1°F (5°C) is adequate for most desert cacti. A well-drained compost is essential. One containing 2 parts loam, 2 parts peatmoss, 2 parts sand, 2 parts broken crocks, plus some charcoal and 1 pint bonemeal per bushel of mix, is suitable. Alternatively, a soilless compost may be used. Since the food content of the soil does not last forever, the plants should be repotted annually.

    Many people seem to think that cacti need no water! This is far from the truth, although they will certainly survive a period of dryness (after all they are adapted to do just this). This means that it is not necessary to worry too much while you are on vacation (although seedlings will suffer). But without water, they will just survive, not grow, and the plants should be kept more or less continually moist between April and October.

    The watering should be reduced after this and they should be left dry during December and January, if kept in a greenhouse. Watering can be restarted gradually as the light improves in February. If the plants are wintered in a heated house with a very dry atmosphere, more water will be needed during winter to prevent excessive shrivelling. Indoors, the ideal winter spot is an unheated room, but this may not always be possible. The reason for keeping them dry at this time is that if they grow in the poor light of winter, they are likely to become distorted and may well rot the following year. Also, flowering is very much affected by the previous winter’s treatment.

    Desert cacti are mostly very easily reproduced from cuttings. Some plants form offsets which can be removed and potted up, after the usual few days drying period. Some clustering plants will have rooted ‘pups’ (offsets) around the base of the parent; these can be ‘removed and potted up directly. If the plant does not form offsets, a section of stem can be cut off and potted up after drying for about a week. The base of the parent plant can be kept as it will often sprout again, forming a number of offsets around the cut top. The best time to do all this is, as before, between April and June.

    Other Succulents

    As mentioned earlier, the other succulents fall into several different families, and since the cultivation varies somewhat for each, it is best to give a brief description of them. Crassulaceae This family is very large, consisting of leaf succulents with almost world-wide distribution. The most beautiful members of the family are the echeverias of the New World and the crassulas of South Africa. Other attractive plants are the aeoniums and sedums, with plump, often highly colored leaves, arranged in rosettes. All should be kept slightly moist all the year round. Seed of these plants is difficult to obtain, but they can mostly be easily reproduced from cuttings which need little or no drying before potting up. Some species can even be grown from leaves, just laid on the soil, when they will root, and send out new shoots.

    Aizoaceae This is a family of leaf succulents found mainly in Africa. They vary from small shrubs to plants about r in. high consisting of one pair of very succulent leaves. One of the main characteristics of this group is that most of them have distinct resting periods, corresponding to the dry season of their native lands. During this period, from about October to March, they must be kept completely dry. The old leaves will gradually shrivel away. Watering should not be re-started until the new leaves appear in spring. Popular plants are the fall growing conophytums, glottiphyllums and pleiospilos and the summer growing lithops and faucarias. This group is quite easily raised from seed, or heads of clustering plants may be removed, dried for a few days and potted up. June to July is a good time for this.

    Euphorbiaceae

    This contains only one group, the euphorbias, commonly grown, but this is an immense group of world-wide distribution, many of which are not succulents. The succulent plants are most commonly found on the African continent. These are stem succulents, although during the growing period some species produce leaves on the new growth. Euphorbias vary enormously in size, some reaching tree-like proportions, closely resembling the giant cacti. Others are small, clustering plants only a few inches high. All have one thing in common, an irritating, sometimes poisonous, milky sap. Euphorbia flowers are usually small and insignificant, but often have a sweet lime-like scent. In some species the male and female flowers are on separate plants. Euphorbias are difficult to propagate from cuttings, but may be readily raised from seed, although it needs to be fresh for success.

    Asclepiadaceae This family contains a large number of leafless stem succulents from the dry regions of the Old World. Where they occur, there are no bees and the flowers are pollinated by flies. To be attractive to flies, the flowers often have an unpleasant smell to us. However, the flowers are usually large (sometimes immense) in shades of reddish-brown or yellow, often covered with hairs. Stapelias are probably the best known in this group. We also have duvalias and carallumas. They are easily raised from seed, which germinates quickly but has a tendency to damp off equally quickly. Cuttings may be taken from June to August. They are best just laid on the soil and may be watered after about a week. Liliaceae This family contains not only the lily bulbs of our gardens but a group of leaf succulent plants which are found mainly on the African continent. The most interesting plants are the aloes, gasterias and haworthias.

    Aloes can reach a large size and bear a superficial resemblance to the American agaves, with their long strap-like leaves. There are also a number of small plants which are very attractive and will survive on a window sill. Aloes have long flower stems, but the rosette does not die after flowering.

    Gasterias and haworthias are found growing in the shade of grasses and small shrubs in their native land. This makes them useful small plants for growing on windowsills or under the greenhouse staging.

    All the plants which form clusters may be reproduced by removing offsets. Otherwise they must be raised from seed. Agavaceae This last family dealt with here, includes yuccas, sansevierias and agaves. It is the agaves that interest the grower of succulents. These are rosette-shaped plants with tough, strap-like leaves. Although many are far too large for the average grower, there are small species that are ideal for the living room, because the very tough leaves enable these plants to withstand the dry atmosphere. Many people are familiar with the large, rather coarse specimens of Agave americana found growing along the Mediterranean coast. These plants have at some time been introduced; the agaves are native to the southern U.S.A., Mexico, Central America, the West Indies, and northern South America.

    Agave flowers are borne on stems many feet long, but only on very old specimens, and after flowering, the rosette dies, but by then there are usually offsets growing around the base of the plant. These can be removed and used for propagation. Agaves are very easily raised from seed.

    Cultivation

    The cultivation of the other succulents is very similar to that of the desert cacti; any differences have been mentioned. They should be given plenty of water in summer and kept either dry or slightly moist in winter, depending on where they are kept. A suitable compost is that recommended for a Desert Cacti, with the exception of the Aizoaceae which are better with rather more grit, up to 50%. They all need the maximum amount of sunlight, particularly the Aizoaceae, which are not really suitable as Muse plants, but need the sunniest part of the greenhouse. A minimum winter temperature of 41°F (5°C) is adequate for most succulents although the stapelias and other Asclepiadaceae appreciate a little more.

    Raising from seed Cacti and other succulents can be raised from seed in much the same manner as any other greenhouse plants. A good seed compost should be used; either a standard or soilless. After thoroughly moistening the compost, the seeds are just scattered on the surface. The container is placed in a plastic bag to conserve moisture. A temperature of 7o°-8o°F (21°-27`C) is needed for germination. If a propagator is available, early spring is the best time to sow, otherwise it is necessary to wait until later when the weather warms up.

    Pests and diseases

    Cacti and other succuments do not suffer greatly from these, if they are carefully looked after. Small cotton-wool-like patches indicate mealy bugs which can be controlled with a malathion spray (but do not use malathion on Crassulaceae). Brown spots on stems (particularly epiphyllums) are usually due to too low winter temperatures, too much nitrogen in the compost, or otherwise faulty cultivation. Cold, damp conditions can cause plants to rot.

    Cacti and Other Succulents

    Chamaecereus silvestri (peanut cactus) is found growing among grass and low bushes in Western Argentina. The short, prostrate stems are freely branching, and covered with short, stiff white spines. The stems are pale green in winter, but turn violet in the hot sun. The furry brown buds open in May or June to large scarlet flowers. This cactus is hardy if kept dry, and may be wintered in an unheated cold frame in milder areas. Propagation is particularly easy by removing branches and rooting them.

    Cleistocactus strausii from Bolivia, forms a tall, silvery column, which may reach a height of 5 ft. With age it branches from the base. The stems are covered with short white spines. Old specimens will flower; the narrow flowers are red and are formed at the top of the stem. However, if confined to a pot it will be many years before this plant becomes too large.

    Echinocactus grusonii (golden barrel cactus) comes from the deserts of central Mexico. Young seedlings have tubercles which carry stout golden spines. As the plant gets larger the tubercles merge into ribs. Mature specimens of this cactus are about a yard across, but are very ancient as it takes about ten years for a specimen in cultivation to make a diameter of 6 in. The small yellow flowers are seldom produced under home conditions due to poor light intensity. Echinocereus knippelianus is native to Mexico. The dark green, almost globular stem is about 2 in. across. It is divided by five ribs which carry weak, white spines. The pink flowers are produced profusely in May. This is a slow-growing plant and should be watered with care. Like most echinocereus, it is hardy in mild areas of the country if kept dry.

    Echinocereus pectinatus is found growing in central Mexico. It has a thick stem about 3 in. in diameter, branching from the base, and covered very neatly with short white spines, arranged in a comb-like pattern. The pink flowers are 3-4 in. across and in some specimens are sweetly scented. The flowering period is about June. This is a slow growing cactus which is hardy in winter where winters are less severe if kept dry; it needs particularly good drainage. Echinopsis rhodotricha from Argentina, is an oval plant which in the wild can reach a height of 32 in. In cultivation it will flower when 6 in. high; the long-tubed, white fragrant flowers are about 6 in. long and 3 in. across. They are produced freely during the summer. They open in the evening. The stem is dark green, divided into ribs with stout brown spines. This is a fast growing plant and is hardy where winters are milder if kept dry. The best known is E. eyrieseii, but most specimens on the market are probably hybrids.

    Echinopsis ‘Golden Dream’ is a Lobivia x Echinopsis hybrid, a vigorous and hardy plant. It has a globular plant body, up to 6 in. across, divided into ribs with short brownish spines. Offsets form around the base. The golden-yellow flowers appear in summer; they have long tubes and are 2 to 3 in. across and slightly scented.

    Epiphyllum hybrids are examples of the `jungle’ type of cactus. They make largish plants with strap-like stems, often 2 or 3 ft. long. The flowers are 3 or 4 in. across, and appear on the edges of the stems, usually opening in the evening. Various un-named red hybrids are common; among the named specimens are ‘Appeal’ (red), ‘Bliss) (orange), `Cooperi’ (white and scented), `Exotique’ (purplish), ‘Gloria’ (orange-red) and ‘Sunburst’ (orange).

    Ferocactus acanthodes from southern California makes a cylindrical plant about 9 ft. high and 3 ft. across in nature. But such plants are very old. Seedlings and young plants make delightful pot plants; they are globular and have bright red spines, but are unlikely to reach flowering size in cultivation. The flowers, when produced are yellow and small for such a large plant, about 2 in. across.

    Gymnocalycium bruchii is a miniature cactus from Argentina which eventually clusters from the base. The globular plant body is divided by twelve ribs, bearing neat white spines, covering the plant. The pale pink flowers open in May; these are over i in. long, and since the flowering plant may be less than i in. across, it often cannot be seen for flowers. This is a very easy plant to grow and flower.

    Gymnocalycium baldianum is sometimes incorrectly named as G. venturianum. This native of Uruguay forms a plant body 3 in. across; it has nine ribs with yellowish spines. Old specimens form offsets. The flowers, produced in May, are usually deep red but occasionally specimens are found with beautiful intense pink flowers.

    Gymnocalycium platense, a native of Argentina, is a globular plant, eventually 3 in. or more in diameter. The plant body is grayish-green and is divided into twelve or fourteen ribs. These carry short whitish spines. White flowers are freely produced in early summer. This is a very hardy, easily grown plant.

    Hamatocactus setispinus is native to Mexico and southern Texas. It is a globular plant which can be as much as 5 in. across. Very old specimens cluster from the base. The stem is dark green and divided into thirteen ribs. The large satiny flowers are borne on top of the plant continuously through the summer. The petals are deep yellow with a red base. Again a very easy plant to grow and flower.

    Lobivia jajoiana grows in Argentina at altitudes of up to 10,000 ft. It is a cylindrical cactus, slow-growing, 2 or 3 in. thick forming a few offsets. The plant body is dark
    green. The spines on the new growth are red but fade to brownish with age. The deep red flowers open during the summer; they are red with an almost black throat.

    Mammillaria craigii is a native of Mexico. It is a globular plant, branching with age. Like all mammillarias, the plant body is covered with small protuberances (tubercles). These have yellowish-brown spines on their tips. The small, deep pink bell-like flowers form a circle around the top of the plant in spring.

    Mammillaria spinosissima is a Mexican plant. It is very variable; the spines may be white, yellow, brown or red. One of the most attractive forms is the variety sanguinea, with red-tipped spines. The cylindrical stem is dark green; it may remain solitary, or cluster. The purplish-red flowers open during the summer, and may be followed by bright red berries.

    Mammillaria prolifera is a widely distributed cactus, found in Texas, the West Indies and Mexico. It clusters freely, forming a ‘cushion’ of small heads about 1 in. across, covered with fine white spines. Creamy flowers appear in late spring and are often followed by orange-red berries, which are said to taste like strawberries. The heads are knocked off very easily, so the plant must be handled carefully.

    Notocactus haselbergii grows wild in southern Brazil. It forms a silvery ball, about 4 in. across, covered with fine white spines. The tomato-red flowers are carried on top of the plant in early summer. This is a hardy cactus, easy to grow, but does not flower as a seedling. Flowering-size plants are about 21in. across.

    Notocactus mammulosus, a native of Uruguay and Argentina, forms a large, globular plant, with stout yellowish spines. With age it forms offsets from the base. White, woolly buds appear at the top of the plant and open to golden-yellow flowers in early summer. It flowers profusely and will put up with cool conditions. The flowers are self-fertile and large quantities of dark brown seeds are formed.

    Opuntia microdasys is a Mexican plant, and to keep it unmarked, the winter temperature should be at least 45°F (7°C). It has flat stem segments (or pads) up to about 6 in. long. These are dotted with little collections of fine barbed hairs (glochids), which may be white, yellow or dark reddish-brown, depending on the variety. These glochids (characteristic of the opuntias) can irritate the skin. This cactus is grown for the beauty of its form and rarely flowers as a pot-plant. Given a free root run in a greenhouse bed, it produces yellow flowers in May.

    Opuntia basilaris spreads from northern Mexico to the southern U.S.A. It has pads about 8 in. long of a beautiful bluish color, dotted with collections of dark brown glochids. Branches form from the base, producing a large clump. The flowers are red, but it rarely flowers as a pot plant. There is a particularly beautiful variety, cordata, with heart-shaped, bluish-purple pads. This mostly branches from the base and remains one or two pads high.

    Rebutia calliantha var. Krainziana is an example of the compact, very free-flowering South American rebutias. It will bloom when only t in. across. The globular stems are dark green, neatly covered with short white spines. The large orange flowers are produced in rings around the base of the plant in May. This is one of the easiest of the small cacti to flower and quite an old plant will only fill a 4-in. pot, but will be covered with flowers.

    Rebutia miniscula var. violaciflora, from Argentina, is found growing about 10,000 ft. above sea level. It is a small clustering plant, and will flower when about t in. across. It is a light green in color with short ginger spines. The intense magenta pink flowers are produced from the base of the plant in April and May. They are self-fertile, and if left undisturbed, the plant will eventually be surrounded by dozens of little self-sown seedlings.

    Rhipsalidopsis rosea is an epiphyte from the forests of southern Brazil. It is a small shrub about 9 in. high, consisting of dozens of stem segments about r in. long, with short bristles at the ends. The stems vary from green to dark red. The pale pink, bell-shaped flowers, about t in. across, cover the plant during May. After flowering the plant will look shrivelled, but after a few weeks it will come into growth again.

    Schlumbergera `Konigers Weihnachtsfreude’ is one of the many schlumbergera hybrids flowering in the winter which are often called Christmas cactus. It is an epiphyte and forms a shrub, becoming pendent with age, and can reach massive proportions if not broken up and restarted. The glossy green stem segments are up to about in. long. The intense cerise-pink flowers cover the plant in the winter months, but not necessarily at Christmas. The common Christmas cactus, formerly known as Zygocactus truncatus, is very similar. It is now correctly called Schlumbergera `Buckleyi’, though still often listed under Zygocactus.

     Other Succulent Plants

    Aeonium domesticum (Crassulaceae) The aeoniums are native to the Canary Islands and are almost hardy. Beautiful specimens of these small shrubs may be found in dry warm areas of the country. A. domesticum has almost circular leaves covered with fine hairs; the yellow flowers are produced in summer. Aeoniums may be grown permanently as pot plants or planted out in a rock garden for the summer, and repotted and stored under the greenhouse staging in winter.

    Agave filifera (Agavaceae), a native of Mexico, is one of the smaller growing agaves suitable for pot cultivation. It forms a rosette about 2 ft. across, consisting of long, narrow dark green leaves, with white threads along the edges. Agaves only flower when old, and the flowering rosette dies. But new ones are formed at the base of the old plant. The flower stem is over 6 ft. high and the flowers are greenish.

    Agave parviflora (Agavaceae) is a rare plant in the wild, found in a few localities in southern Arizona and Mexico only. It forms a rosette about 8 in. In diameter, ideal for a pot plant. The dark green leaves have white markings and marginal threads. The flower spike is about 3 ft. high and the flowers are reddish. New rosettes are formed at the base of the old plant after flowering.

    Aloe jucunda (Liliaceae) is a miniature aloe, native to Somalia. The small, flat rosettes are about 4 in. across and the bright green leaves have attractive white spots, and small teeth along their edges. The pink flowers, carried on a long stem, open in spring. This aloe clusters freely and the vidual heads can be used to start new plants.

    Aloe variegata (Liliaceae) (partridge-breasted aloe) a native of Cape Province, South Africa, forms a stemless rosette, about ft. high; the dark green leaves have attractive white markings. The plant produces many offsets which are attached to the parent plant by underground stems. The small, orange, bell-shaped flowers are carried on a stout stem in March.

    Caralluma europaea (Asclepiadaceae) is found around part of the Mediterranean coast, and also in South Africa. The thick leafless stems are grayish-green. This is a summer growing plant and the tiny flowers are stemless and produced in clusters. They are yellowish with brownish markings. The seeds are carried in long horn-shaped pods.

    Conophytum flavum (Aizoaceae) comes from South Africa. The small plant bodies are green and rounded, freely clustering. The bright yellow flowers are usually produced in September or October, when they open in the afternoon. The plant should be watered when the old leaves have shrivelled, usually about August, and watering should be continued until November.

    Conophytum salmonicolor (Aizoaceae) is a native of Namaqualand, South Africa. The green plant body is about in. High and consists of a pair of united leaves. The plant clusters quite readily, and with age, a woody stem becomes evident. Its apricot-colored flowers appear early in June. It should be watered when the old leaves have shriveled (usually around the end of June) until the end of October.

    Crassula falcata (Crassulaceae) spreads from Cape Province to Natal in South Africa. Because of its striking red flowers, it is a popular florist’s plant. Ix is large, growing to about t ft., with bluish-gray leaves. The scarlet flowers are carried on a stout stem. It can be propagated from leaf cuttings.

    Crassula teres (Crassulaceae) is a miniature plant from South-West Africa. The broad leaves are closely packed around the stem to form a short column. With age the plant clusters to form attractive groups. The tiny white flowers are stemless. It should be grown in a very open compost, placed in a sunny position and not over watered.

    Duvalia radiata (Asclepiadaceae) is a smallish plant from Africa. The short, thick stem are prostrate and without leaves. The reddish-brown flowers are small and fleshy, but the horn-shaped seed pods are large and packed with numerous seeds, attached to tiny ‘parachutes’. The growing and flowering period is summer.

    Echeveria derenbergii (Crassulaceae) (the painted lady) is a dwarf plant from Mexico. It forms an almost stemless rosette about 3 in. across, which is soon surrounded by numerous off-sets. The leaves are plump and pale green with a white waxy coating. The reddish-yellow flowers open in the spring.

    Echeveria hoveyi (Crassulaceae) from Mexico, forms a short-stemmed loose rosette which soon produces side shoots, making an attractive cluster. The long leaves are gray-green with pink and cream stripes. The coloring varies with the seasons; it is at its most vivid in the spring. Full sun and not too much water help to maintain a good color.

    Euphorbia aggregata (Euphorbiaceae) from Cape Province, is a shrub about i ft. high. It is a freely branching plant which soon clusters. The leafless stems are over in. thick. The insignificant flowers are carried on thorn-like stalks which persist long after the flowers have died. This gives the whole plant a ‘spiny’ appearance, rather like a clustering cactus. The growing period is summer.

    Euphorbia beaumieriana (Euphorbiaceae) comes from Morocco, where it can reach a height of 6 ft. It is, however much smaller in pots in collections. It is a cactus-like plant with ribs and spines. Like all euphorbias, it has milky sap, painful or even dangerous in the mouth or eyes.


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    Frederick Leeth

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  • Advancing educational equity with UDL and generative AI

    Advancing educational equity with UDL and generative AI

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    Key points:

    As we all struggle down the path toward true educational inclusion, we are confronted with four pillars of equity as described by Rochelle Guiterize: Access, Success, Power and Identity.

    Educators with a mind towards equity typically excel at access. Opening doors to all students is an obvious move. However, we must continually push systems so that all students are able to be successful in spaces where they have ownership and feel a sense of belonging (identity). Otherwise, equity and inclusion are still just a dream.

    While we recognize that some of these elements require large systems change, we also want to challenge all computer science educators to be the example.Taking computer science, with its long history of exclusion, towards an inclusive future will cause ripple effects across all content areas. Utilizing the AiiCE tenets, which recommend taking approaches that are responsive to student identities (Alliance for Identity-Inclusive Computing Education, 2023) we will suggest steps towards inclusive education pedagogy with Universal Design for Learning (UDL) and generative AI thought partners. 

    A first step towards inclusive education can be done through the adoption of UDL. According to the CSTA: Inclusive Teaching Pedagogies, “UDL is an instructional planning approach designed to give all students an equal opportunity to learn by removing barriers that prevent students from fully engaging in their classroom communities” (White, 2023). However, this is a time-consuming (though worthwhile) task for already taxed teachers. 

    In the frame of working smarter, not harder, we will describe a way to start integrating UDL principles into lessons, moving toward greater equity and inclusion through the use of Generative AI (GenAI) tools. The generative model being used is ChatGPT 3.5 (for optimum use we recommend ChatGPT 4). 

    Teaching to the average student has never been effective. Our students possess a wide range of different brains, with different sensory and processing abilities. Good teachers are finding ways to meet the learning needs of all of these diverse brains within the same classroom.

    UDL uses fundamentals from neuroscience to give educators a framework to empower all learners (CAST, 2018). UDL is a process, not a product, and requires that teachers rethink their planning and delivery of instruction. Though this is not necessarily asking for teachers to do more, it is absolutely asking them to do something different. As teachers wrestle with transforming their teaching practice, generative AI offers robust opportunities. When we pair a tested, research-based framework like UDL with AI, it brings us a step closer to the goal of true inclusion of all learners in CS classes.

    Implementation of UDL requires rethinking the development and planning of lessons. Ralabate (2016) gives us five fundamental questions that allow teachers to begin to transform their practice. As teachers embrace this transformation, generative AI can be a thought partner in utilizing the five fundamental questions efficiently. These questions are around the accessibility, flexibility, lack of bias, validity, and reliability of our learning activities.

    We address the first four of these questions below, along with generative AI prompts that can be used to increase the velocity of implementing each of these questions.

    Question Description Generative AI Prompt
    Accessible Who can participate in the lesson and who can not? Please examine this lesson plan and tell me what type of student would be unable to fully participate in this lesson. 
    Flexible Student choice in how they learn and how they demonstrate learning.  Please provide multiple methods for students to demonstrate [learning target/objective].
    Free of Bias What in my learning activity is inadvertently disadvantageous to students? What components of this lesson assume similar prior knowledge to me, the instructor, or what components are…..
    Valid Does my assessment evaluate the specific learning objective I am attempting to assess? Please change the reading level of this question to a 7th grade level (choose a level that is accessible to all students)

    The final question is around reliability. Reliability measures the ability for a learning activity to meet its goals. Is the variability in my student’s performance due entirely to their performance, or is there variance that is due to the design of the activity (Ralabate, 2016). It is impossible to truly eliminate variance due to design, but it will be minimized if the first four questions are carefully considered and implemented into the design process. As a final check for reliability, GenAI can be used for triangulating grading – ask it to evaluate student data against a rubric. By comparing multiple GenAI responses with results from the teacher, we can minimize implicit bias, and ensure that the grades we are giving are authentic measures of student learning.

    Systems produce what they are designed to produce. Our education system was constructed to produce inequitable outcomes, and that is what it produces. We believe that computer science educators can rise to the challenge of the day and remake their instruction in a way that effectively educates every brain–brains that come with extremely diverse needs. We know the why (equity), we know the how (UDL), and with generative AI, we now have the means to accomplish what is demanded of the moment.

    References

    Alliance for Identity-Inclusive Computing Education (2023). AIICE IIC Tenets. https://identityincs.org/resources/aiice-iic-tenets/

    CAST (2018). UDL and the learning brain. Wakefield, MA. Retrieved from http://www.cast.org/products-services/resources/2018/udl-learning-brain-neuroscience

    Gutiérrez, R. (2011). Context matters: How Should We Conceptualize Equity in Mathematics Education?. In Equity in Discourse for Mathematics Education: Theories, Practices, and Policies (pp. 17-33). Dordrecht: Springer Netherlands.

    Ralabate P. (2016). Your UDL Lesson Planner: the Step-By-Step Guide for Teaching All Learners. Brookes Publishing.

    White, S. V., et al. (2023, June 5). Inclusive Teaching Pedagogies. Computer Science Teachers Association. https://csteachers.org/inclusive-teaching-pedagogies/ 

    Bios:

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    Rowen Elsmore, Digital Learning Specialist, Jefferson High School & Dr. Alexandra Holter, Computer Science Coordinator for K-12, Bloomington Public Schools

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  • Rising ransomware attacks on education demand defense readiness

    Rising ransomware attacks on education demand defense readiness

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    Key points:

    Ransomware attacks continue to wreak havoc on the education sector, hitting 80 percent of lower education providers and 79 percent of higher education providers this year. That’s a significant increase from 56 percent and 64 percent in 2022, respectively.

    As “target rich, cyber poor” institutions, schools store massive amounts of sensitive data, from intellectual property to the personal information of students and faculty. Outdated software, limited IT resources and other security weaknesses further heighten their risk exposure. In a ransomware attack, adversaries exploit these vulnerabilities to infiltrate the victim’s network and encrypt their data, effectively holding it hostage. After encryption, bad actors demand ransom payment in exchange for the decryption key required to retrieve their files.

    But the ramifications of ransomware extend beyond the risk of data exposure and recovery costs; attacks can also result in downtime that disrupts learning for students. The impact of ransomware has grown so severe that the Biden Administration has even committed to providing ongoing assistance and resources to support schools in strengthening their cyber defenses.

    So, while ransomware in the education sector isn’t a new phenomenon, the stakes remain high. And with both higher and lower education institutions reporting the highest rates of attacks among all industries surveyed in a recent study, the need for increased defense readiness in the education sector has never been more evident.

    3 ransomware trends disrupting classrooms in 2023

    Cybercriminals have refined the ransomware-as-a-service (RaaS) model in recent years, enabling adversaries to specialize in different stages of attack. Amid the current ransomware surge, IT and security leaders in education must remain aware of the evolving threat landscape so they can effectively safeguard their networks and systems.

    Here are some trends from The State of Ransomware in Education 2023 report that demand attention now:

    1. Adversaries are leveraging compromised credentials and exploited vulnerabilities. More than three-quarters (77 percent) of attacks against higher education institutions and 65 percent against early education institutions this year originated from compromised credentials and exploited security flaws in software.

    Although the root causes of attacks are similar across other industries, educators experienced a significantly higher number of attacks that originated from compromised credentials. The sector’s lack of adoption of multi-factor authentication (MFA) technology — a critical tool in preventing these types of attacks — likely plays a role in this trend.

    2. Educational institutions lag behind other sectors when it comes to data backups. The use of data backups is critical in recovering encrypted data and reducing downtime in the event of an attack. Still, only 63 percent of higher educational organizations use backups, falling below the cross-sector average of 70 percent. Lower educational institutions perform slightly better in this area, with 73 percent of organizations backing up their data.

    However, the use of backups to recover encrypted data decreased in the last year — a concerning trend given the high rate of ransomware attacks against the sector.

    3. Educators are paying ransoms. But should they? Education had one of the highest rates of ransom payouts of all industries, with 56 percent of higher education institutions and 47 percent of lower education institutions paying the ransom in attacks in 2023. Educators’ willingness to pay ransom often stems from factors like the critical nature of their operations and the potential impact of data exposure on staff and students.

    But paying the ransom is a risky and often costly move because there’s no way to guarantee adversaries will provide the decryption key. Even if they do, victims may still need to spend significant time and resources recovering data. In fact, paying the ransom actually increased recovery costs and lengthened recovery times for victims this year.

    Empowering educators: How to defend against ransomware attacks

    Factors like resource constraints can make it difficult to maintain comprehensive and up-to-date cybersecurity measures. But with an understanding of optimal incident response protocols and adversaries’ tools, techniques, and procedures (TTPs), you can prioritize practices and investments that bolster your institution’s defenses against ransomware.

    • Explore CISA guidelines and toolkits for recommendations and best practices when it comes to information sharing, maintaining defenses with limited resources and more.
    • Maintain proper cybersecurity hygiene through routine patching and regular reviews of security tool configurations. Don’t be afraid to lean on a third-party expert for help assessing the effectiveness of your defenses.
    • Defend against common attack vectors with tools like MFA and zero trust network access to prevent the exploitation of compromised credentials.
    • Employ managed detection and response (MDR) services to enhance your security with round-the-clock threat monitoring.
    • Leverage adaptive technologies that automatically respond to attacks to buy you response time.
    • Prepare for the worst by regularly backing up your data and maintaining an incident response plan that reflects the current threat landscape.
    • Raise awareness among staff about the dangers of ransomware and best practices they can follow to mitigate risk.

    Cyberattacks are inevitable, and ransomware is a common form of attack in the education sector. But you’re not helpless — you have the ability to exercise control over your institution’s digital preparedness.

    By adhering to best cybersecurity practices, implementing tools that defend against emerging threats, and outsourcing services when necessary, you can equip your institution to respond to potential threats in an effective and timely manner.

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    Rob Lalumondier, Vice President, U.S. Public Sector, Sophos Contributor

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  • In 2024, education will build systems that champion the science of reading

    In 2024, education will build systems that champion the science of reading

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    Key points:

    Driven in part by Mississippi’s success in improving student literacy scores, educators across the country have been discussing the science of reading and working to align their materials and practices to this research into how students learn to read. In the coming year, that broad trend will continue, with a shift to looking beyond knowledge building as schools, districts, and states begin improving capacity and creating systems aligned to the science of reading.

    Here are a few specific predictions about what that could look like in 2024 for policymakers, schools and districts, educators, and publishers.

    Policymakers

    When it comes to policymakers, much of the action related to the science of reading in the coming year is likely to be at the state level. While there are individuals at the federal level eager to know more and ready to act, there hasn’t been a lot of policy movement at that level yet.

    At the state level, policymakers and decision-makers will continue to develop guidance around the science of reading and evidence-aligned practices. Many states that have recently begun this work start with initiatives focused on building knowledge, which is a great first step. According to conversations in a community of practice that I convene with state education agency literacy leaders, a major focus will be building capacity for coaches to become the conduit between building knowledge and implementing practices aligned to the science of reading.

    I hope that they will continue to draw support from national nonprofit organizations like The Reading League, The Path Forward, and ExcelinEd, as well as tap into the expertise of those who are volunteering their time and energy with The Reading League chapters across the United States. These are people with deep expertise in the science of reading who have worked in schools as coaches and administrators, and who are eager to be resources for state education agencies and other policymakers.

    Recently, I’ve also seen a trend of people I refer to as “reading research legends,” such as Reid Lyon, Doug Carnine, and some of the researchers from The Reading League’s virtual lecture series, finding new energy and excitement as they share research to inform practices. I’m hopeful that their knowledge, experience, and expertise will be leveraged to shape and influence policy, whether it be at the state or national level.

    Schools and districts

    The move toward aligning literacy instruction with the science of reading has largely been a grassroots movement without federal support. Because of the lack of strong national guidance and support, some schools used their Elementary and Secondary School Emergency Relief funds to adopt a curriculum that purports to be the “science of reading.”

    No curriculum, however, is the science of reading, and I believe schools and districts are beginning to understand this. The science of reading is not a set of practices. It is a body of research from multiple disciplines that helps us understand how people learn to read. If a curriculum is focused only on one component of literacy development, or if a district hasn’t worked to build knowledge of the science of reading within its faculty, they may not see the kind of reading growth they’re expecting.

    To address some of those concerns, The Reading League Compass features a page for administrators to provide direction on all of the essential components required to build an entire evidence-aligned literacy system. I predict that in the new year, more administrators and other educators will focus not just on building knowledge and ensuring their materials are aligned to the science of reading, but they will go beyond to examine hiring practices, multi-tiered systems of support, assessments, the science of learning and implementation, and more. If they do, I also predict that they will be rewarded progressive and worthwhile growth in student literacy outcomes.

    Educators

    Educators, including teachers, specialists, and practitioners, have been an essential driving force in the movement to know more about the science of reading. Based on the inspiring work that has been supported by educators leading The Reading League chapters, I can confidently predict that educators will continue to be hungry to understand how to bring evidence-aligned practices and materials into their classrooms. They will continue to be empowered with knowledge of how to support their students’ literacy needs through professional development, curriculum implementation, data-based decision making, and individual learning from professional learning communities.

    Unfortunately, there has been and will continue to be a trend in media and social media attempting to discredit work connected to the science of reading, particularly by companies whose market shares are threatened by shifts in literacy learning and teaching.

    Those organizations are well-resourced and they fan the flames of dissonance by focusing on areas of misconception. The Reading League predicted this, and outlined it ahead of time in our free ebook, Science of Reading: Defining Guide. The guide explains that the science of reading is not an ideology or philosophy. It’s not a political movement or a one-size-fits-all approach to teaching. It’s not a program of instruction or a specific component of instruction such as phonics. As the backlash continues, fueled by moneyed interests and misconceptions, advocates, researchers, and educators will continue to push back on those misconceptions with scientific evidence and, in time, improved student outcomes.

    Additionally, there has been some historic divisiveness between science of reading advocates and some advocates who support diverse learners including English learners and emergent bilingual students (ELs/EBs). This year, The Reading League and the National Committee for Effective Literacy (NCEL), which is an organization that supports ELs/EBs, partnered on a joint statement on the effectiveness of the science of reading for ELs/EBs, hosted on The Reading League Compass’ English Learner/Emergent Bilingual page. I predict that in the coming year, partnerships like the one between The Reading League and NCEL will begin to help heal divisiveness and welcome new, diverse voices into the conversation on evidence-aligned literacy instruction.

    Publishers

    Publishers will continue to work toward aligning their instructional materials to the science of reading in 2024. The Reading League remains hopeful as we hear of publishers using resources, such as our Curriculum Evaluation Guidelines, to refine their materials.

    As I look forward to the new year, the success of schools, districts, and states like Mississippi’s student literacy turnaround is exciting and inspiring, but they didn’t accomplish it by building knowledge alone. They did it through a comprehensive overhaul of their approach to literacy learning. Right now, schools and districts are poised to make 2024 the year the rest of the country puts in the work to follow their example and share in their success.

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    Kari Kurto, National Science of Reading Project Director, The Reading League

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  • 5 things to know about AI in classrooms

    5 things to know about AI in classrooms

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    Key points:

    By now, we hear the term “artificial intelligence” more than a few times a day. But despite the stereotypical sci-fi depictions of AI, it has a legitimate place in today’s classrooms.

    Innovative educators and students are finding new ways to integrate AI into teaching and learning every day. Teachers can spend more one-on-one time with students when they use AI to quickly complete tedious tasks. Students, on the other hand, learn how to critically evaluate information and learn about biases when they analyze information coming from generative AI sources.

    Here are 5 ways educators are incorporating AI into the classrooms right now:

    1. This English teacher created a project-based scenario: The students were attorneys for a law firm, and the teacher is their client, bringing them this challenge: She is thinking about investing in ChatGPT. Based on their understanding and the research they’d conduct during The Crucible unit, should she? What would be the implications? The upsides and the down? Typically, at the end of a unit on The Crucible, she asks students to put various characters on trial, backing up their ideas with plenty of original evidence. This time around, she wanted them to also put ChatGPT on trial. What are its strengths and opportunities, its weaknesses and threats?

    2. These Florida-based teachers are using AI to prioritize student-centered activities: Every student needs something slightly different to learn well. When we have tools as teachers that allow us to meet those individualized needs and support the whole student, we know that learning improves. We can now use AI to customize activities that support mental health, give students more ownership over their own learning, and even provide more individualized, responsive tutoring. Your students will likely see AI showing up in their classrooms this year in ways that put them in the driving seat and help make learning feel directed precisely at them, their needs, and their interests.

    3. This educator posits that ChatGPT is now a part of learning, and teachers must accept it–with a few conditions: It is time for educators to treat ChatGPT as an unreliable partner in all assignments and to provide a way for students to let us know how much help they received. He specifies an unreliable partner because there is no way to know where ChatGPT got its information for any single response. It uses a mathematical model of likely words, not research. It’s basically auto-complete on steroids. ChatGPT is like a classmate who has read extensively and is really confident about everything they say but can’t remember exactly where they got their information from. It could be an academic publication or it could be a conspiracy website. And that is how we should treat it – a partner who sounds like they know what they are talking about but still needs to be fact-checked.

    4. A higher-ed faculty member offers insights on how to determine if generative AI has been used in assignments: Instructors at all levels should consider certain criteria to help them determine whether text-based submissions were student or AI-generated. Lack of personal experiences or generalized examples are a potential sign of AI-generated writing–for instance, “My family went to the beach in the car” is more likely to be AI-generated than “Mom, Betty, and Rose went to the 3rd Street beach to swim.” Instructors should look for unusual or complete phrases that a student would not normally employ–a high school student speaking of a lacuna in his school records might be a sign the paper was AI-generated.

    5. This school leader uses AI to help students learn history by having life-like conversations with tech-powered versions of Socrates, Gandhi, and Dr. Martin Luther King. Students can learn about gravity by chatting with an AI-powered version of Sir Isaac Newton. They can learn about art from Frida Kahlo and about WW2 by chatting with a teenage version of Anne Frank. This level of engagement was unheard of before now.

    Laura Ascione
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    Laura Ascione

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  • Newsom’s stumble on basketball court in China shows how photo ops can go wrong

    Newsom’s stumble on basketball court in China shows how photo ops can go wrong

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    Gov. Gavin Newsom’s trip to China was many things: A test of his skill in climate diplomacy. An opportunity to burnish his political image on the world stage. A demonstration of the risks of the indulgent photo op.

    That danger played out during a visit to a school in Beijing on Friday where Newsom knocked a child down after stumbling while shooting hoops. They both fell to the ground and quickly sat up. Newsom patted the boy on the back several times before giving him a hug and asking if he was OK.

    It was a cringey moment for the Democratic governor but didn’t cause injuries. Newsom, in dress shoes, a white shirt and slacks, proceeded to play with the 9- and 10-year-old children for several more minutes, spinning the basketball on his fingertip and swishing a few times.

    Then the governor’s wife, Jennifer Siebel Newsom, stepped onto the court and took a few shots herself. The Newsoms handed out California-themed pins to the kids and moved on to visit a painting class and a school garden.

    The school visit was meant to highlight Siebel Newsom’s interest in farm-to-school programs. In California, she works to get more fresh food into school meals through partnerships with local farms. The visit to the Beijing school was one stop on a jam-packed agenda in which Newsom visited five cities in seven days and met with President Xi Jinping.

    Many of his events were formulaic meetings with government officials to discuss economic development and clean energy — important work toward his goal of advancing partnerships to thwart climate change, but not particularly photogenic. Other events were clearly designed as visual spectacles meant to enhance Newsom’s image as a leader.

    In one case, Newsom’s office sent out a picture of him standing on the Great Wall wearing aviator-style sunglasses and a pensive expression as he looks toward the sun. The glamour shot quickly set the internet aflame with memes of Newsom in the same pensive pose with various fake backdrops. Among them: the Oval Office and a homeless encampment.

    Newsom’s penchant for splashy photos emerged early in his political career when, as mayor of San Francisco in 2004, he and his then-wife Kimberly Guilfoyle posed for Harper’s Bazaar magazine. Newsom’s arms were wrapped around Guilfoyle as they lay on an opulent rug in the home of the wealthy Getty family. The image has endured over the years as a visual punchline for Newsom’s critics.

    A very different photo from Newsom’s days as mayor re-emerged this week while he was in China. The mayor of Shanghai began a meeting with Newsom by presenting him with a framed photo of his visit to Shanghai in the early 2000s. Newsom was in a schoolyard, shooting hoops with local students.

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    Laurel Rosenhall

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  • NY Statues Top the List of Top 10 Most Visited Statues

    NY Statues Top the List of Top 10 Most Visited Statues

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    Travel App Visited Compiles Users’ Data to Determine the Most Popular Statues in the World. New York Statues Top the List.

    Press Release


    Dec 16, 2022

    The travel app Visited by Arriving In High Heels Corporation has published a list of the top 10 most visited statues around the world.

    Visited, available on iOS or Android, is a travel app with over 1.5 million users that allows users to mark off places they’ve been around the world. Users can also browse top travel destinations, see personalized maps and stats from their travels, set travel goals, and get printed personal travel maps. Other lists include: art museums, hiking trails and ancient sites. 

    These are the top 10 most popular statues in the world to visit, according to Visited:

    1. Statue of Liberty is the most visited statue in the world. 
    2. Charging Bull – or the Bull of Wall Street – is an iconic bronze statue on Wall Street in New York City that symbolizes a strong financial market. 
    3. David is a Renaissance sculpture in Florence, Italy, by legendary artist Michelangelo.
    4. Lincoln Memorial is a statue of Abraham Lincoln in Washington, D.C., at the U.S. capitol. 
    5. The Manneken Pis fountain sculpture in Brussels features a puer mingens, a naked boy urinating into the fountain’s basin, in what has become a whimsical symbol of Belgium. 
    6. Venus de Milo is an ancient sculpture located at the Louvre Museum in Paris believed to depict Aphrodite, the Greek goddess of love. 
    7. The Thinker is a famous philosophical statue of a thinking man by Auguste Rodin in Paris, France. 
    8. Pieta is an Italian Renaissance sculpture created by Michelangelo Buonarroti in St. Peter’s Basilica, Vatican City. 
    9. Little Mermaid is a bronze statue of a mermaid located in Copenhagen, Denmark.
    10. The Great Sphinx is a symbol of ancient Egypt that depicts a sphinx located in Giza, Egypt.

    To see the complete list of the most popular statues and over 50 bucket lists of the most popular travel destinations, download Visited on iOS or Android.

    To learn more about the Visited app, visit https://visitedapp.com

    About Arriving In High Heels Corporation

    Arriving In High Heels Corporation is a mobile app company with apps including Pay Off Debt, X-Walk, and Visited, their most popular app. 

    Source: Arriving In High Heels Corporation

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