4 Mistakes New Teachers Make and How To Overcome Them

Technology

When you step up to the front of a class as a new teacher, there’s a lot you don’t know. For many new professors, the experience goes differently than they expected, and while most do a good job, it can take a semester or two to really start to feel comfortable in the job.

I know this from my own experience from having directly supervised new college professors in the past, and from conversations with many former graduate students who go on to teach.

From all this, I’ve noticed some common mistakes that arise. Some are unique to college professors, many of whom, ironically, start teaching with far less pedagogical training than teachers at other education levels. However, some of these mistakes, I suspect, apply to all new teachers.

While most educators work through these on their own, here’s a look at the common mistakes I see, with advice for overcoming.

1. They Over-Prepare

Preparation is great; too much preparation makes the job of being an educator harder. It also eliminates spontaneity and makes for ineffective class sessions and lessons.


You may like

New teachers tend to err on the over-preparation side of things. This can mean slideshows with too many slides and too much information per slide, as well as a semester with classes planned to the minute.

Not only does this stifle creativity, but it can lead to frustration when it all doesn’t go as planned, as it will inevitably will.

How to overcome this: Often this tendency comes from insecurity on the part of new teachers. I remind them to trust their instincts and that they’re knowledgeable enough to improvise and let the class go where it will go (within reason).

More specifically, if someone is struggling with their slides, I suggest alternatives such as using digital handouts. Teachers can also focus on activities and lessons that can be more open-ended and student-driven. For example, early on I spent a lot of time lecturing about interviewing best practices for new journalists. Now I spend more time answering questions students have about conducting interviews and doing more in-class interview exercises. Students pair up and interview each other, or find people to interview on campus, etc.

2. They Think They Need To Have All The Answers

Nothing can be more terrifying as a new teacher than when a student asks you a question that you feel you should know the answer to but don’t. This was something that caused me a lot of stress when I started teaching but is not a concern now. That’s definitely not because I now have all the answers, but rather because time and experience have made me okay with not having all the answers. I’ve also increasingly grown somewhat distrustful of anyone who does claim to have them.


What to read next

How to overcome this: Embrace a mindset shift that moves from the “sage on the stage” thinking to “a guide on the side” mentality. This creates a space in which it is acceptable for you and students to say “I don’t know” and one where you can work on finding the answers together.

I also share with my students that in the spirit of Socrates, I believe one of the most intelligent things a person can say is, “I don’t know.”

3. Underutilizing Technology

So much more technology is available to educators today than many new professors realize. It is rarely a cure-all, and some so-called solutions are counterproductive. But it’s worth exploring potential options as there are many tech tools that are easy to use and can make your teaching more productive and effective, as well as save you time.

How to overcome this: Spend a little time experimenting with technology. Ask colleagues what resources they use for activities such as lesson planning and how they handle quizzes, etc.

Some technology can really make a difference. For instance, I used to waste a lot of time and paper making and printing handouts. Then I learned how easy it was to generate QR codes and started doing digital handouts instead.

4. Not Asking Enough Questions

We’re always encouraging students to do this but sometimes have trouble doing this ourselves, especially when we start.

New teachers often spend a lot of time developing class resources such as quizzes and slideshows that their colleagues have at the ready. Other educators can also offer guidance on everything from managing difficult students to creating effective class sessions and assessments. But much of this knowledge goes unutilized.

How to overcome: This one is easy: Ask more questions! Think out loud with colleagues during lunch or in conversations in the hall. Email former classmates who are teaching to see what they’ve learned and share what you’ve seen.

One of the challenges of teaching early on is how lonely the process can feel. Actively reaching out to colleagues and tapping into their experience fixes that and helps make you a better teacher in the process. It’s a true win-win.

Powerful Teaching Book Study

Technology

Powerful Teaching: Unleash the Science of Learning

Book Study for Educators

Join us for a powerful six-week book study on Powerful Teaching by Pooja Agarwal and Patrice Bain, exclusively for ALL ACCESS Members!

This study will explore how students learn, remember, and retrieve information and how we can use that science to strengthen teaching, improve long-term learning, and reduce unnecessary struggle. Together, we’ll unpack the four Power Tools, share practical strategies, and reflect on how to apply them in realistic, manageable ways in the classroom.

As a bonus, you’ll also get the Powerful Teaching Classroom Toolkit—a practical collection of quick-reference guides, planning pages, and classroom-ready tools to help you put the four Power Tools into action. It includes retrieval practice ideas, spacing and interleaving planners, a student metacognition check, a lesson makeover template, and student- and family-friendly resources you can use right away.

  • 📅 Starts September 23
  • 🏆 Earn 3 Hours PD Credit 
  • 🎁 BONUS Download: Powerful Teaching Classroom Toolkit
  • 🔑 ALL ACCESS Members Only 
  • ➡️ Get the book here

💡 How It Works:

  • Read the assigned chapters each week.
  • Participate in asynchronous discussions in the community.
  • Reflect on how to apply the book’s insights.

📚 Not a member yet? Join now and get access to the book study, exclusive PD courses, and more!

Powerful Teaching Book Study Reading Schedule

WEEK
READING ASSIGNMENT
DISCUSSION QUESTIONS POSTED
DISCUSS & RESPOND
(REQUIRED FOR CREDIT)

1
Introduction + Chapters 1–2
September 23
September 23–29

2
Chapters 3–4
September 30
September 30–October 6

3
Chapters 5–6
October 7
October 7–13

4
Chapters 7–8
October 14
October 14–20

5
Chapters 9–10
October 21
October 21–27

6
Chapter 11 + Conclusion
October 28
October 28–November 3

Note: Chapter 12, Do It Yourself Retrieval Guide, will be used as an optional resource throughout the study rather than a separate required reading assignment.

10 Reasons To Stop Giving Students A Rubric (And Foster New Learning)

Technology

For educators, rubrics have become a familiar tool to help clarify expectations, support consistent grading, and give students a sense of what successful work should look like. However, there is a downside to making a rubric, exemplar, or step-by-step checklist the starting point for every assignment: students can become very good at following directions without becoming very good at figuring things out.

As schools place greater emphasis on creativity, problem-solving, collaboration, innovation, and AI literacy, educators may want to reconsider how much structure they provide upfront. Technology makes it easier than ever to generate polished work that checks every box. The more predictable the assignment, the easier it can be to optimize for completion whether the optimizer is a student, a search engine, or an AI tool.

This doesn’t mean abandoning rubrics, but we have to be more intentional about when we use one. For many years, I have intentionally not provided rubrics for many of my leadership courses, as leaders are rarely given a clear checklist of how to complete a task in the real world.

Sometimes, the most valuable assignment is the one in which students are not entirely sure what the finished product should look like. I understand students do not like that ambiguity, but it mirrors the real world into which they will graduate.

Here are ten reasons to consider putting the rubric away and improve learning outcomes in the process.


You may like

1. Creativity Needs Room to Breathe

Give students a template, and many will use it. Give them an exemplar, and many will imitate it. Give them a detailed rubric, and many will work backward from the criteria. None of those behaviors are inherently bad but can limit the creative process.

When students have room to decide what a product should look like, how it should be organized, or which approach might work best, they must make creative decisions rather than simply execute someone else’s. If we want to nurture creativity and innovation, we need to give them something to be creative about.

Tech & Learning Newsletter

2. The Real World Rarely Provides Rubrics

Consider what happens after students leave school: A sales manager may be told to increase customer engagement; a teacher may be asked to improve student participation; a designer may be asked to solve a user problem; an entrepreneur may recognize an unmet need. Where is the rubric for any of these?

Professionals are expected to determine what success looks like, identify the constraints, develop an approach, test their ideas, and adjust along the way. Students should receive assignments that provide opportunities to build those skills before they enter the workplace.

3. Exemplars Can Become Templates

Showing students an example seems like an obvious way to help them understand an assignment. However, in my experience, it becomes a stencil for the students to copy. Instead of asking, “What could I create?” students ask, “How can I make mine look like that?” This is particularly noticeable with presentations, multimedia projects, websites, videos, and other creative products. Give a class one strong example, and you may end up with 25 slightly different versions of the same idea.


What to read next

Consider providing fewer examples and guidance to encourage and generate more possibilities and results.

4. Students Need to Experience Productive Uncertainty

Learning isn’t always comfortable, and there is value in giving students a challenge and allowing them to sit with the question: How am I going to approach this?

Allowing for uncertainty can lead to brainstorming, research, experimentation, questions, failure, feedback, and revision. These are not obstacles to learning but key to building critical thinking skills. If every assignment comes with a prescribed sequence of steps, students have fewer opportunities to develop the confidence to navigate an unfamiliar problem.

5. A Rubric Can Turn Learning into Point Hunting

We’ve all heard students ask questions such as, “How many points is this worth?” “Do I have to do this part?” or “Is this on the rubric?” Those questions are often evidence that students have learned how the system works.

By not providing a detailed rubric with specified requirements, students are more likely to ask, “How can I make this better?” instead of “Have I done everything I need to get full credit?” Those are different learning experiences.

6. AI Changes the Equation

Generative AI has made this conversation even more important. A well-crafted prompt containing the assignment directions, grading criteria, format, and desired characteristics, can produce a response designed to satisfy those requirements.

Educators should consider whether some assignments are overly optimized for compliance, and look to improve their overall approach to boost critical thinking and other skills. Many of our students can comply with instructor expectations, but that does not mean they are learning the critical thinking skills they will need to be successful.

7. Students Can Learn to Define Quality

What if students didn’t always receive the definition of a “good” product before they began?

After students explore a problem or create an initial draft, teachers can ask: “What makes this effective?” Students can analyze their own work, examine different approaches, provide peer feedback, and identify characteristics of quality. The resulting criteria can become more meaningful because students helped discover what’s needed for success.

In this model, the rubric isn’t the recipe for learning but a reflection of what students learned about quality. This reflection process will become more important as instructors and students optimize AI tools to support their learning.

8. Open-Ended Assignments Encourage Better Questions

A tightly structured assignment tends to produce tightly structured questions. Requiring an open-ended approach requires students to think about decisions rather than directions.

In a world where information is increasingly easy to access, knowing what questions to ask may be more valuable than knowing how to follow a predetermined process.

9. Teachers Get a Better Look at Student Thinking

Another benefit to removing some of the scaffolding is that teachers may learn more about how students think.

By allowing students to determine how to approach a task, their choices become evidence. One student may create a video. Another may develop an interactive presentation. A third may write an article. A fourth may devise an approach the teacher never anticipated. Those differences can reveal strengths, misconceptions, interests, and problem-solving strategies that a highly structured assignment might never expose.

10. Independence Is the Ultimate Goal

Perhaps the strongest argument for occasionally removing the rubric is simple: we want students to become independent learners. Eventually, students will encounter problems for which no teacher has provided a checklist. They will have to figure out what matters, determine where to begin, seek help when necessary, make decisions, evaluate their own work, and revise.

Students do not become independent by always being given the next step, but by practicing what to do when nobody gives them the next step. Taking off the “training wheels” of a rubric can give students the confidence and encourage them to ride off on their own!

Flipping The Rubric Script

This is not an argument against rubrics, which have an important place in education. Rubrics can make expectations clearer, support equitable assessment, help students understand feedback, and provide valuable structure, particularly when students are learning a new skill or when specific standards must be demonstrated.

Consider occasionally flipping the rubric script by starting with a compelling question or authentic problem. Let students brainstorm possibilities and give them time to develop an approach. Allow them to struggle productively. Have them share drafts and provide feedback. Then, once students have a better understanding of the task, introduce or co-create criteria for quality.

In this process, the rubric becomes something students use to evaluate and improve their thinking, rather than a checklist they use to avoid thinking.

Survival Guide For Leaders Navigating 2 Sides Of A Coin

Technology

I can vividly recall being a new leader of a middle school with raw nerves when veteran teachers charged in to see me, upset about the outfits of some students. They expected me to address this with an iron fist, and I recognized it would be one of many tests along the way to me gaining their respect. Yet it was a complex test to pass: Almost all of the complaints were about female students’ dress.

This presented two immediate problems.

First, as a young male administrator, I had real concerns about how me addressing a female student’s dress would be perceived.

Second, there was an obvious gender bias gap apparent. What about male students and some of the questionable attire they wore on a given basis? It didn’t seem to matter, implicit bias was rampant and I had to figure this out.

That was the 1990s. More recently, I have written about dress code and engaging students in the process of developing fair equitable expectations and ways to respond. But back then, there were those unflinching veteran teachers, waiting and watching–administrators would face their wrath! Many times, their concerns were legitimate, sometimes their expectations disproportionate to the issue, like the dress code police.


You may like

I learned quickly (and mostly on my own) that I had to show these teachers support or I would lose them. Even before coverage around students being “dress-coded” surfaced years later, and especially since almost none of the students being reported had any behavioral concerns, I had to balance my response. We can learn how to help kids who can be disruptive and disrespectful, if we approach it the right way.

While I saw the implicit bias all the way glaring back at me then, I couldn’t quite put a finger on it–we weren’t there yet, at least in New Jersey. I have since taught teachers about implicit bias, its natural influence on how we respond, that it is a normal part of humanity, and most importantly, that being aware of it can help us react with better impact and respect.

Come Sail Away

I learned to sail as a child. I loved it! There were a lot of survival rules to follow, the most important of which was knowing the keel was sound. This is the odd-looking apparatus hidden in the belly of the boat that sits in the water to counter waves and turns. One false move and you capsize. The same is true with balancing the strong beliefs of one party that are in conflict with those of another.

Like every administrator, new and veteran, I face the delicate balance of managing discipline between the angry teacher and the upset parent. I learned over time that while I had to remain even-handed in disciplinary decisions, the way I approached each with differing viewpoints mattered.

Consider one scenario: A student was being redirected by a teacher to play safe at recess. The student ignored the teacher and continued with aggressive actions toward others and themself. The teacher became upset and raised their voice. The student turned to the teacher and said, “You can’t tell me what to do, that’s what my mom said ….”


What to read next

Any adult redirecting a child who came across “fresh” would have understandably strong feelings. My recommendation would be to never show that side. If necessary, breathe and take a moment. That didn’t happen in this scenario. A few moments later, the student was seated in the office, hands crossed smiling as the teacher was standing over them, pointing and demanding, “Wipe that smile off your face!”

If you have been a school leader or are becoming one, you have, or most certainly will, experience something like this and it is one of the most challenging scenarios to navigate.

What made this more problematic is that the student was probably right; the parent had told her teachers can’t make her do anything.

De-escalating Psychological Warfare

On one side, I have a teacher demanding “justice,” and on the other, a parent who if approached incorrectly, is ready for a long, drawn-out fight. How do I manage the balance between them?

The first order of business was to get the teacher away from the student. This is the “Let’s take a walk back to your classroom” shift I offer. During this slow, steady stroll, I let the teacher vent. I don’t have to agree with them, but acknowledging alone goes a long way in making them feel validated. A simple but direct response, “I understand, I will take care of this,” is what I convey. Certainly, there may be a time, not at that moment but later, because they felt supported when I can offer some valuable feedback on implicit bias, temperament, etc. But that comes later.

After speaking with the student and getting their story, I explain how this was a matter of safety. I stay away from the attitude issue the teacher contested. Then it becomes about an adult acting the kids’ age. No-win situation. Upon calling the parent, I discuss with the student present so there is no “That’s not what happened!” claim from the student later that night, and then an angrier email from the difficult parent just as I’m settling in for the evening.

Talking through the incident with a focus on safety, I don’t hide that the student made comments, I just report them objectively. This parent finds that information irrelevant, as expected, and I focus the reason for discipline on safety. “I wouldn’t want her or others to get hurt,” I say. While the parent may (and likely will) try to personalize this about the teacher, I continue to steer back to the safety issue.

Ultimately, the parent cannot disagree with safety. Next, I return to the teacher and let her know, “I took care of this.” The emphasis is on acknowledging (not agreeing with) the teacher’s concern and that discipline was subsequently meted out. The teacher was satisfied and I kept the keel stable on both sides.

What’s most valuable about conveying this response in two very different ways is the psychology that both sides felt supported and heard, and we approached each very differently. Free advertising from the teacher (“He backed me up!”) and the parent (“What an understanding administrator he was!”) echoes far beyond and we win on both sides of the coin. That’s powerful yet simple psychology.

By anchoring every decision in objective principles rather than emotional conflicts, effective school leaders can satisfy both passionate educators and defensive parents, keeping the school’s keel steady through the stormiest waters.

What Effective AI Professional Learning Should Look Like

Technology

Throughout my work with educators and district leadership teams across the country, I have seen growing interest in and a need for AI professional learning. Educators want to understand what AI is, how it works, and how it can support their work, but they also want practical guidance about data privacy, academic integrity, bias, responsible classroom use, and appropriate student use. They need clear and consistent guidance that supports their practice.

A single workshop or training will not adequately prepare educators for everything they need to know and do. I have been passionate about this work for the past four years since starting my doctoral research, which focused on the need for effective AI professional development for educators.

A key takeaway from my research was the importance of ongoing, relevant, and supportive professional learning. My work with schools and educators has continued to reinforce that finding.

Effective AI professional learning cannot simply be about showing teachers the latest tools. Tools change, policies evolve, and new concerns emerge. If PD focuses primarily on a platform, what educators learn may become outdated before they have an opportunity to apply it in their practice. We need to build knowledge, confidence, and skills that educators can transfer regardless of what AI tools are available.

For years, when I provided PD, I often focused on the tools. Over time, I recognized that technologies change, and what matters most is understanding the why behind using technology. The same is true with AI. Begin by asking why an educator might use AI rather than asking which AI tool they will use.


You may like

When I work with educators, I challenge them to identify specific needs in their own practice. Do they want to differentiate instruction? Create more accessible materials? Provide feedback? Redesign an assessment? Generate ideas? Reduce time spent on repetitive tasks? Starting with an instructional need keeps the focus on teaching and learning rather than technology for technology’s sake.

Providing guiding questions helps educators decide when AI is useful and when it is not. Effective professional learning should guide teachers to ask:

  • What is the learning goal?
  • What thinking should students do independently?
  • Where might AI provide meaningful support?
  • What would be gained or lost by using AI?
  • What happens if AI completes too much of the work?

These questions will remain relevant even as the technology changes.

Connect Learning to Real Classroom Practice

Just as relevance makes learning more meaningful for students, professional learning needs to connect to educators’ actual roles and responsibilities. A kindergarten teacher, high school science teacher, school counselor, special education teacher, instructional coach, and district administrator may ultimately use the same AI platform, but they will not necessarily use it in the same way.

Professional learning should include realistic scenarios for grade levels and content areas, and provide an opportunity for participants to create something they can use right away. Teachers might revise an assignment, develop expectations for student AI use, evaluate an AI-generated response, design a differentiated resource, or create a lesson that requires students to verify AI output.


What to read next

In my sessions, educators have found it valuable to work through scenarios with colleagues rather than just learn what AI can do. Some scenarios I use include a student using an unapproved chatbot, evaluating a biased AI-generated response, considering the consequences of exposed student information, or addressing suspected AI-assisted student work.

Discussions enable educators to collaborate and think about what they would do, consider the benefits and cautions of AI, and learn together. These conversations help them leave with a clearer understanding of AI and specific next steps for their own learning and practice.

Differentiate the Professional Learning

We differentiate learning for students, so we should think similarly about professional learning for educators. Everyone needs a solid foundation in AI literacy, but not everyone needs the exact same training.

Effective professional learning should provide opportunities for educators to explore how AI connects specifically to their work. Classroom teachers may need more support with instructional design, assessment, AI literacy, and appropriate student use. Administrators may focus more on leadership, policy, implementation, and communication. Technology teams may need more time on data privacy, security, and vendor vetting.

Professional learning should also account for differences in experience and comfort with AI. Two teachers in the same department may have very different starting points. One may already be experimenting with AI while another is still learning the basics. Providing opportunities for choice and time to learn with colleagues meets educators where they are without overwhelming them.

Address Privacy, Law, and Ethics

Responsible AI use cannot be an add-on at the end of professional learning. Privacy, safety, ethics, accessibility, and legal considerations need to be woven throughout the experience.

As an educator and attorney, I frequently work with schools that have questions about student data, approved tools, vendor agreements, copyright, accessibility, and academic integrity. Many educators have expressed not having enough guidance about what information can be entered into an AI platform or how to determine whether a tool is appropriate for students.

Educators need practical guidance rather than a list of laws without classroom context. Questions to consider:

  • Why does entering identifiable student information into an unapproved platform create risk?
  • What do age requirements mean for student access?
  • What should educators look for in privacy policies?
  • Why must AI-generated content be reviewed for bias and accuracy?

Schools need consistent expectations. Professional learning should connect directly to district policies and show what those policies mean in practice.

Make Professional Learning Active and Ongoing

In schools, a keynote or introductory workshop helps to build awareness and momentum, but it should serve as the beginning of the learning process rather than the entire strategy. Ongoing support might include workshops, content- or grade-level coaching, professional learning communities (PLCs), office hours, model lessons, and ongoing conversations.

The goal is not to become an AI expert. Educators need enough understanding and confidence to make informed decisions, recognize when AI adds value and when it does not, and guide students to do the same. When this is possible, we move from simple awareness of AI and its possibilities to intentional implementation.

Include Students and Families

AI professional learning should help educators understand how students are using these technologies. Students may be employing AI to brainstorm, translate, summarize, study, create images, or complete assignments. Some students may understand the limitations of these tools, while others may trust the output without questioning it.

Ask students how they are using AI. What do they think is permitted? What do they consider cheating? When do they believe AI helps them learn? When might they be relying on it too much? What do they know about the information they are sharing with AI tools? Student voice can reveal gaps between school policies and actual classroom practices. It can also help schools develop expectations that are realistic, understandable, and responsive to student needs.

Families should be part of the conversation as well. Parents and caregivers may have questions about why AI is being used, what tools students can access, how their children’s information is protected, how schools define appropriate use, or how AI changes the expectations for student work. Professional learning should prepare educators to answer these questions.

Build Systems That Can Adapt

Effective AI professional learning should be part of a larger system that involves leadership, policy, curriculum, technology, families, and students. District leaders must communicate a clear vision, provide guidance about approved tools, and reflect on decisions as the technology changes. Schools should also evaluate whether professional learning is making a difference in educators’ confidence, classroom decisions, assessment practices, and understanding of privacy expectations.

The measure of successful AI professional learning goes beyond the number of tools educators explore during a workshop; it is what happens after the workshop. Are educators asking better questions? Are they protecting student information? Are they making intentional choices about when AI adds value?

The tools in use today may not be the tools used next year, which is why understanding the fundamentals of AI and how it enhances learning is essential before diving into specific tools. Effective professional learning is not an experience that tells educators to embrace every new tool or avoid AI completely. The best learning helps educators understand AI, its capabilities, and guides them to approach it with curiosity, caution, and confidence, with the human side of education at the center.

September Edtech Show & Tell

Technology

Welcome to the September 2026 Back to School edition of Edtech Show & Tell, in which our editors share some of the new edtech products that have caught our attention this month. These are not reviews or endorsements, but a showcase of education-friendly items, platforms, and more that we think might be noteworthy for you.

This month’s new offerings include NGSS-aligned middle school science lessons, immersion language learning, AI literacy training and much more.

Extron | DTP3 T 321

(Image credit: Extron)

The new DTP3 T 321 simplifies long-distance USB-C extension, sending video, audio, data, power, and bidirectional RS-232 signals up to 330 feet (100 meters) over a single shielded CAT 6A cable. The transmitter features a USB-C input, local HDMI output, and two USB device ports. It supports video resolutions up to 4K/60 with 4:4:4 color sampling, EDID Minder®, and HDCP 2.3.

GoGuardian | AI-powered Recommendation Engine


You may like

(Image credit: GoGuardian)

The AI-powered Recommendation Engine in GoGuardian Admin now enables district leaders with proactive policy recommendations based on student online behavior patterns. The Recommendation Engine translates student online activity into proactive guidance by turning emerging activity into governable policy, providing an AI-powered safety-net, and is built for every district, expert or not.

Magewell | Director Plus

(Image credit: Magewell)

Director Plus brings 4K production and enhanced network capabilities to Magewell’s Director family of portable, all-in-one production and presentation systems. This new model can flexibly ingest up to six 4Kp60 sources or sixteen 1080p60 sources from HDMI, USB, and IP feeds, along with media assets from connected devices and third-party software platforms. Combining powerful streaming with flexible source integration, Director Plus enables creators and production teams to build hybrid or all-IP workflows for sports, Houses of Worship, healthcare, enterprise, education, podcasts, and more.

McGraw Hill | ROAR

(Image credit: McGraw Hill)

Developed at the Stanford Graduate School of Education, Reading and Dyslexia Research Program, ROAR is designed to assess foundational K12 reading. Grounded in more than a decade of reading and neuroscience research, ROAR helps educators identify and support students with diverse reading needs, including students with dyslexia, earlier and more effectively.


What to read next

Penda Learning | Cosmos

(Image credit: Penda)

The AI-powered instructional assistant Cosmos provides scaffolded explanations, strategic hints, summaries and step-by-step coaching to help students work through science concepts and build understanding on their own. Cosmos works within the Penda Learning platform and teachers can see when and where students request help and use that information to identify areas where additional instruction may be needed.

Renaissance | Intelligence

(Image credit: Renaissance)

Renaissance Intelligence unifies assessment, instruction, practice, and curriculum in a cohesive workflow. Built on 40 years of learning science and educator expertise, Renaissance Intelligence gives teachers real-time insights and recommendations designed to help them understand where students are, determine what they need next, and personalize instruction with confidence. It includes Renaissance Assessment, Renaissance Literacy, and Renaissance Math.

Rosetta Stone | Sapphire

(Image credit: Rosetta Stone)

Built on Rosetta Stone’s Dynamic Immersion method and TruAccent speech recognition technology, Rosetta Stone Sapphire introduces a modern new interface, realistic conversation practice and powerful tools that help learners personalize their language journey. Rich imagery brings content to life, navigation is fluid and intuitive, and lessons, conversation practice and other learning resources are deeply connected, creating a sense of journey.

Squirrels | Ditto Android Receiver

(Image credit: Squirrels)

The Ditto Android Receiver software allows schools to run three capabilities — screen sharing, digital signage and emergency alerts — directly on Android-powered TVs, projectors and IFPs. Installing Ditto on compatible Android devices from Google Play eliminates the need for a separate set-top box, dongle, adapter, media player or receiver hardware.

Symetrix | Cognio C20 Smart Processor

(Image credit: Symetrix)

Built on an Intel x86 processor, the C20 brings powerful new processing capabilities to a compact, one-third rack-width device created for flexible deployment at the edge or in the rack. It supports multiple rooms through independent Signal Flow Spaces or operates with other Cognio processors and endpoints as part of a larger distributed installation. This processor-to-endpoint extensibility allows AV teams to add processing and functionality where they are needed, then expand the system incrementally as requirements change. The C20 supports VESA mounting, surface, podium, under-table, or optional rack-tray installation, letting AV teams deploy processing closer to the rooms and applications it serves.

Turnitin | Multipart Assignment Types

(Image credit: Turnitin)

Multipart assignment types is a connected experience built for student growth and learning integrity. The new workflow allows instructors to design assignments with structured checkpoints for guidance and reflection throughout the writing process. It embeds formative feedback at every stage, from initial draft to final submission, within a single workflow.

Vector Solutions | AI Literacy Training

(Image credit: Vector Solutions)

Vector Solutions’ new suite of AI literacy and workforce readiness courses is designed to help schools, districts, colleges, and universities prepare students, educators, faculty, and staff to use AI responsibly, ethically, and effectively. The training gives schools and institutions a scalable way to build practical AI skills across campus and district communities through role-specific courses.

Vernier Science Education | Vernier Connections Middle School Lessons

(Image credit: Vernier Science Education & Penda Learning)

Vernier Connections powered by Penda have expanded its online instructional platform with NGSS-aligned science content for grades 6-8. The hands-on lessons helps students explore real-world questions and engineering challenges. These span key middle school science topics, including thermal energy, light, chemical reactions, forces and motion, the Earth’s seasons, electromagnetism, sound waves, and energy transfer.

The Future of EdTech: The “Best of ISTE” Virtual Playground

Technology

Hosted by Christine Weiser, Content Director for Tech & Learning, the recent Future of Edtech webinar showcased two award-winning products and explored critical trends in K-12 technology integration.

Featuring “Best of ISTE” award winners ClearTouch and PowerSchool, the product demonstration addressed practical issues such as cost savings, implementation challenges, and the necessity of aligning new technology with human-centered instruction.

Watch the webinar on demand here

Takeaways

Trends From ISTELive 2026

Matthew X. Joseph, an award-winning district leader and longtime Tech & Learning adviser, concluded the session by sharing a few trends he noticed during the recent ISTELive 26 conference in Orlando.


You may like

“The tools and our partners like you just heard from are really critical to our work,” Joseph said, “But one thing that hasn’t changed with the evolution of technology is the importance of educators and teachers and using these platforms to enhance student learning.”

Among Joseph’s observations:

(Image credit: Future)

  • AI is moving from “Wow!” to “How?” “ISTE was a great opportunity to use some of these AI tools, but it was the human connection to how we are using them,” he said. “Moving past ‘How great it is and this is new for us’ to ‘How is this being impacted in our work, in our instruction, and for our students?’”
  • Personalization gets real. Joseph noted that personalization with AI is not about having 25 students doing 25 different things. “It’s having students get the access and content they need through the work, that they’ve input to some of the devices that you’ve seen and some of the programs that utilize the AI tools,” he said.
  • Less edtech, better edtech. Having more edtech apps and platforms can sometimes be too much of a good thing. “I think where we get into trouble is when we have fifty, sixty options and we collect apps,” Joseph said. “But then more choices mean we’re not honing in on the work and the efficiency of the tools and how they can impact student learning.”

ClearTouch 6,000 Nova Series

Tristan O’Connor, Product Solutions Manager at ClearTouch, introduced the ClearTouch 6,000 Nova Series, a panel designed to solve long-standing flat panel problems: the main board failing, the ports breaking, the backlight fading, and the overall longevity of the device.

(Image credit: Future)

The Nova Series features a core module, which is a swappable TV board and port system that allows districts to upgrade their internal hardware without replacing the entire panel. O’Connor highlighted the panel’s optical bonding technology that connects the glass and backlight with resin, preventing dust and moisture accumulation while improving color differentiation.


What to read next

“One of the cool things about the Nova series is you can use an OPS as well,” he said. “So if you want a Windows computer or a Chromebox, you can use it simultaneously with the core module.”

Beyond hardware, the Nova series integrates AI tools designed to be practical, not “scary.” A standout feature is the offline, on-device transcription and translation software, which supports more than 90 languages. This allows teachers to provide real-time subtitles to students’ devices in the classroom, bridging communication gaps for multilingual learners without requiring a constant internet connection.

PowerSchool’s Naviance

Erin Hawkins, Product Solutions Director at PowerSchool, showcased the award-winning Naviance platform, a comprehensive K-12 college and career readiness solution.

(Image credit: Future)

Naviance supports students from early elementary school through graduation, using gamified platforms for self-discovery and a special curriculum for career and financial planning. It utilizes more than eight research-backed self-discovery assessments, such as Gallup’s Strengths Explorer, to help students align their interests with future pathways.

“The good news is that the information that a student captures and engages with in the elementary solution moves with the student up to the six through 12 solution,” Hawkins said.

A significant addition is PowerBuddy, an AI-driven chat assistant available 24/7. It helps students navigate complex questions about college admissions, career paths, and FAFSA completion.

Hawkins emphasized that Naviance offers more than 115 configurable reports, allowing districts to track student milestones (such as diploma requirements or service learning hours) and export data. By integrating eDocs for transcript delivery and college applications, Naviance centralizes the post-secondary planning process so that counselors and parents can monitor student progress.

What My Freshman Daughter Taught Me About AI

Technology

As someone who writes and speaks frequently about artificial intelligence in education, I consider myself a strong proponent of its thoughtful use in teaching, learning, and school leadership. Because AI has become such a regular part of my own professional work, I was genuinely surprised to learn how little my daughter, a freshman in high school, had used it, and more importantly, how skeptical she was about its growing role in school.

Her concerns grew largely from her identity as an artist. She spends a great deal of time drawing and creating, so she is especially attentive to the ways AI-generated art may affect human artists, particularly when original work can be copied, repurposed, or used without the creator’s knowledge. What began as a conversation about AI and art quickly expanded into a broader discussion about effort, learning, creativity, and the growing dependence on AI among students.

I was struck by how mature and carefully considered her views were, especially because they differed so sharply from my own generally positive stance toward AI. Rather than trying to persuade her or correct her assumptions, I became curious about how she had arrived at those conclusions and what she was observing in school.

That curiosity led me to ask whether she would sit down with me for a brief interview. I emphasize “brief” because, like many teenagers, she has a limited tolerance for anything that feels even remotely school-related, especially when the interviewer happens to be her father.

During our conversation, I asked her what AI means to her, what she is seeing among her classmates, and whether she believes it has a constructive role in education. Her answers were candid, skeptical, and often surprisingly nuanced. While adults continue to debate what AI may eventually mean for schools, she described what it already looks like from the perspective of a student living through that change.


You may like

This article is based on a semi-structured interview with my daughter and her perspective is not intended to represent the experiences or opinions of all students. Qualitative conversations such as this can provide meaningful insight into how individual students are making sense of emerging technologies in their schools and daily lives.

AI as a Substitute for Thinking

I began by asking what came to mind when she heard the phrase “artificial intelligence.” Her answer was immediate:

“A robot who does work for you because you can’t do it yourself.”

When I asked her to explain, she continued:

“You just type in a prompt and it does it for you instead of using your own brain and doing the work yourself.”


What to read next

Her description was not quite how I would define AI, and part of me wanted to explain that a large language model does not literally think or work in the same way a person does. I intentionally resisted that urge because I wanted to understand her perspective rather than shape it. I was interested in how a freshman interpreted AI through her own experiences, not whether she could provide a technically precise definition.

Even so, her response was striking because she did not begin with the language adults often use when discussing AI. She did not describe it as innovative, efficient, exciting, or transformative. Instead, she framed it around effort and ownership. In her view, AI becomes problematic when it replaces the thinking a person should be doing. That distinction would continue throughout the interview. She was not simply asking whether AI could produce an answer, but what happens to the learner when the tool takes over the work.

Seeing Dependency Among Students

Although she said she does not really use AI herself, she described seeing it frequently among classmates:

“A lot of students in my class use it to their own advantage, saying, ‘Oh, I don’t know this question. I’m just going to use AI to do it.’”

One of the clearest examples came when her school removed student access to Google Gemini. She recalled that students immediately reacted:

“The kids started freaking out.”

When I asked why, she answered:

“Because they use AI so often, they depend on it.”

She also described the kind of response she heard from peers:

“What am I going to do? I can’t turn in my essay if I don’t have it.”

That moment captures more than frustration over losing access to a tool. It suggests that, for some students, AI may already have become embedded in the process of completing schoolwork. When the tool disappears, so does their confidence in being able to produce the work independently.

Her concern was not simply that students were using AI, but that some were becoming unable, or at least unwilling, to proceed without it.

When Grades Matter More Than Learning

Perhaps the most mature observation she made came when she explained why students might turn to AI so quickly. Rather than blaming students alone, she connected their behavior to the incentives surrounding them:

“I think a lot of the world has made getting grades more important than learning the actual stuff.”

She then put the issue even more directly:

“Grades matter more than what they actually get in their brain.”

That statement deserves serious consideration from educators. It suggests that AI use cannot be separated from the larger culture of schooling. When students believe that the final grade matters more than the process of understanding, tools that produce faster answers become especially appealing.

In that sense, AI may not be creating an entirely new problem but intensifying an old one. Schools have long struggled with the tension between performance and learning, and now AI makes it easier for students to produce polished work without necessarily developing the knowledge behind it.

Her comments also challenge educators to look beyond detection and enforcement. If students are using AI because they feel pressure to produce, then the conversation must include assessment design, grading practices, workload, and the messages schools send about what success actually means.

AI as a Tutor, Not a Replacement

Despite her skepticism, she did not reject AI completely. Instead, she drew a clear line between using AI to learn and using AI to avoid learning.

When discussing a difficult math problem, she said:

“Instead of having AI give you the answer, maybe use it properly and have it create a good step-by-step way to help you.”

She then summarized her view in a single sentence:

“It should be a tutor instead of someone to do the work for you.”

This may be the central idea of the entire interview. For her, the value of AI depends on the role it plays. A tutor explains, prompts, models, and supports. A replacement takes over the task and removes the learner from the process.

That difference is especially important for schools because it offers a more useful framework than simply labeling AI as good or bad. The better question is whether the student remains intellectually engaged. Is the tool helping the student understand, or is it allowing the student to bypass the work entirely?

Her answer was consistent: AI should help people think, not think in their place.

A Human-First View of Art

Her perspective on AI is deeply shaped by the fact that she is an artist. Drawing is not merely an activity she enjoys. It is a skill she has spent time developing, and she sees creativity as something connected to practice, effort, and personal expression.

When I asked why she had not used AI very much, she explained:

“People who use AI to make art are looked down upon, in my opinion, because they can’t draw it themselves or they have to use a robot to generate it.”

Her language was blunt, but the underlying concern was about authenticity. She values the work that goes into developing an idea, choosing how to represent it, making mistakes, revising, and improving. From her perspective, generating a finished image through a prompt can bypass the very process that gives artistic work meaning.

At the same time, she offered a more constructive possibility:

“Instead of using a bot to generate a piece of art, you can draw something yourself and then ask AI, ‘How can I make this art piece better?’”

Once again, she returned to the distinction between support and substitution. She was more open to AI when the human remained the creator and used the tool to receive feedback. She was far less comfortable when AI became the creator itself.

Her concern also reflects a broader anxiety among artists about how creative work may be copied, repurposed, or used without permission. For a young person developing her artistic identity, those concerns are not abstract but directly affect how she thinks about ownership, originality, and whether technology is respecting or erasing human contribution.

Schools May Be Responding Too Late

When I asked what schools should teach students about responsible AI use, she raised another important issue: timing.

“AI has already come out, and teachers are a bit late teaching it.”

Her point was that students have already encountered and formed habits around AI before many schools have developed clear guidance. By the time formal instruction arrives, some students may already see AI as a normal way to complete assignments.

She was also skeptical that instruction alone would change behavior:

“I don’t know if the kids would care about how they teach it. They’re still going to use it irresponsibly.”

Her response may sound pessimistic, but it reflects a practical understanding of student behavior. A single lesson on responsible use is unlikely to undo habits that have already formed, especially when those habits are reinforced by convenience, pressure, and easy access.

This suggests that schools need more than one-time AI literacy lessons. They need consistent expectations, well-designed assignments, clear boundaries, and conversations that help students understand why certain uses support learning while others undermine it.

The Role of Teachers

When I asked what role teachers should play as AI becomes more common, she was not fully convinced that AI should become a regular part of education. Still, she believed that if teachers use it, they should define its role carefully:

“They can say, ‘This is going to be a secondary tool or a helper. You can only ask questions to help you instead of giving you the answer.’”

Her use of the phrase “secondary tool” is important. She does not believe AI should sit at the center of learning. The teacher, the student, and the learning task should remain primary, while AI occupies a limited and clearly defined supporting role.

That view also places responsibility on educators. Students need more than access to a tool. They need examples of appropriate use, boundaries around inappropriate use, and opportunities to practice using AI in ways that deepen rather than replace thinking.

Her Message to School Leaders

I ended by asking what message she would give to teachers and principals.

Her response was brief and direct:

“Please don’t generate art pieces, and please have better restrictions on AI usage.”

The first part reflects her identity as an artist. The second reflects her concern that current expectations are not strong or clear enough.

Her answer also complicates the assumption that students always want fewer restrictions. Some students may actually be looking to adults to set firmer boundaries, especially when they see classmates becoming dependent on tools that may weaken their learning.

What Her Perspective Taught Me

As I reflected on the interview, I realized that her comments went beyond technology, and were about effort, creativity, integrity, learning, and what students believe school is asking them to value.

Her perspective may not represent every student, and it should not be treated as though it does. Some students are enthusiastic about AI, some are cautious, and others are still deciding what they think. Her voice matters precisely because it adds complexity to a conversation that is often framed too simply.

Perhaps what surprised me most was not her skepticism but how little she had actually used AI. As someone who advocates for the thoughtful integration of AI in education, I expected that a high school freshman would already be experimenting with these tools regularly. Instead, I found myself listening to a student who had largely formed her opinions by observing the behaviors of her classmates rather than relying on AI herself. That realization reminded me that student perspectives on AI are far more diverse than we sometimes assume.

She is skeptical, but she is not closed-minded. She objects to AI when it replaces thinking, creativity, or human effort, yet she can still imagine a constructive role for it as a tutor, guide, or source of feedback.

The consistency of her view was what stood out most. AI should explain, support, and improve. It should not take over.

Perhaps the most important lesson from our conversation is that schools should not design AI policies based solely on adult assumptions about what students need. Students are already observing how AI is affecting their peers, their classrooms, and their own sense of what counts as authentic work. We should listen to them more carefully because they are not merely preparing for an AI-shaped future. They are already living in it.

PowerPoint’s Speaker Coach Is A Harsh But Mostly Helpful AI Mentor

Technology

I was not prepared for just how much I would hate using Speaker Coach, but that doesn’t mean it wasn’t helpful.

The AI-powered speaking coach and presentation mentor built into PowerPoint is designed to help anyone, including educators and their students, improve their public speaking abilities.

I’ve always been comfortable with public speaking, and think I do a solid job. My voice carries, I speak confidently, and I feel I know how to read a crowd and respond in the moment to their moods. But I am by no means perfect. I know that I can mumble, I lose my train of thought sometimes, and when I read from a prewritten script or speech, I have a tendency to read it in a semi-lifeless robotic voice. Also, I have a bad habit of reading too much from slides, especially when I get nervous, which is why I often avoid using slides in my presentations.

Speaker Coach caught on to all these weaknesses, almost immediately, which was, frankly, a little bit disheartening. I always hoped I was being too hard on myself and that I was actually far better at public speaking than I thought. This made using Speaker Coach an unpleasant experience, but it also meant it was doing its job and could help me improve my presentations.

So overall, despite some minor issues, Speaker Coach seems to be a strong, if slightly intimidating, tool for improving public speaking. Here’s a closer look.


You may like

How Speaker Coach In PowerPoint Works

(Image credit: Microsoft)

Speaker Coach is built into PowerPoint. To access it, users access the web version of PowerPoint through a Microsoft-linked account. They then upload an existing slideshow or create a new one.

Once a user is ready to practice, they select the Slideshow tab, then choose the Rehearse with Coach option. After this, you can move through your presentation as you talk and practice with Speaker Coach monitoring it all.

As you speak, the program gives on-screen guidance by default, though you can turn off this feature. It will provide feedback such as telling you to speak more slowly, avoiding “ahs” and “ehs,” and offering encouragement that you are doing great and should keep it up.

Once you finish the presentation, you get a breakdown of your overall performance, including a wide range of useful feedback on your presentation. It will let you know, for instance, how fast you spoke and it was too rapid or too slow, and whether you read from the slides directly too often, and if so, which slides. It also offers a chart on how your pronunciation was, as well as your tone variation and your use of inclusive language, as well as many helpful details such as how long you spent on each slide.

What Are Speaker Coach’s Best Features?

Public speaking is often a vital skill for educators, but it can be a tricky one to practice. Speaker Coach offers the chance for hands-on practice with specific and actionable feedback.


What to read next

The final report is really helpful in assessing your strengths and weaknesses as an instructor. The fact that it recognized the slides I had a tendency to read too much from was fantastic.

It can also help you identify the strengths and weaknesses of different types of presentations. I practiced with scripted presentations and with unscripted ones in which I relied only on my slides. I learned, unfortunately but not particularly surprisingly, that I have too many “ums” and “ahs” when I don’t use a script. Reading from a script corrects this, but then my voice becomes more lifeless and monotone. Identifying this helps me target both concerns as I prepare for future presentations.

What Speaker Coach Features Need Work?

As I mentioned at the start, despite finding it helpful, I didn’t enjoy using Speaker Coach. Some of this is probably inherent in practicing a skill as deeply personal as speaking, but there were also design features that made this worse.

The real-time feedback tool was more annoying than helpful, and I was tempted to turn it off, which is option. If I said “ah” or “mmm” it would start scolding me, which made me feel like a kid when adults used to admonish me to “stop mumbling.” Even when it praised what I was doing, it was distracting.

Another weakness of Speaker Coach overall is that even though it was great at diagnosing the problems in speech, its suggestions for fixing these problems are limited.

It told me, for instance, to avoid saying “ah” by pausing and breathing, which I know I should do, except it didn’t offer more concrete advice on actually practicing this skill or how I might build in these natural pauses. When it came to speaking in a monotone, Speaker Coach didn’t offer any suggestions of any kind for improvement.

Overall, more detailed suggestions and/or links to resources on public speaking would take this tool to the next level.

How Much Does Speaker Coach Cost?

Speaker Coach is free with PowerPoint, which comes with most Microsoft Office plans available through schools or businesses.

Individual subscriptions range between $6.99 and $9.99 per month, depending on whether users pay annually or monthly.

Bottom Line on Speaker Coach

Ultimately, I found Speaker Coach helpful, if unpleasant, to use, but I plan on using it in the future as I try to improve my public speaking ability. I would recommend it to educators and students who are already comfortable with public speaking and looking to really hone their craft.

I wouldn’t recommend it to your average student who is working on a presentation for class because I worry the no-mercy criticism Speaker Coach provides could have a negative effect on someone who is new to presentations and likely already nervous about public speaking.

However, for the right type of educator or student with thick skin, Speaker Coach can be a helpful speaking coach.

Screen Time Is the Wrong Unit of Measurement

Technology

The recent PBS NewsHour story on why Los Angeles USD and other school districts are limiting screen time raises a real concern. Students need discussion, movement, hands-on learning, collaboration, play, and relationships. But screen time is the wrong unit of measurement for meaningful learning. It tells us how long a device was open but nothing about the quality of learning.

A student consuming social media or clicking through low-level test prep worksheets is not equivalent to a student translating text, learning to read with Footsteps2Brilliance, borrowing a book through Libby or Sora, or collaborating on a project. Those all involve a screen, but the learning value is not equivalent.

Treating these as the same in L.A. and other districts is a “L.A.zy” strategy. When schools measure time on a device instead of the task, they miss the point.

Limiting screens can limit reading

The screen time debate ignores that many students now read through school and public library platforms and apps. They listen to audiobooks and read digital books in which they can enlarge type, use built-in dictionaries, annotate, highlight, and translate. They can also borrow far more titles than a school or classroom library could ever stock.

This is mainstream reading. A 2025 Pew Research Center study found that 31% of U.S. adults had read an ebook and 26% had listened to an audiobook. Sora reported nearly 60 million student digital checkouts during the 2024-25 school year, with more than 2.76 million in New York City Public Schools.


You may like

Digital reading can also provide privacy. That matters when young people are judged for what they believe, who they are, their reading level, what language they speak, or what they want to understand. It matters even more as books are being challenged and banned. These are often books that help marginalized students see themselves and understand others.

At a time when many students are struggling to read, schools should increase access to high-interest books, not limit ways students find and read them. Paper books should be available, but print is expensive, vulnerable to loss and damage, and limited by shelf space. Digital books do not replace paper, but expand access, choice, privacy, and independence.

Less screen time for whom?

The screen time backlash treats technology as an add-on, or something schools can reduce without consequence. For many students, that is not the case. If it’s not digital, it’s not accessible.

Digital materials can support screen readers, text-to-speech, speech-to-text, enlarged text, captions, adjustable spacing, annotation tools, dictionaries, audio, translation, and more. For many students with disabilities, those tools are not extras, but essential.

But this is not only about students labeled as having special needs. Digital learning can be beneficial for everyone because we all have different needs. Students, like adults, may simply prefer writing and revising on a keyboard. Not because they need an accommodation, but because that is how they prefer to complete their work. That should matter. Choosing to listen instead of read, type or talk instead of handwrite, translate instead of guess, or enlarge instead of strain should not require a label. Technology provides a strategy to address everyone’s learning preferences.


What to read next

When digital access is treated as something only certain students get, we risk stigmatizing the very students we say we are trying to support. Better design gives all students access to flexible tools and lets students use what works.

Measure learning, not time on screens

Screen time is a weak measure of learning. A better measure is to question what students are doing. Are they consuming or creating? Clicking through drill-and-kill test prep or using tools to investigate, collaborate, translate, revise, read, and create?

That’s the point I made in Reverting to Pen And Paper Won’t Improve Learning. Better Learning Design Will. Going back to paper does not automatically make learning deeper, more active, or more human. A worksheet is still a worksheet, whether it is printed or digital.

The same is true in Devices Down Is the Wrong Goal. Sometimes devices should be down. Other times, they should be up. The decision depends on the learning purpose, not the clock.

Models that put student-driven learning into practice don’t measure screen time. These allow students to choose the tools that best help them investigate real questions, create for authentic audiences, and own their learning.

In Dr. Lou Lahana’s multimodal makerspace, students begin with an idea rather than a device. The idea might become a video, art, a coded project, a podcast, a piece of writing, or some combination. The medium follows the purpose, which will eventually be their experience when out working in the real world. That’s what screen-time limits miss.

Teachers need time and support to design active learning with technology. They also need help teaching students to manage distractions and decide when a device is useful. That requires a better model and better professional learning opportunities, not a blanket measurement.

Set the right limits

Schools should limit weak learning activities, not tools. Limit passive consumption, memorization and regurgitation, essays assigned only to prove students did the work, and drill-and-kill test prep. These do not enhance learning whether they happen with support of a device or on paper.

Before restricting screens, schools should ask what students will lose, including access to books, translation, accessibility features, student choice, and opportunities to create. Count the quality of the learning, not the minutes on the device.

What is Rumie and How Can I Use It To Teach?

Technology

Sometimes teachers need a quick, useful resource that can slot into a lesson without hours of preparation, which is exactly what Rumie is designed to provide.

Rumie Learn is a nonprofit learning platform built around short, interactive “Bytes,” with more than 2,500 published learning experiences covering everything from digital literacy and career skills to health, financial planning, and learning strategies. The platform has reached more than 2.5 million learners, with new Bytes added regularly.

This doesn’t use lengthy courses, but instead breaks down subjects into small chunks that can generally be completed in around five minutes. That makes it great for teachers looking for starters, discussion prompts, flipped-learning activities, or quick ways to introduce a new topic.

What is Rumie?

Rumie is a free online library of microlearning content designed to make useful knowledge easier to consume and remember.

The basic unit is the Byte. These are short learning experiences, generally under 10 minutes, built around a specific concept or practical skill rather than an entire subject. Rumie says its Bytes use a chunked structure intended to make learning more efficient, while its lessons commonly combine short pieces of text with images, GIFs, memes, and quizzes.


You may like

That format makes Rumie rather different from a traditional learning management system. It doesn’t have a huge course to enroll students in and work through from beginning to end. Instead, teachers can search the library for a specific idea and use an individual Byte when it makes sense for their lesson.

The library covers categories including Career Skills, Digital Literacies, Civics, Health, Business Acumen, Learning to Learn, and Innovation. More specific topic tags are also available, making it easier to find resources around particular skills or learning approaches.

Importantly for schools, the content isn’t restricted to traditional academic subjects. A teacher could use one Byte to introduce digital citizenship, another to explore critical thinking, and another to help students understand financial planning.

That gives Rumie a useful role alongside existing classroom resources rather than trying to replace them.

(Image credit: Rumie)

How does Rumie work?

The simplest way to use Rumie Learn is to search its library, find a relevant Byte and share it with students.


What to read next

Rumie also has guidance specifically for teachers on using Bytes as part of a lesson. Its recommended approach is to choose a Byte based on the skill being developed, share it with students, and then use the content as a starting point for discussion and application. That means a Byte doesn’t have to be the lesson. It can be the thing that gets the lesson moving.

For example, students could complete a five-minute Byte before class as a flipped-learning activity. The teacher can then spend classroom time discussing what students learned, challenging their understanding, and asking how they could apply the idea.

Alternatively, the whole class can work through the Byte together. Rumie’s own lesson-planning example suggests reading a Byte as a group or having students work in pairs before discussing their thoughts as a class.

This is where the short format becomes useful. A teacher can introduce a new concept without committing an entire lesson to a digital course, leaving plenty of time for explanation, debate, practical work, or assessment.

The platform is also designed around accessibility of learning rather than assuming students have hours available. Rumie describes its Bytes as quick, commitment-free learning experiences that can build toward broader skills over time.

(Image credit: Rumie)

What are the best Rumie features?

Thousands of short learning resources
The biggest advantage is simply the size and breadth of the library. Rumie currently lists more than 2,500 published Bytes, while its homepage highlights topics ranging from career skills and digital literacy to health, civics, and learning strategies.

New Bytes are published regularly, giving teachers an expanding pool of material from which to draw. That makes the platform useful when you need something specific rather than a complete curriculum.

Microlearning that fits into existing lessons
A five-minute resource is much easier to fit into a normal lesson than a 40-minute online course. A Byte can become a starter activity, homework task, revision exercise, discussion prompt, or introduction to a new topic. Teachers can also combine several Bytes around a broader theme.

Rumie’s own classroom guidance suggests using Bytes in sessions ranging from 30 to 60 minutes, with time built in for discussion and applying the learning.

Interactive content
Rumie uses visual content, GIFs, memes, quizzes, and other interactive elements to make short lessons feel less like reading a textbook. The format is designed to keep the learner moving through a single idea rather than presenting a large amount of information at once.

Content created by professionals
Bytes can be produced by corporate employees taking part in volunteer workshops, community partners, and Rumie’s own learning designers. Rumie says its learning designers plan, author, and peer-review Bytes, while the organization vets content against its standards.

Each Byte also identifies its author and, when applicable, the organization behind the content. That provides teachers with some useful context about from where a particular learning resource came.

Useful beyond traditional subjects
Rumie can be valuable for the skills that don’t always fit neatly into a timetable. Its library includes resources covering areas such as communication, career planning, financial skills, digital citizenship, mental health, and learning strategies.

Classroom-specific resources are available, covering topics such as inclusive classroom management, facilitation techniques, and accessible worksheets. That makes it a potential source of material for PSHE, pastoral learning, careers education, digital citizenship, and tutor time as well as more conventional lessons.

(Image credit: Rumie)

How much does Rumie cost?

Rumie is free to use. That’s one of its biggest attractions for teachers and schools. Rumie is a nonprofit organization whose stated mission is to make learning accessible, and its public Learn platform provides access to its library of Bytes without charging learners for the individual resources.

Separate Rumie products are aimed at organizations, including Rumie Connect and Rumie Build, which allow for the curation of learning experiences or the ability create their own microlearning content. Those are part of Rumie’s broader learning platform rather than requirements for using the public Rumie Learn library.

For an individual teacher looking for ready-made learning material, however, there’s no subscription to pay for simply browsing and using the public Bytes.

Rumie Tips

  • Use Bytes as lesson starters
    Don’t feel you need to build an entire lesson around Rumie. Find a five-minute Byte that introduces the concept you want to teach, then use it as the springboard for your own explanation or activity.
  • Try flipped learning
    Send a Byte to students before a lesson and use the classroom time to discuss it. This allows students to encounter the material before they arrive and gives teachers more time for questions and application.
  • Make students explain the learning
    After completing a Byte, ask students what surprised them, what they found useful and how they could apply the idea. This turns a short digital activity into a discussion rather than another piece of passive screen time.
  • Build a themed sequence
    Search for several Bytes around a common subject and use them across multiple lessons. Because each resource focuses on a relatively small concept, teachers can gradually build a broader learning journey without asking students to complete one enormous course.
  • Let students explore independently
    Rumie’s huge range also makes it useful for independent learning. Ask students to choose a Byte on a subject they know little about, complete it and then present the most useful thing they learned to the class.

Best AI-Powered Tutors for Education

Technology

The pace of advancement in artificial intelligence tools is breathtaking. Since the public release of ChatGPT in November 2022, multiple platforms have entered the AI arena, all vying to win adherents to their particular flavor of AI. While students may welcome the ability to quickly get answers without much work, educators and education leaders have been deeply uneasy about the potential effects of AI on learning.

With the growth of these platforms comes some desirable changes for education. One of the greatest concerns from the beginning has been its potential to disrupt genuine learning in favor of the nearly-instant answers and solutions provided by AI tools. The good news is that nearly all of the tools here are structured (in theory at least) to support true independent learning and critical thinking rather than serve as answer machines.

To learn more, continue reading — and be sure to read the full Tech & Learning reviews available for most of the listed platforms.

Best AI-Powered Tutors for Education

Gemini’s Guided Learning Mode
Rated highly by Tech & Learning writer and educator Erik Ofgang, Gemini’s Guided Learning Mode is built on the AI model LearnLM, which is designed for education. Erik tested the tool on a variety of topics, including wave equations in quantum mechanics and journalism (a subject he teaches at the post secondary level). While it isn’t perfect, Erik concluded that it’s currently “the best example I’ve seen of what an AI tutor can be.” Free.

Khanmigo
Top-rated by writers from Common Sense Media, the Wall Street Journal, and The Washington Post, Khanmigo is the AI-powered tutor from the well respected education nonprofit Khan Academy. It provides test prep, feedback on writing and facilitates deep learning—without giving answers. In addition to its role as a tutor for students, Khanmigo also offers differentiation, lesson plans, quiz questions, student groupings, hooks, rubrics, and more for teachers. The cost is a modest $4 monthly.


You may like

StudyFetch
StudyFetch allows students to upload a wide variety of materials—class notes, PowerPoints, PDFs, study sets from Quizlets, video, audio, and more—from which it generates flashcards, quizzes, games and other study aids, while its AI-powered tutor, “Spark E.” guides students through difficult concepts and encourages deep thinking. Teachers can use StudyFetch to help with lesson planning, presentations, quizzes and even train AI tutor models to their specifications. Free basic account, with weekly ($3.92/week), monthly ($7.99/month) and premium plans ($11.99 to $19.99/month).

Tutor AI
Tutor AI allows students to study nearly any topic based on learning goals, current knowledge, and preferred learning style. Unlike many other tools profiled here, Tutor AI also solves homework problems for students, providing step-by-step solutions with detailed explanations—a practice which may not support genuine learning. For educators, the platform offers the ability to create courses, customized, personalized lesson plans, flashcards and more. Free basic account and two premium levels ($13.33/month, $17.50/month).

Flint
Designed specifically for education, Flint supports student learning by answering questions, offering feedback, and providing reminders for deadlines, time limits, and follow-up activities. Teachers can create or upload content using items such as worksheets, rubrics, lessons, or external resources as needed. Best of all, teachers can set the capabilities of AI actions—from guiding to hinting to explaining—thereby ensuring real learning, rather than AI-assisted parroting. Flint’s free plan allows up to 80 users, while premium plans vary based on school size.

MagicSchool AI
Billing itself as “safe secure AI for schools,” MagicSchool AI’S SOC 2-certified and FERPA/COPPA-compliant platform is aligned with district-level privacy standards and aims to promote critical thinking while teaching kids responsible AI use. Among the more than 50 AI-powered tools for students are those created for feedback, scaffolded learning, and specific task support. Most of the customizable tools seem designed to support genuine learning. For example, the “5 questions tool” generates 5 questions on any topic to deepen student thinking, while “Math review” generates review questions to improve math skills and the AI Learning Assistant provides guidance on multiple topics without giving direct answers. The robust free basic account includes more than 50 tools, quizzes, feedback, and more.

Amira Learning Tutoring and Reading Assistant
Research-based and validated Amira Learning offers a personalized Claude AI-powered reading tutor that allows the unusual ability to listen to students reading aloud, recognize problems with fluency and accuracy, and provide real-time suggestions adapted to the student’s struggles. The standards-aligned, FERPA- and COPPA-compliant platform is available on a district-wide basis.

Class Companion
Class Companion provides personalized feedback of student work in nine subject areas, from English through biology, and extends substantial educator control options, a feature cited by Erik Ofgang as being one of its strongest. He also praised the platforms’ support for the mastery model of education, which allows students multiple opportunities to demonstrate their expertise. Free for educators; however, some features such as LMS integration are available only with a school or district subscription plan.

ChatGPT Study Mode
Rather than simply providing answers, ChatGPT’s Study mode acts as a tutor, offering responses that guide students’ learning without spoon feeding them. Aimed at college students, it employs techniques such as the Socratic method, interactive prompts, scaffolded suggestions, and knowledge checks in the form of quizzes and open-ended questions. When tested by Erik Ofgang, it earned a strong, albeit qualified, “thumbs-up.” Free for all logged-in users on the ChatGPT Free Plan, as well as paid tiers like Plus, Pro, and Team.

Microsoft Reading Coach
Reading Coach provides a personalized reading experience for learners by generating a custom story based on the student’s selection of character and setting. As the learner reads aloud, Reading Coach evaluates their speech and gives feedback on their speed and accuracy. Gamified features such as rewards, badges and streaks contribute to kids’ engagement. Fully free with Microsoft account sign in.

8 of the Best Tools To Teach Math

Technology

Math can be a difficult subject to teach because so many of its concepts are abstract. Students have to understand numbers, formulas, shapes, patterns, and relationships that aren’t always easy to visualize on a page.

The right digital tools can help bring those ideas to life. Interactive graphs, virtual manipulatives, games, simulations, and instant feedback can give students more ways to explore mathematical concepts and practice what they’ve learned.

We’ve covered plenty of math-teaching tools at Tech & Learning, ranging from comprehensive learning platforms to focused resources designed for a particular part of the curriculum. These are eight of the best, with options for different ages, abilities, and teaching styles.

Best overall math teaching tool

GeoGebra (Image credit: GeoGebra)

GeoGebra

GeoGebra is a free collection of interactive mathematics tools covering areas including geometry, algebra, graphing, statistics, probability, and calculus. Its biggest strength is visualization. Teachers can put a mathematical concept on screen and let students manipulate it, making it easier to see what happens when a value, angle, point, or equation changes.

The platform includes six main calculators covering graphing, 3D, geometry, computer algebra, probability, and scientific calculations. Students can use these to create graphs, construct shapes, explore equations, and investigate mathematical relationships.


You may like

GeoGebra also has a huge library of ready-made resources. The platform hosts more than one million math learning resources, including lessons, exercises, digital books, and interactive activities. Teachers can search by subject or use GeoGebra’s Math Topic Map to find material covering areas from arithmetic through statistics. Activities can also be assigned to students, with teachers able to see their work and progress in real time.

A teacher can demonstrate a concept at the front of the room, students can explore it themselves, and the same platform can then be used for practice or formative assessment. And there’s a big advantage for schools: GeoGebra is free for teachers and students using it for academic study and teaching.

Best for gamified math practice

Buzzmath (Image credit: Buzzmath)

Buzzmath

Buzzmath takes a game-based approach to math practice, giving students thousands of questions to work through inside a world of missions, challenges, and rewards. The platform is aimed at students ages 6 to 16 and contains more than 14,000 math questions. Teachers can assign activities to individual students or groups, with content designed to align with curriculum requirements.

Students receive immediate feedback as they work. When an answer is incorrect, the platform can provide guidance, hints, or examples before giving the student another chance. That gives students room to make mistakes and work through them without immediately needing help from the teacher.

Buzzmath also changes the numbers in its questions, so students can practice the same skill without simply memorizing an answer they’ve already seen. Teachers get reporting tools showing information such as accuracy, attempts, and time spent on tasks. This gives educators a way to identify areas in which individual students or the whole class may need more work.


What to read next

Audio narration and visual glossaries are also included to support different learning needs. For teachers looking for something that can turn additional math practice into a game, Buzzmath is a strong option.

Best for elementary math

Prodigy (Image credit: Prodigy)

Prodigy

Prodigy turns math practice into a fantasy adventure, with students answering curriculum-aligned questions as they explore a game world and develop their own characters.

The game was originally built around math and now also includes English language arts. For this roundup, though, its math offering remains the main attraction. Teachers can assign specific skills, topics, and learning objectives through the teacher dashboard. Students then encounter questions connected to those skills as they play.

The system adapts to student performance, adjusting the level of challenge as they progress. Teachers can also monitor performance and use the resulting information to identify areas that need attention.

The game works in a browser and through mobile apps, so students can use it at school or at home. The core educational content, assignments, reporting, and classroom tools are available free to teachers and schools.

A multiplayer element is also available, allowing students to play together and compare their progress. That can add a social element to practice that might otherwise feel repetitive.

Prodigy’s main appeal is motivation. Students who aren’t enthusiastic about completing another set of math questions may be much more willing to tackle these when those questions help their character progress through a game.

Best for virtual manipulatives

Polypad (Image credit: Amplify)

Polypad

Polypad is a digital mathematics playground from Amplify that gives students a large collection of virtual manipulatives for exploring mathematical concepts.

The platform includes shapes, counters, tiles, graphs, number lines, probability tools, and other interactive objects. Students can move, combine, resize, and rearrange these elements to investigate mathematical ideas on screen. This is useful for concepts that benefit from a visual or hands-on approach.

Teachers can create their own activities and set up spaces in which students can experiment with a specific mathematical idea. The relatively open design also leaves room for students to find their own solutions and approaches.

Polypad covers areas including geometry, algebra, probability, and statistics, making it useful across a broad range of middle and high school math.

For teachers who want students to experiment with mathematical objects instead of simply writing answers, Polypad offers a flexible digital alternative to physical manipulatives.

Best for real-world math

What If Math (Image credit: What If Math)

What If Math

What If Math takes an unusual approach by putting spreadsheets at the center of math education. The idea is to teach students mathematical concepts through the kinds of digital tools they are likely to encounter outside school. Students use spreadsheets to explore formulas, graphs, data, patterns, and mathematical relationships.

The platform’s Labs are spreadsheet-based lessons built around individual questions and experiments. Students can change variables and see what happens, giving them a way to investigate mathematical ideas for themselves.

Explorations are larger projects designed around problems that students can tackle collaboratively. These can combine mathematics with areas such as data science, computer science, spreadsheets, and functional thinking. That gives What If Math a strong real-world angle. Students aren’t simply learning how to manipulate equations but they see how mathematical thinking can be applied using software that is already common in workplaces.

Teachers can also use free spreadsheet tools such as Google Sheets or Microsoft Excel alongside the approach, making it possible to extend the activities without requiring specialist software. For older students, especially those preparing for further education or employment, What If Math provides a different way to connect classroom mathematics with digital skills.

Best for creating digital equations

Equatio (Image credit: Equatio)

EquatIO

EquatIO solves one of the less glamorous problems with digital math, actually getting equations onto a screen. The tool allows teachers and students to enter mathematics by typing, handwriting, speaking, or importing from an image. It can then convert that input into editable digital notation. That makes it easier to create worksheets, assessments, explanations, and digital assignments containing proper mathematical notation.

EquatIO also includes a predictive math engine. Teachers and students can type naturally and use shortcuts such as “sqrt” to create mathematical symbols without having to navigate complicated formatting menus.

The Screenshot Reader can turn mathematical notation in worksheets, textbook pages, exam questions, or online images into editable content. In Mathspace, teachers can create interactive problems and students can draw, annotate, and show their work.

Graphing is supported through Desmos, while the platform also handles scientific notation, chemistry formulas, physics symbols, and other STEM content.

Accessibility is another important part of EquatIO. Students can enter equations using whichever method works best for them, including handwriting and speech. That can make digital math more accessible while also saving teachers time when creating and marking digital materials.

Best for elementary math practice

I Know It (Image credit: I Know It)

I Know It

I Know It is a math and English language arts practice platform aimed at students in grades K-5, with a large collection of individualized exercises and activities.

The math content covers foundational areas including arithmetic, fractions, geometry, measurement, and other core elementary skills. Students work through interactive questions and receive feedback as they go. The platform uses gamified elements to keep practice moving, while teachers and parents can access progress information to see how students are performing.

The individualized approach is useful when students in the same class are working at different levels. A teacher can use the platform for additional practice without needing every student to complete exactly the same activity. I Know It can also be used for homework, independent practice, or reinforcement after a concept has been taught.

The focus here is to provide younger students plenty of opportunities to practice foundational math skills while giving teachers information about where they are succeeding and where they need more help.

Best for an all-in-one digital calculator

ClassPad.net (Image credit: Casio)

ClassPad.net

ClassPad.net is an online mathematics workspace from Casio that combines calculator tools with geometry, algebra, graphing, and other mathematical functions. It’s designed specifically for education, giving teachers and students access to many of the functions found on a physical graphing calculator through a browser.

Students can use it to work with equations, construct geometric shapes, create graphs, and explore mathematical relationships. Teachers can use the tools to demonstrate concepts or create activities for students to complete.

Because it runs online, students don’t need to carry a specialist calculator between home and school. The browser-based approach also makes it easier to share mathematical work digitally.

The platform provides a useful bridge between traditional calculator-based math and digital learning. Students can explore a concept visually, manipulate the mathematics, and see how different representations connect.

For classes where graphing, algebra, geometry, and calculator skills all feature regularly, ClassPad.net packs a lot into one digital workspace.

Best Mindfulness Apps & Sites For Schools

Technology

Mindfulness is the practice of intentional attention to the present moment, focused on observing thoughts and feelings without judgment.

Teaching mindfulness to students has provided an array of benefits, including improving learning outcomes, boosting wellbeing, bolstering self-management skills, and enhancing social awareness and relationship skills.

I try to practice mindfulness while I’m running–listening to my steps on the track (sounds like a Clydesdale), my gasps of breath (also like a horse pulling a wagon full of beer belly), my heart thumping against my ribcage–all to try and encourage divergent thinking, which I rely on to solve problems in my life and any content on which I’m struggling. I find it works, for what it’s worth.

Here are apps and free resources specifically geared to help students build mindfulness.

DreamyKid


You may like

DreamyKid is an app that is filled with meditations specifically created for children. It is self-guided so it requires very little input from teachers, making it a useful tool for the classroom. It also offers some helpful sleep-focused meditations to also be a great help for children at home. Categories are organized by ages so you can find the ideal meditations for the class group with which you’re working. Alternatively, you can filter by issues-based meditations, sports meditations, relaxing ones, affirmations, guided journeys, and more.

Calm

The Calm app offers a robust suite of online mindfulness resources focused on stress management, resilience, and self-care. It features 30 Days of Mindfulness in its Classroom resource, which includes reflection questions, scripts, and a plethora of mindfulness activities. Even if you are not familiar with mindfulness strategies, it offers a self-care guide for teachers with calm tips, images, blog postings, planning calendars, and links to videos.

Headspace

Headspace is built to help anyone find calm, although it specifically has plans tailored to educators and students. It is super simple to use so that minimal effort is required to get results — ideal for use in class where relaxing students is the aim. With guided meditations, it is built to work easily for students of ages 8 and older, but also for younger students too. It offers gamification and a selection of guided stories and sound spaces designed for younger students.


What to read next

Smiling Mind

Smiling Mind is a free meditation tool in app format that can bring calm into the classroom that students then can take out into their lives. The idea is to offer meditation, focused on thought and breath work, as a tool that students can learn from and have access to whenever they need. By offering private guidance it can help students of all ages, abilities, and emotional levels have access to a moment of calm. Teachers can download exercises to be used anywhere, so students without a decent at-home internet connection also can load up on meditation exercises to use outside of class.

Moshi

Moshi uses strong evidence-based approaches to help students down-regulate their nervous systems so they can be more available and attentive. This can be a great way to start lessons, setting everyone in the room on a similar level for calm and available attention. It includes calming stories, mindfulness, and a focus on sleep, which makes this ideal for transition periods, such as lesson beginnings or endings, as well as refusal points, or to help with sleep when needed.

Breathe, Think, Do with Sesame

Geared toward younger learners, this Sesame Street-sponsored app is designed to help children de-stress. Within it, a variety of scenarios are offered with video clips that learners move through to build skills such as problem-solving, self-control, planning, and task persistence. Additional resources and games can be accessed once the learner has completed the prerequisite activity. Activities are offered in both English and Spanish.

UCLA Mindful App

Developed by UCLA, this free app offers basic meditations in 19 different languages plus videos explaining how to get started, supportive meditation postures, and the science of mindfulness. It also provides weekly podcasts and 30-minute meditations on different theme, as well as a time if you want to meditate on your own.

Healthy Minds Program

The free Healthy Minds Program app is built on a scientific framework developed by world-renowned neuroscientists, and is based on four pillars of mental health and emotional wellbeing: awareness, connection, insight, and purpose. It offers up to 600 days of free wellbeing content to help build healthy habits.

Insight Timer

Insight Timer offers a diverse variety of meditation categories designed specifically for kids. It features more than 200,000 free tracks, with 80+ new guided meditations added daily. It uses interactive and engaging techniques for students, including storytelling, playful imagery, and guided visualizations.

Mindfulness For Kids

Mindful.org provides a variety of resources for kids, schools, and families to build mindfulness, including core practices such as family kindness meditations, parenting tips, fun mindfulness activities, and age-appropriate meditations (from short audio sessions for preschoolers to 8-minute practices for older kids) to help focus on positive moments and breathing.

5 Predictions For Tech in The 2026-27 School Year

Technology

Change is afoot. Or at least that’s the impression I get from the college writing classes I teach, as well as my conversations with educators who teach at various grade levels, and just from generally observing societal trends around education.

As we emerged from the pandemic era in education, we jumped right into the early AI era. Yet as AI skepticism mounts in and outside of education, I think/hope we’re about to enter a new era.

Though readers be warned, when it comes to predictions, I’m not exactly the Oracle of Delphi. After all, I truly thought this year was going to be a good one for the New York Mets. Even so, I do believe all of these predictions have more of a chance of coming true than the Mets do of playing in the World Series anytime soon.

Here’s how I see things playing out in the coming school year.

1. The Techlash Continues

Okay, so I’m no exactly going out on a limb with this one. But I don’t see the ongoing pushback against certain forms of technology going away any time soon.


You may like

For example, I haven’t spoken with one teacher from a district or school that banned phones who wants them back–not one. Presumably some exist, but their numbers are evidently small.

Likewise, I believe there’s a sizable consensus that even though screens of various kinds can be helpful, these don’t hold all the answers to education. The emphasis going forward, as it should be, will be on eliminating the tech that distracts from education and focusing on the tools that really and truly help students.

2. AI Cheating Declines

This is a bold prediction, I know. But I see 2026 as the peak of the “I’ll just let AI do my assignment” era that has altered education.

Going forward, particularly at the college level, I think we’re going to see more institutional responses and more cultural responses to this. Encouraging trends include the movement toward watermarking from some of the tech giants, including Anthropic, which recently announced Claude will start watermarking all text it generates.

I’m also seeing a growing sense that passing off AI as your own writing is not a thing that you should do in any situation.


What to read next

I’m confident the combination of better AI detection models and watermarks paired with more intense societal disapproval will greatly decrease the prevalence of AI cheating by the end of the school year.

Again, this is an optimistic take, but I really think the current AI writing situation can’t go on, and this is the year it finally peaks.

3. Job Anxiety Decreases

The existential dread most of us feel about the future of human-powered labor will subside by the end of this school year, and both educators and their students will breath a collective sigh of relief.

I think this will happen for the same reasons I think AI cheating will decrease. Society by and large has made their feelings clear on what we think of AI-produced work of any kind: We dislike it about as much as we disliked new Coke.

AI will continue to play a key role in research assistance and tutoring, and in areas such as vibe coding. However, as we drive unwanted AI from the classroom, we’ll also drive unwanted AI from professions it has no business in, such as writing, illustrating, and pretty much all artistic fields. This will help students better control their career paths and get rid of that dark cloud on the horizon for some.

4. The Tactile Revolution Will Continue (And Obviously Won’t Be Televised)

The pen and papers that many educators have turned to in a desperate effort to guard against AI misuse are not going back in the desk. Students won’t need to write by hand to prove they’re not using AI going forward, but I don’t anticipate this trend going backward as many educators have realized there is something important and beneficial in the tactile experience. Education in the post-COVID era has gotten a little bit away from it, but more hands-on lessons with objects students can touch and feel has staying power.

For me, I’ve realized the value of getting writing students to create a piece of work that exists in the real, non-digital world. Whether that’s a handwritten note or a printout, changing the medium helps students engage differently, and sometimes connect with their writing in a more meaningful way.

5. The Next Big Thing Is Coming

Forgive me for the vagueness of this one, but with AI use and abuse hopefully maturing in the coming school year and the post-COVID period moving more firmly behind us, I think the field of education is poised to enter a new era of some type. I don’t know what this will be. I just get a strong sense of transition in higher education due to changing demographics and declining enrollment. I think some of that will trickle down to K-12.

I also think this shift will involve some type of truce between the techlash and AI, and hopefully incorporate the best of both worlds.

Ultimately, I’m not sure exactly what the future holds, but I’m confident a new era is dawning. Here’s hoping we can learn some lessons from the past when it does.

8 of the Best AI Teaching Tools

Technology

AI teaching tools have moved well beyond simple chatbots, with the best options now offer teachers practical help. That can mean lesson planning, assessment, differentiation, feedback, and classroom management. Some put AI directly into students’ hands as a learning assistant.

The challenge is knowing which ones are actually useful. Countless AI tools now promise to transform education, but vary wildly in what is offered, designs for schools, and how much work teachers still need to do themselves.

These are some of the best AI teaching tools we’ve covered at Tech & Learning, selected for the different ways they can support educators and students. Some are designed primarily to save teachers time, while others are built to give students more personalized or interactive learning experiences.

From creating an entire lesson to helping a student practice a speech, these tools show just how broad AI’s role in education has become.

Best AI teaching tool overall

EdCafe AI

EdCafe AI (Image credit: Edcafe AI)

Edcafe AI is one of the more complete AI platforms for teachers because it aims to cover the entire teaching cycle rather than focusing on one particular task.


You may like

Teachers can use it to plan lessons, create learning materials, assign activities, and assess student progress, all from the same platform. Existing resources can also be uploaded so the AI can work from the material a teacher is already using rather than starting from scratch.

This is helpful when time is of the essence. A teacher can upload a document, presentation, or curriculum material and use AI to turn that into lessons, quizzes, or activities that can then be shared with students.

Tools are also available for differentiation, including chatbots that can be tailored to different abilities or subjects. Teachers can then monitor engagement and performance, creating a feedback loop that can help inform future lessons.

For teachers looking for one AI platform rather than a collection of separate tools, Edcafe AI is a great option.

Best for personalized learning

Flint (Image credit: Flint)

Flint

Flint takes a different approach by combining an AI teaching assistant with an AI tutor for students.


What to read next

Teachers can use the platform to create lessons, activities, and feedback, while its Sparky AI tutor gives students individual support as they work. The teacher remains in control of how much help the AI is allowed to provide, which is useful when you want AI to guide students without simply handing them answers.

Teachers can upload worksheets, rubrics, lessons, and other resources and use those as the foundation for AI-generated activities. Students can then work through those activities, ask questions, and receive support along the way.

The personalized element is great here. It doesn’t expect an entire class to work through the same material at the same pace, but can provide additional support when individual students need it.

Teachers also get analytics and engagement information, while school-level controls and integrations make this suitable for wider deployment.

If you want to use AI to move toward more personalized instruction, Flint is a top choice.

Best for lesson planning

Eduaide.Ai (Image credit: Eduaide.Ai)

Eduaide.Ai

Eduaide.Ai is built specifically around the jobs that take up teachers’ time, making it a useful AI assistant for planning and creating classroom resources.

The platform can generate more than 100 types of teaching resources, including lesson plans, worksheets, quizzes, assessments, vocabulary lists, problem sets, escape rooms, and role-playing scenarios.

This doesn’t rely on an open-ended chatbot prompt, so teachers can select the type of resource they want and provide the information needed to create it. That makes the process more straightforward for educators who don’t want to spend time learning how to write elaborate AI prompts.

It also offers a built-in editor, so teachers can refine the generated material without leaving the platform. Support for more than 15 languages adds another useful layer for language teaching and multilingual classrooms.

Eduaide.Ai is less about giving students an AI chatbot and more about giving teachers an AI-powered resource creation assistant. It’s ideal when the goal is to spend less time making teaching materials and more time using them.

Best for student AI interactions

SchoolAI (Image credit: SchoolAI)

SchoolAI

SchoolAI is designed specifically for education, with AI tools intended to support both teachers and students.

Teachers can use it to create tailored lesson plans, quizzes, and worksheets, with automatic alignment to educational standards. Students can then interact with AI in a more controlled environment rather than simply being handed access to a general-purpose chatbot.

SchoolAI is designed around the idea that AI can provide personalized support while still sitting inside a teacher-controlled classroom environment. The platform can adapt learning experiences to individual students, helping provide something closer to one-to-one support without requiring a teacher to spend one-to-one time with every child.

SchoolAI also highlights its FERPA, COPPA, and SOC 2 compliance, giving schools additional reassurance around its use in an educational environment. For teachers who want students to use AI rather than simply have AI create resources behind the scenes, SchoolAI is one to investigate.

Best for creating teaching materials

Almanack (Image credit: Almanack)

Almanack

Almanack is an AI assistant designed specifically for educators, with a focus on turning prompts into classroom-ready resources. Teachers can create slide decks, worksheets, lesson plans, quizzes, tests, games, and report card comments. It can also help with longer-term curriculum planning, giving it uses beyond simply creating a single lesson.

One of the top features is differentiation. Teachers can create multiple versions of a resource for different ability levels without having to start again each time. Almanack can also translate resources, which could be useful when working with multilingual students or creating materials for English-language learners.

The platform is standards-aligned and designed so that AI-generated content is created for teachers rather than being delivered directly to students. That leaves the educator in control of checking and refining the material before it reaches the classroom.

Like any generative AI tool, Almanack still needs a human check. But if creating teaching materials is eating into your preparation time, it can take a lot of the initial work off your plate.

Best for standards-aligned teaching

Teachally (Image credit: Teachally)

Teachally

Teachally uses AI to create personalized teaching resources while keeping curriculum and standards at the center. The platform can generate lesson plans, teaching guides, and assessments based on the subject, class, and individual learning requirements. It is designed to support differentiation, so teachers can create material that better suits students working at different levels.

One of its biggest selling points is its extensive standards alignment. Teachally supports hundreds of thousands of state and national standards, allowing teachers to connect generated resources with the requirements they’re actually teaching. The platform also supports translation into more than 100 languages, giving it potential uses in multilingual classrooms.

That combination of AI generation and standards alignment makes Teachally useful for teachers who don’t just want an AI-generated lesson, but want something that fits into the curriculum they already need to deliver. It’s another good example of AI being used as a teaching assistant rather than a replacement for the teacher.

Best for public speaking

Yoodli (Image credit: Yoodli)

Yoodli

Yoodli takes AI into a more specific area of education, helping students become better speakers. The platform acts as an AI speech coach, allowing students to practice presentations, speeches, interviews, and other speaking activities privately before performing in front of a real audience.

Students can record themselves speaking and receive immediate feedback on things such as pacing, filler words, word choice, and body language. They can see specific areas to work on rather than simply being told that a presentation needs improvement.

Teachers can also create custom role-playing scenarios and learning activities, while Yoodli’s AI Tutor can hold conversations with students and ask follow-up questions. This makes it useful for English, public speaking, presentations, interview preparation, and English-language learners.

The biggest benefit is the opportunity to practice without the pressure of an audience. Students can make mistakes, try again, and improve before they have to stand up in front of the class.

Best for teaching how AI works

Teachable Machine (Image credit: Google)

Teachable Machine

Teachable Machine is different from most of the tools on this list because the AI isn’t simply there to help the teacher. Instead, it lets students actually experiment with machine learning.

The Google tool allows users to train simple AI models using images, sounds, and movements. Students can provide examples, train the system, and then see how it responds to new information. This offers a super accessible way to demonstrate what machine learning actually means. Rather than explaining algorithms purely through theory, teachers can let students experience the process of training an AI system for themselves.

Educational resources are also available that can be used alongside the platform to explore topics such as algorithms, data, and AI ethics. For example, students can create an algorithm designed to identify their preferred type of sandwich, then examine why the system produces particular results. This opens the door to discussions around training data, bias, and the way algorithms can influence outcomes.

And there’s no subscription to worry about as Teachable Machine is completely free to use and doesn’t require users to sign in. For teaching AI literacy rather than simply using AI, it’s hard to beat.

What is Atlas and How Can I Use It To Teach?

Technology

Atlas is an AI-powered learning platform designed to help students study more effectively by providing personalized support across subjects. Unlike a simple chatbot, it aims to become a study companion that can answer questions and more. It helps to explain concepts, summarize documents, create revision materials, and even work with a student’s own course content.

To minimize the risks of overreliance or academic dishonesty, Atlas positions itself as a platform built specifically for learning, with features designed to encourage understanding instead of simply producing finished answers.

Students can upload class notes, PDFs, presentations, and assignments, allowing Atlas to provide responses based on their own learning materials rather than generic internet information. The platform also supports lecture recordings, helping students revisit lessons and generate summaries or revision resources after class.

For educators, Atlas is an example of how AI is evolving beyond general-purpose chatbots into subject-focused learning assistants. While it shouldn’t replace classroom teaching or critical thinking, it can help students review difficult topics, organize information, and prepare for assessments when used appropriately.

Here’s everything you need to know about Atlas and how teachers can use it to support learning.


You may like

What is Atlas?

Atlas is an AI study assistant designed to support students throughout the learning process. It works across a broad range of academic disciplines, including mathematics, science, history, literature, languages, economics, and more.

Students interact with Atlas through a conversational interface similar to other AI chatbots. However, the platform places greater emphasis on learning by allowing users to upload their own educational materials and receive answers based on those resources.

This means a student can ask questions about a textbook chapter, a teacher’s presentation, research papers, or their own lecture notes. Atlas can then explain concepts, summarize information, identify key themes, generate quizzes, or create revision flashcards tailored to that material.

The platform also supports image uploads, allowing students to ask questions about diagrams, handwritten notes, worksheets, or mathematical problems.

Responses can reference a student’s own course content, so Atlas can often provide more relevant support than general AI assistants that rely solely on their existing training data.


What to read next

(Image credit: Atlas)

How does Atlas work?

Atlas uses large language models alongside retrieval techniques that allow it to search through documents and resources uploaded by the student.

After creating an account, you can upload PDFs, Word documents, PowerPoint presentations, research articles, lecture slides, handwritten notes, or images. These materials become part of the student’s personal knowledge library.

Instead of answering every question using general AI knowledge alone, Atlas can search those uploaded resources and incorporate these into its responses. This helps students receive explanations that align more closely with the material they are actually studying.

Students can also upload lecture recordings. Atlas generates transcripts, produces summaries, highlights key concepts, and creates revision notes from the recording, reducing the amount of manual note-taking required after class.

Another useful feature is its ability to generate study resources automatically. After analyzing uploaded content, Atlas can produce flashcards, quizzes, practice questions, and condensed revision guides that students can use before exams.

For mathematics and science subjects, Atlas is capable of breaking problems into multiple steps rather than simply displaying an answer. Teachers may find this particularly useful when encouraging students to understand problem-solving processes instead of memorizing solutions.

The platform also supports essay planning and writing assistance. Students can brainstorm ideas, organize arguments, identify supporting evidence, improve structure, and refine drafts.

Atlas can also connect with learning management systems such as Canvas, allowing students to organize coursework and access AI support within the context of their classes.

What are the best Atlas features?

Personalized learning using uploaded resources
One of Atlas’s top features is its ability to answer questions using a student’s own learning materials. It doesn’t just offer generic explanations, but instead can reference lecture slides, course readings, textbooks, and notes that have been uploaded to the platform. This makes responses more relevant to individual classes and assignments.

Lecture summaries
Students can upload recorded lectures and generate summaries, transcripts, key takeaways, and revision notes.

This can help learners revisit lessons, and is especially useful if English is an additional language or if they need extra time to process complex material.

Automatic flashcards and quizzes
Atlas can convert notes and documents into revision materials without requiring students to build flashcards manually. Teachers could encourage students to use these self-generated quizzes as formative assessment before classroom tests.

Step-by-step problem solving
Rather than simply producing answers, Atlas can explain the reasoning behind mathematical calculations and scientific concepts. This makes it more useful as a tutoring tool when students need additional support outside lesson time.

Essay support
Students can brainstorm ideas, organize essays, improve structure, summarize research, and refine written work.

Teachers should make clear expectations around academic integrity so AI supports learning rather than replacing independent writing.

Course organization
Because Atlas stores uploaded learning materials in one place, students can build a searchable knowledge base throughout the school year. Instead of searching through multiple folders, notes, and documents, they can ask questions directly about their existing resources.

(Image credit: Atlas)

How much does Atlas cost?

Atlas offers a free plan that includes daily AI usage limits, allowing students to upload course materials, generate summaries, create flashcards and quizzes, and chat with their documents.

Those who need more extensive access can upgrade to Atlas Pro, which removes many of the usage limits and provides significantly more AI interactions for intensive studying.

Atlas also offers weekly, monthly, and annual subscription options, with prices varying by region and platform. At the time of writing, U.S. subscriptions range from $9.99 per week to $19.99 per month, while a yearly plan is available for $129.99 through Apple’s App Store.

Educators should check the Atlas website or app for the latest pricing before recommending the service, as subscriptions and regional pricing may change.

Atlas Tips

  • Encourage students to upload class resources
    Students will generally receive more useful responses if Atlas can reference the same materials used in class rather than relying entirely on general knowledge.
  • Use AI-generated quizzes for revision
    Ask students to create practice quizzes from lesson notes before a test. This encourages retrieval practice while reducing preparation time.
  • Compare AI explanations with classroom teaching
    Have students compare Atlas’s explanations with textbook content or classroom instruction. This helps develop critical thinking while reinforcing subject knowledge.
  • Teach responsible AI use
    Discuss when AI can support learning and when independent work is expected. Clear classroom expectations help students use the technology ethically.
  • Remind students to fact-check
    Like all generative AI tools, Atlas can occasionally provide inaccurate or misleading information. Encourage students to verify important facts using trusted academic sources before relying on AI-generated responses.

What Are Outcomes-Based Contracts and Why Do They Matter?

Technology

We talk with Brittany Miller, Chief Innovation Officer and Executive Director of the Center for Outcomes Based Contracting, Southern Education Foundation about outcomes-based contracts and why they matter for students. You can enjoy Miller’s engaging insights into these important topics during The EdExec Exchange: Critical Issue Roundtable Discussion at the upcoming EdExec Summit, taking place September 10-11 in Chicago.

“We’ve learned over time that in order to develop a strong contract between a district and provider, there is a misconception that the contingent payment is all there is to it,” Miller says. “You can’t simply make part of the money contingent on outcomes and everything will work for kids. First, we must identify who the students are you want to serve and what program is best going to serve those students from the research and evidence base that exists for particular products.”

At the nonprofit Center for Outcomes-Based Contracting, the work is focused on supporting school districts and their service providers with contracting so that a minimum of 40% of payment to the provider is contingent on meeting agreed-upon student outcomes, says Miller.

She adds that the organization provides technical assistance, field insights, research and policy references, such as their policy document on high-impact tutoring, to help the field grow in their practice of outcomes-based contracting. Open-source resources are also available via the website, aligned with standards of excellence developed from research, to move the needle for student learning.

Defining the success outcomes and metrics that are most important for the district, state or student’s individual learning experience is the next step.


You may like

“Contingent-outcome payments create a structure for how the contractual agreement will work,” Miller says. “The real power in the work comes with mutual accountability and continuous improvement work. Outlining who is in charge of what elements upfront, before services are delivered, develops a theory of change for implementation that we are contractually committing to across the partnership to achieve those student success outcomes.”

Miller says the actual contract is typically between the district and service provider, or in some cases between the state granting organization and the service provider on behalf of districts, which is a healthier, clearer partnership than a typical instructional services contract.

Both vendors and districts come to Miller’s organization wanting to learn how they benefit from and create these contracts.

“We have a district contract accelerator that districts can enroll in to create a contract, as well as a provider learning series where we help providers understand the model and what their go-to-market strategy can be,” she says.

5 Domains Essential to Outcomes-Based Contract Success


What to read next

  • Clearly defined population and program.
  • Clearly defined outcomes and metrics.
  • Contingent outcomes payments.
  • Mutual accountability.
  • Continuous improvement.

Dollars and Sense in Edtech Contracts

A real strength of the outcome-based contract model is to increase efficiency and get more bang for the edtech budget buck.

“Our goal is not to lessen the number of dollars going into education,” Miller says. “Education needs to be well-funded, but we are in a tight spot right now in the current market. Now is even more important to make the best use of not only district dollars, but of our most precious resource of all — teacher and student time. That resource is irreplaceable.”

Students only have so much time in the classroom with their teachers, so the question becomes how to use technology in a way that enables stronger teaching and learning to happen in the classroom.

“We want to support what the teacher is already doing,” Miller says. “It’s a real opportunity to make sure that classrooms are using purpose-built education technology instead of consumer-built technologies that aren’t focused on student learning in the same way.”

Outcome-based contracts are a way for providers to differentiate themselves in this current tighter marketplace.

“It makes a big impact to say, ‘We know that our product can be really effective for students, so we’re willing to put our money where our mouth is,’” Miller says. “The reason providers are willing to do this is there are mutual accountability responsibilities on the district side which are also contingent for payment. Districts have to make sure students are using the technology as it was intended, based on provider research.”

This element of the contract leads to much higher rates of usage, which is aligned with the implementation integrity required to achieve successful student outcomes.

“In our first national edtech cohort, we had 69% of contract-enrolled students meet the dosage requirements as recommended by the provider,” she says. “That’s a far cry from the 5% problem we normally see and really speaks to how following recommended guidelines can create more cohesive and successful implementation in classrooms.”

(Image credit: The Center for Outcomes-Based Contracting)

Outcome-Based Contracts and Accountability

One area everyone can agree with is that students deserve the best edtech for their needs.

“The real goal here is to get away from the finger-pointing that happens when contracts go wrong,” Miller says. “We need to delve into being accountable to whom we ultimately intend to serve, which is our students. When you can include clear outcomes with measurement modes and standards-of-excellence elements into the contract on the front end, it creates ideal conditions for students to be served.”

An outcome-based contract lays out the means of arriving at that end goal for all stakeholders.

“Knowing how the accountability metrics work can be a really powerful agent for change,” Miller says. “It translates what the value proposition is into something the whole ecosystem understands. It also proves to be a powerful mechanism when it comes to board approvals for contracts. We’ve started to see providers use this as a proactive strategy in order to make themselves better known in the market. It’s really valuable for school boards who must answer where the dollars went and the outcome questions that are actually much more complex than people assume.”

Perhaps the service provider will only get 60% up front, with the remaining 40% being contingent on meeting agreed-upon outcomes. Either the student outcomes are met and the provider will get paid that full amount, or the student outcomes are not met and the provider will get paid less than that full amount.

“A really common misconception is that it’s all or nothing,” Miller says. “It’s a per-pupil price at the outcome level, with multiple outcomes that every student can achieve. We’re detailed and clear about serving individual students effectively with the technology in the classroom and ensuring the provider is being compensated for each of those outcomes. This personalization de-risks the contract for everybody involved.”

Miller is seeing a massive shift in the tides and stronger contract renewals in places where they are otherwise cutting back.

“Districts can negotiate an outcomes-based contract with their current providers to make sure that they’re still serving students, with a proof point for why it’s important to keep that product in the classroom. It’s much harder to pull that service out of classrooms when they can show the success through data,” she says.

Miller says there’s a lot of interest in the model from districts, providers and the philanthropic community that invests in the classroom.

“What we’re most concerned about is that quality is maintained as the model scales,” she says. “The way to do that is through those standards of excellence.”

Assessment After AI: Designing Student Work to Show Real Thinking

Technology

As a longtime educator, I’ve spent a great deal of time designing assessments that promote student choice and voice and enable students to truly show what they know and can do. However, with the rise of artificial intelligence in education, deciding how to assess students has become more challenging.

Students may have access to AI both in and outside of our classrooms. It can generate summaries, write essays, provide explanations, create outlines, and offer feedback within seconds for them. AI can help learning, but it requires educators to think beyond traditional assessments that worked well before AI.

A major concern is that students will cheat or that assessment is broken. Rather than focusing only on how to stop students from using AI, we need to design tasks that make students’ thinking more visible. When an assignment asks students to explain their decisions, reflect on the process, make connections, analyze feedback, defend their thinking, and revise their work, learning becomes harder to outsource.

Making this shift matters because if students are only assigned to choose an answer, write a paragraph, create a presentation, or design a final product, AI can do these tasks for them.

Providing guidance for students on how to responsibly use AI is also critical.


You may like

Moving Beyond Product-Only Assessment

For years, assessments in my classroom were often built around a final submission such as an essay, project, test, or presentation. I would evaluate it, provide feedback, and move on. These all have value because students build skills in communication, organization, critical thinking, and reflection.

However, what students submit may not fully demonstrate their learning. A well-written essay does not necessarily show understanding. A correct answer does not reveal whether the student can explain the reasoning or simply guessed or used AI. A well-designed presentation does not prove that the student made the design choices on their own. For these reasons, the assessment design needs to be more intentional.

Educators need to look at what the student created, consider how they got to that point, what choices they made in the process, what information was used, how they revised their work, and what I think is important, is what can the student share about their learning. Did the student use AI (if permitted), and how?

Using these reference points will shift assessments from being a simple, quick check of understanding or task completion to showing deeper learning and content retention.

Shifting to More Visible Thinking

Finding ways to make thinking visible takes a little time at first, but it is how to truly see a student’s learning journey. To start, educators can set up a series of checkpoints. Rather than asking students to only submit a final essay, for example, teachers might ask for various artifacts from their work. Students could provide their initial question, a claim, a draft, a peer feedback reflection, revisions made, and a final explanation of what changed. These components encourage students to notice their own thinking.


What to read next

Educators can also ask students to explain their thinking and choices made. Why did they select this source? Why did they organize the project in this way? Why did they reject one idea and keep another? Why did they make the revisions they did?

These explanations can provide greater insight than the final product alone.

In their work, students can show their thinking through annotations, peer discussions, drafts, concept maps, note-taking, reflections, and even demonstrations. The format may vary depending on the task, but the goal is to have students explain their learning.

Rethinking AI Use and Academic Integrity

A valid concern is that AI makes it harder to understand what students actually know. However, if we ban the use of AI entirely, it won’t prepare students to use these tools responsibly.

Instead, educators should create clear expectations around when AI is and is not permitted and model this for students to show how it can be an impactful part of their learning experience. Not every task should involve AI. Students still need opportunities to think, write, create, and problem-solve without relying on a tool. However, students also need guidance in how to use AI thoughtfully, ethically, and transparently.

I have found it to be helpful to design assignments with different levels of AI use. Teachers can build AI expectations directly into assignments. Directions might say, “AI may be used for brainstorming but not for drafting,” or “You may use AI feedback, but you must submit your original paragraph, the feedback, and an explanation of your revisions.” This turns AI use into part of the learning process rather than a hidden behavior.

Establishing a structure such as this helps students understand that responsible AI use is not “all or nothing” but instead depends on the purpose of the task they are being assigned.

Transparency is key. If students use AI, they should be able to say how they used it. Did they ask for topic ideas? Did they use it to clarify vocabulary? Did they compare explanations? Did they request feedback on the organization of their writing? Did they ask for a revision?

Requiring a short AI use note can help students reflect on their choices and help teachers better understand the learning process.

Assessments Should Include Conversations

A powerful assessment tool is conversation. When students talk about their work, teachers can sense understanding, confusion, confidence, and growth in ways that are not always visible on paper.

Not every assignment needs a formal presentation. Having short conferences with students can be meaningful. When a teacher asks a student to talk about the strongest part of their work, an area where they struggled, or even what they would change if they had more time, these questions provide more insight into student thinking. And these are also great ways to build relationships that support student growth.

Students could also record short audio or video reflections explaining their process. I’ve had students do this using Padlet, and it was great for building many skills. Students can engage in peer discussions, small-group activities such as debates, or do gallery walks. These moments create opportunities for students to demonstrate more ownership in learning.

When students know they will need to explain their thinking, the assignment changes. The focus moves from simply producing something to understanding it well enough to discuss it.

Designing Assignments AI Cannot Easily Replace

No assignment is completely “AI-proof,” and that should not be the goal. A better goal is to design learning experiences that are meaningful, contextual, personal, and connected to students’ thinking.

When assignments include local context, classroom experiences, personal reflection, student choice, and live discussion, these become more meaningful and more likely to promote content retention. For example, instead of asking students to write an essay on a historical event, ask them to connect the event to a class discussion, analyze a specific primary source used in class, compare interpretations, and explain how their thinking changed. Or instead of asking for a general science report, ask students to collect observations, analyze class data, explain unexpected results, and reflect on the process.

The more connected the work is to the classroom learning experience and real-world events, the harder it is for students to lean on AI without truly engaging in the learning experience.

It should not be about making assignments more difficult just to “catch” students. By making assignments better so that students have to think, create, question, explain, and reflect, they engage in the process itself and focus less on one final product.

The Importance of Reflection

Reflection may be one of the most important assessment practices in an AI-enabled world. When students reflect, they make their thinking visible. They explain what they tried, what worked, what did not, what they learned, and what they would do differently. They see the process of learning more.

Reflection also helps students develop metacognition. They begin to understand themselves as learners. They notice when they relied too heavily on a tool. They recognize when AI helped them think differently. They learn to evaluate whether a suggestion improved their work or weakened it.

Simple reflection prompts can make a big difference:

  • What part of this work best shows your thinking?
  • Where did you struggle?
  • What feedback helped you improve?
  • How did you use AI or other tools responsibly?
  • What would you change next time?

The Most Important Outcome of All

Assessment after AI is not about fear, but rather about intentional and purposeful design.

Educators do not need to forget everything they believe about assessment. Many strong instructional practices are already in place: formative assessment, conferencing, portfolios, project-based learning, performance tasks, peer feedback, revision, self-assessment, and reflection. Now, with the availability of AI, these practices are even more important.

The future of assessment will require us to find a better balance between a final learning product and the learning process. Students should still have opportunities to create what they have always created, but they should be able to explain their thinking behind it. They should know when AI is appropriate, when it is not, and how to use it in ways that support rather than replace learning.

For students to be well-prepared for the future, we have to assess how they think as well as what they produce. To do this means designing assignments and assessments that push students to question, decide, explain, revise, reflect, and take ownership of their learning.

AI can generate answers. But students still need to develop judgment.

And that may be the most important outcome of all.

Teaching Veteran Students | Tech & Learning

Technology

Educator and retired Major General Matt Smith has advice for fellow college educators: “Get to know your veteran students.”

Doing this is important not only because it enriches the class environment for all but because veterans or actively serving members of the military make up a significant portion of the student body at most universities. In fact, nearly 5% of college students are active military or veterans. Roughly half of that 5% are veterans and the other half are active-duty member of the military or the National Guard and reserve. That’s all according to data on military college enrollment from the National Center for Education Statistics.

Smith, a retired two-star general, now serves in a different capacity as Executive Director of Veteran Initiatives at Emory University and as director of the university’s Master of Business for Veterans program. He shares tips for educators on how to connect with veterans and military students in ways that can help facilitate excellence from these students and increase the classroom environment overall.

While the focus of our discussion is on military students, Smith emphasizes that many of these techniques and strategies apply to students from all different backgrounds.

1. Teaching Military Students: You Have More In Common Than You Might Think

While many teachers and professors might not consider their work similar to military work, there are many parallels, Smith says.


You may like

“Educators and members of the military, either still serving or veterans, have a tremendous amount in common from a purpose-driven, career, professional, choice standpoint,” he says. “While the values that may have mattered at the time they made the decision to go into either profession may have been slightly different, they’re really more alike than you’d find across other sectors of our society.”

Recognizing these similarities and discussing it with veteran students can be a major step toward effective class engagement, Smith says.

2. Learn About All Students, Including Those in The Military

Once you’ve established the similarities between you and your military students, it’s time to start learning about their experiences, Smith says. Many veterans come to college with a range of rich life experiences and technical know-how that they can use to foster their college career. The process doesn’t have to be complicated.

“Everybody likes to talk about themselves,” Smith says, who adds that a couple of well-placed questions during an office hour or a private meeting before after class can really help. “A simple interrogative question like, ‘Hey, so tell me about your service prior to coming to school.’”

Smith adds the answer to this type of question is often pretty entertaining and really insightful about the student.


What to read next

3. Remember Veterans Are Experts At Team Projects And Collaboration

One skill most veterans and active-duty military members need to develop is the ability to work in teams. Educators can harness that in their classes.

“The vast majority of the classes across any subject use team projects to educate,” Smith says. “If a certain curriculum utilizes team projects, it’s like a slow-pitch softball to tap a veteran, regardless of their rank.”

This not only lets a veteran do something they are good at, but having them lead collaborative team projects can also serve as a model for their fellow students.

4. Recognize Strengths Veterans Have

Once Smith was offered a job at a major foundation, and when Smith said he didn’t think he had the qualification, the person offering him the job disagreed.

“He said, ‘Sure you do. You have a PhD in the human condition,’” Smith recalls. He realized this person had a point because the military had given him so much experience working with “such large volumes of human beings.”

Additionally, just getting that kind of affirmation was powerful.

“It kind of changed how I thought about leadership,” he says. “I was personally thankful for him pointing it out.”

Fostering the skills veterans already have, including their understanding of human experience, is key, Smith says. “They may not fully realize what they bring to the table, but part of an educator’s job is to draw out the best of people in the educational environment.”

5. Foster Leadership Lessons For All

Leadership is a key part of military training, but it’s not the only profession that fosters such skills, Smith says.

“The military doesn’t have the market cornered on leadership.” He adds that teachers are often great leaders.

Regardless of who he is teaching, Smith’s approach to leadership is based on the idea that it’s always better to learn from others’ mistakes. In other words, the right insights can save time and avoid growing pains. This is true for veteran students, but because of their extensive experience with teamwork and leadership, they sometimes have other unique lessons they can share with their classmates.

“Because leadership is about the human condition, and involves all aspects of communication, listening is most important,” Smith says, “I think eliciting the lessons learned from veterans can potentially help their peers on their life journey, whatever that path is.”

How Edtech CEOs Lead Through Market Uncertainty

Technology

We talk with Tammy Wincup, CEO of Securly — a cybersecurity company exclusively focused on how to help students be safe, well and ready to learn in their digital footprint — about the state of the market and how edtech CEOs can effectively lead in the current climate. You can enjoy engaging insights into these important topics during the CEO Keynote Panel: Strategies for Leading Through Market Uncertainty at the upcoming EdExec Summit, taking place September 10-11 in Chicago.

“You’ve got two polar conversations happening right now in terms of digital safety,” says Wincup. “There is the largest tech revolution that’s ever happened, certainly in my lifetime, across tech around AI with administrators in districts trying to answer, ‘How do we prepare students and teachers?’ On the flip side, you’ve got a conversation happening in the community around using too much tech, with it coming back to a screentime and over-reliance on edtech conversation.”

Wincup, has been a leader in the educational technology realm for 25 years, with previous leadership roles at Rethink Education, Get Well and EVERF. Her current company works with more than 27,000 schools, nearly half of all K-12 schools in the U.S.

“I’ve been in edtech before we called it edtech,” she says. “I think we’re at an interesting period. It is a baseline expectation that we owe our kids, and this clarified to the market is that you need a full operating safety and wellness plan, which cannot be piecemeal.”

Indeed, what used to be a side consideration, now is a main question districts have to ask and answer.


You may like

Wincup and friends. (Image credit: Securly)

Changing Along With a Changing Market

Part of leading through a shifting economical landscape is finding your place in the big picture and addressing the heart of issues that matter

“We’ve gotten case studies, big districts with a hundred thousand students or more, facing the same challenges as small districts,” Wincup says. “Leading through this landscape falls back to how they operationalize it and how they tell their story to their stakeholders. Whether that’s board, whether it’s parents, whether it’s teachers — we as an industry speak in general policies, but it’s the administrators that actually have to then go make their message clear. Our job is to make sure that they have the tools to be able to execute those policies.”

As mentioned, the screen time debate continues to be a challenge.

“I was just on the phone with a very large school district considering their response and what they want to implement,” Wincup says. “Another smaller district has very masterfully used the data from their kids’ digital footprint to inform teaching and learning. It’s a hard time for districts to balance both an AI revolution at the same time that parents and caregivers and boards are correctly asking, ‘Have we moved too far toward tech?’”

Backing decisions with data is one way to bring parents into the conversation, and to be confident that thoughtful decisions are made about how to use tech in the classroom.


What to read next

“It’s almost like going back to 2010 when E-Rate and CIPA first came out saying, ‘We want to give funding to school districts to pay for the internet, but we also want to protect students in its use,’” Wincup says. “Those two principles are still wildly relevant. It’s gotten more complicated. Now there are apps, there are tools, there are large language models, et cetera — it requires very sophisticated technology to help districts prepare for that.”

Partnering Toward Success

“Last year there was a lot of polling around how students are using AI,” Wincup says. “We said, ‘Enough asking questions.’ We know what types of prompts and character AI and relationships with AI, etc., are happening. We know that 80% of the millions of prompts we see right now are within the guardrails that districts set.”

Steering the conversation to one that addresses the real issues is key.

“The other 20% are not, so helping districts think through their AI-use policies to keep students safe within that segment is our focus,” Wincup says. “Districts can bring parents and caregivers into the conversation using data from our home app, ‘This is the summary of what your kids did in their digital footprint while they were out of school, while on their school-issued device.’”

Being a good partner to stakeholders starts with information.

“Our job is not to make more noise in a very noisy space. It’s actually to quiet and bring attention to what’s actually happening versus the hypotheses on it.”

Wincup feels education is an industry where the vast majority of people are there for the right reasons. They are there because they fundamentally want to put the student at the center of the conversation.

“Start every conversation, every internal meeting with how does this benefit the student?” she says. “Yes, you have to talk about how it benefits the teachers and administrators. But we have an obligation to start with the students. The education organizations that do that every day are the ones that succeed.”

In Wincup’s opinion, the largest school districts are sometimes where ed companies “go to die.”

“A lot of entrepreneurs start by thinking, ‘I need to be in the largest districts,’” she says. “I find the mid- and small-sized districts and schools are the ones that will pressure-test you and frankly make you great. They are the innovators, the ones doing more with less. Those are incredible administrators and partners with whom you’ll want to work.”

(Image credit: Securly)

Tammy Wincup: 3 Observations of the Evolution of Edtech

The K-12 tech user and buyer is far more sophisticated. In the early 2000’s, there was a misconception that K-12 weren’t great adopters, and so you could give them average tech. The CTO buyer is one of the most sophisticated vertical buyers out there so their expectation is higher for what providers are providing to them. Setting the bar higher is a good thing for our kids and for education.

It’s a noisier market. K-12 used to be a place where all single-point solutions could bloom. Anybody who had an idea for a feature could find their way. Education, correctly, is now super sophisticated in saying, ‘That’s not good enough.’ Just because you have a great idea of what might help in the classroom, that is not enough.

There is a new reality because of cybersecurity. This idea that technology providers would go directly to teachers and say, “Use my thing,” does not and should not fly anymore because of overall safety and security. This is another area that has evolved for the betterment of our students.

Meeting the Leaders

Wincup believes that the best relationships grow when districts ask for help to solve some of their biggest challenges.

“My hope for the summit is that we will have really robust conversations about the problems we can actually help them solve,” she says. “I’d love to hear and really dive into the big look-around-the-corner challenges that districts are facing, and put it to the larger community with an expectation that we actually help solve them.”

Wincup will be sharing her insights during the EdExec Summit at:

What is NoodleTools And How Can I Use It to Teach?

Technology

NoodleTools is a research and citation platform designed to help students manage every stage of the research process, from finding sources to creating accurate bibliographies.

Rather than simply generating citations, the platform encourages students to think critically about the information they’re collecting, organize their ideas, and develop original written work.

Concerns continue to grow around plagiarism, AI-generated assignments, and students’ ability to evaluate trustworthy online information. As such, research skills have become more important than ever. Teachers need tools that don’t just automate academic tasks but actively teach students how to research, analyze, and synthesize information responsibly.

That’s where NoodleTools stands out. Thousands of schools and universities use this as it combines citation management, note-taking, outlining, collaboration, and teacher feedback into a single online workspace. The result is a platform that supports the entire research journey, not just the finished bibliography.

NoodleTools is a cloud-based research management platform built specifically for education. It helps students organize research projects by collecting sources, creating citations, taking notes, building outlines, and drafting written assignments.


You may like

The platform supports the major citation styles, including MLA, APA, and Chicago, while encouraging students to understand why citations matter — no more relying entirely on automatic generation.

NoodleTools treats research as an ongoing learning process. Students evaluate sources, connect evidence to arguments, organize ideas visually, and prepare structured writing before beginning their final draft.

Teachers and librarians can also monitor progress, provide feedback directly inside projects, and collaborate with students throughout the research process.

(Image credit: NoodleTools)

Students begin by creating a project and selecting the citation style required for their assignment. As they research, they can add books, websites, journals, videos, interviews, and many other source types to their bibliography.

Each source becomes part of a wider research workspace. Students can attach notes, quotations, images, PDFs, and comments before organizing everything into digital notecards.


What to read next

These notecards can then be tagged, grouped, rearranged, and connected to sections of an outline. This helps students identify themes, compare evidence, and gradually develop stronger arguments before writing begins.

Teachers can access projects in real time, allowing them to monitor progress, identify where students may be struggling, and provide targeted feedback before assignments are submitted. This ongoing visibility makes it easier to teach research skills throughout the process instead of simply grading the finished product.

NoodleTools also supports collaborative projects. This allows multiple students to contribute to shared research, while making individual contributions visible to teachers. Because it’s entirely web-based, projects can be accessed from virtually any modern browser without installing software. Schools can also integrate the platform with Google, Microsoft 365, and Clever for single sign-on.

(Image credit: NoodleTools)

One of NoodleTools’ top features is its focus on critical thinking rather than automation. Students are encouraged to evaluate sources, organize evidence, and build original arguments instead of simply collecting references.

The integrated citation tools support multiple academic styles and help students generate accurate bibliographies while learning proper citation practices.

Its digital notecard system remains one of the platform’s best features. Students can collect evidence, record ideas, tag themes, and reorganize information as their understanding develops — creating a much more flexible alternative to traditional paper note cards.

Visual outlining tools help transform research into structured writing. Students can connect evidence directly to sections of their outline, making it easier to spot weak arguments or missing evidence, before drafting.

For teachers, classroom management features provide value. Educators can monitor research progress in real time, comment on student work, track collaboration within group projects, and intervene early when students appear stuck or heading in the wrong direction.

The platform also places a strong emphasis on student privacy, avoiding advertising and marketing, while giving schools confidence that student work remains protected.

(Image credit: NoodleTools)

Individual plans for NoodleTools are $15 per year.

Prices for school and district plans are quoted on an custom basis, with discounts available for larger groups.

Free versions, such as NoodleTools Express and MLA Lite, are available and provide more limited functionality.

Build better source evaluation
Instead of asking students to find sources, have them explain why each source is credible.

Check progress before deadlines
Use the teacher dashboard to review student projects throughout the research process.

Teach organization skills
Encourage students to use digital notecards and outlines before writing.

Support group research
Assign collaborative projects in which each student contributes different sources and notes.

Focus on research
Use NoodleTools as a research-thinking platform rather than simply a citation generator.

Teaching With CoChat | Tech & Learning

Technology

CoChat is an AI-powered tool that provides educators, students, and researchers with a host of capabilities when it comes to conducting research.

While there are other AI research tools, a common problem is citation hallucination. CoChat is designed to cut back on those hallucinations, and that feature is definitely a plus in my experience with CoChat.

Additionally, CoChat is great for deep research. When I searched topics, I was well-versed in, it brought up papers that had taken me hours and, in some cases, days, to track down on my own the old-fashioned way.

After using it for a few weeks, I am impressed with CoChat overall and find it to be the strongest AI deep research tool that I’ve tried. Here’s a closer look at how CoChat works, what it costs, and its best features.

(Image credit: CoChat)

What is CoChat?

CoChat is an AI research tool that harnesses advanced LLMs, including GPT, Claude, and Google, to search more than 200 million academic papers. It offers a feature that allows you to compare different answers from different models and then choose the best one.


You may like

In practice, CoChat functions as a highly skilled, very quick research assistant that can find and summarize relevant research on a given topic. CoChat also automatically verifies citations to reduce the frequent AI problem of citation hallucination.

After using CoChat to search several different research areas, ranging from quantum physics to education and health, I have been impressed with its ability to quickly collate research that would take me hours to track down with a tool such as Google Scholar. As with any research tool, it didn’t find all relevant research, though it did a better job than other similar tools I’ve used previously.

More broadly, I still wonder whether there are benefits to the old-fashioned Google-style search. Certainly, the time I’ve spent searching for relevant research hasn’t all been a waste because when I’m doing it, part of my learning process is the search itself.

That said, I do like using a CoChat-like tool toward the end of the process, just to see if this different method turns up anything new.

What Are CoChat’s Best Features?

CoChat’s best feature is its robust ability to search through academic research and summarize its findings, all while providing direct links to the original papers. It accomplishes this through access to cutting-edge AI models and, in my experience, seems capable of both speeding up new research and helping expand research I’d previously conducted.


What to read next

Additional strong features are that it urges you to double-check its work and that its default writing mode is a conversational summary and literature review style. This review summary is helpful, and as an added bonus for educators, is not something a student might be tempted to hand in as their finished paper.

That said, CoChat does frequently offer to help students do more with their research. For instance, after telling me it made a literature review table, it offered to “turn this into a shorter plain-English brief or a tighter source matrix for class use.” When I took it up on this offer, I suspected it would turn the work into a paper that a student could then submit. By doing this, I worried it would move from what I see as an appropriate AI use, research assistance, to an inappropriate one, doing the writing and thinking for a student. Ultimately, those fears were unfounded. CoChat just condensed its findings and used a more conversational tone to explain.

Despite passing this test, when I explicitly asked CoChat to turn its findings into a paper for an assignment “in my class,” it was willing to do that, which isn’t ideal.

Even so, given that the availability of AI tools willing to write your papers, emails, and texts is so widespread, it was refreshing that CoChat required this additional step.

What Does CoChat Cost?

The basic version of CoChat is completely free and is what I used for this article. I didn’t come up against any limitations, but there are some metered elements to the free tier such as three file uploads per day and a limit of 10 citation verifications.

Subscriptions start at $9 per month, and there is a pro tier at $19 per month.

The Best CoChat Tips and Tricks

Verify Research

One of CoChat’s main selling points is its ability to check sources it has cited to make sure none are fabricated. Users should take advantage of this feature.

Create an Instant Literature Review

CoChat is as good as any tool I’ve encountered at creating fast and helpful literature overviews on diverse topics.

Use It In Addition To Other Research

Even though it’s tempting to use CoChat at the start of your research, I like using CoChat after I’ve done some research to make sure I found all the relevant material and/or see if it turns up anything that I missed in my old-fashioned search; both happen on occasion. Therefore, using CoChat in this manner seems to deepen my research process overall.

The State of School Purchasing Report (2026)

Technology

Survey Methodology: Online survey conducted with 2,277 US-based education decision-makers within the SmartBrief and Tech & Learning audiences.

The K-12 educational landscape is transforming, and the strategies schools use to acquire resources are evolving rapidly alongside it. Today’s education decision-makers face a unique intersection of challenges: shrinking budgets, persistent staff shortages, and the rapid rise of artificial intelligence.

The resulting data from our survey paints a clear picture of a market shifting toward year-round agility, localized decision-making, and a strong demand for authentic vendor partnerships.

READ THE COMPLETE SURVEY HERE

The Timeline: A Constant Cycle

Historically, education product procurement was defined by a summer rush. Today, that seasonal model is largely obsolete. Modern school districts have transitioned away from traditional buying windows, adopting an agile, continuous approach to discovering, evaluating, and acquiring educational tools.

  • Identifying Needs: 62% of school leaders identify purchasing needs on an ongoing basis.
  • Evaluating Products: 67% continuously evaluate products throughout the year, integrating research into their regular workflows.
  • The Final Decision: 54% make final buying decisions on a rolling, ongoing basis, though a notable 33% still prefer to finalize their choices during the traditional Spring/Summer window.

Who Holds the Power?

For vendors, successful outreach requires knowing exactly who sits at the decision-making table. While district-level buy-in remains important for large rollouts, localized building administrators and frontline instructional staff hold the most significant sway over what actually gets purchased for the classroom.


You may like

Key Purchasing Influencers:

  • Building-Level Administrators: 61%
  • Instructional Staff: 59%
  • Instructional Directors: 54%
  • Technology Directors: 52%
  • Superintendents: 46%
  • School Board Members: 24%
  • Parents: 15%

Where the Dollars Are Going (12–24 Months)

Faced with ongoing funding hurdles, the explosion of AI, and persistent staff shortages, districts are highly strategic about their investments. Over the next two years, funding is being heavily targeted toward empowering teachers through professional development and robust instructional products.

Top General Spending Plans:

  • Educator Professional Development: 68%
  • Instructional Tools & Systems: 63%
  • Hardware (Laptops/Tablets): 48%
  • AI Tools: 37%

Top Teaching & Learning Products Considered:

  • Assessment Tools: 41%
  • Reading Curriculum: 38%
  • AI Tools (Chatbots, lesson creation, etc.): 37%
  • Math & STEM Curriculum: 36% (each)

Hurdles & Deal-Breakers

To combat tightening budgets and maximize return on investment, schools are meticulously scrutinizing overall costs, ease of implementation, safety, and interoperability.

Macro pressures heavily influence these choices: 80% of respondents cite funding and budgets as their biggest current challenge, followed by staff shortages (45%) and AI concerns (39%). Altogether, 76% say these overarching challenges moderately or significantly alter their purchasing behaviors.

When evaluating solutions, vendors must be aware of the top deal-breakers that will quickly derail a sale:

  • Subscription Costs: 63%
  • Lack of Alignment with State Standards: 47%
  • High Complexity of Implementation: 41%
  • Inability to Integrate with LMS/Current Systems: 37%

The Evolving Role of AI & Screen Time

Despite intense national media conversations regarding student screen time and the rapid rollout of AI, school policies remain steady. Rather than enforcing outright tech bans, administrators are taking a pragmatic, case-by-case evaluation approach.


What to read next

  • Screen-Time Concerns: Surprisingly, 44% of educators state that national screen-time trends have not affected their tech purchasing habits.
  • AI Procurement Policies: 57% report no significant policy changes regarding AI, continuing to evaluate tools contextually.
  • The AI Dichotomy: While AI is actively helping administrators streamline purchasing predictions and strategic planning, leaders remain understandably cautious regarding data privacy, security, and the rapid pace of tech evolution.

How to Reach Education Buyers

Traditional, aggressive sales pitches fall flat in the K-12 environment. Educators lean heavily on authentic peer networks and actionable, real-world case studies to cut through the marketing noise and find tools that actually work.

  • Discovery Channels: Teachers and peers (72%) and education publications (69%) are the top trusted discovery channels, ranking ahead of standard vendor outreach (56%).
  • Preferred Content Formats: Webinars (65%) and district case studies (52%) are ranked as the most helpful resources for evaluating a product.
  • Inside the Webinar: 71% of buyers prefer hearing peer-led presentations from fellow educators, and 56% want concrete insight into product implementation directly from vendors.

KEY SURVEY TAKEAWAYS FOR EDUCATION MARKETERS

READ THE COMPLETE SURVEY HERE

Strong vendor partnerships are built on a foundation of trust, clear communication, responsive support, and a deep understanding of unique school needs. Educators place extraordinary value on long-term collaboration, pricing flexibility, and ongoing support that extends well beyond the initial sale.

The Bottom Line: Schools are looking for transparent, long-term partners who understand their resource constraints, stand behind their product claims, and provide continuous post-sale support. Your buyers turn to trusted brands SmartBrief and Tech & Learning to find solutions that meet these needs.

Contact us here to learn how our extensive menu of products can promote your messaging as a trusted partner year round.

Launching A Virtual High School, Boosting CTE Pathways, and Supporting Digital Wellbeing

Technology

For Melissa McCalla, the winds of Hurricane Harvey did more than cause damage to her school in Pasadena ISD–they blew her into a new chapter of her career.

McCalla had been a teacher, an assistant principal, and finally a principal, when the devastating storm struck Texas in 2017. It flooded homes and shut down her school, but did also have unintended positive consequences.

“It kind of fundamentally changed me as a leader,” McCalla says. “I had an opportunity to really engage with our technology division teams. Eventually I was leading libraries and instructional materials as part of that work, and then I eventually became the CTO.”

McCalla has been CTO five years now (and in the district for 25 years), during which she’s implemented a personalized learning initiative at 47 of 67 of the district’s campuses that involved coaching principals. She has also been instrumental in the district’s first full-time, structured virtual school, which opens this month.

“I never thought I would sit in the chief technology officer role,” she says. “It kind of came as a surprise.”


You may like

For this and other efforts, McCalla was recently recognized with a Tech & Learning Innovative Leader Award at the Tech & Learning pre-ISTE Leadership Summit in Orlando. She shares how her district is launching a new virtual high school, boosting its CTE pathways, and more.

McCalla supporting the district’s CTE program in conjunction with the Pasadena Livestock Show and Rodeo Annual Trail ride. (Image credit: Melissa McCalla)

FLExible Learning

To address different kinds of learning, Pasadena ISD is launching FLEx Virtual High School, which will feature a combination of synchronous and asynchronous instruction. The initiative came about after the Texas legislature expanded virtual and hybrid learning and from feedback from students and parents who were looking for a more robust learning environment.

“This will be the first year that we’re able to really provide a student with opportunity that if they want to do FFA [Future Farmers of America] in person, like raising an animal, you can go to one of our brick-and-mortar schools and take those classes in a face-to-face environment, but then you could also take four or five of your other classes virtually,” McCalla says. “I think that that’s a new avenue for us that we haven’t had the opportunity to really do in Texas previously.”

But those other classes are not simply static online learning.

“For instance, a virtual lab for chemistry might include getting online together and doing a lab together synchronously versus you know a traditional more synchronous self-paced lesson,” she says. “Each student has an individual mentor that they meet with weekly to set goals, and a cohort of students that they would work with as in the traditional home room and virtually as well.”


What to read next

Speaking of opportunities, Pasadena ISD also offers a comprehensive CTE program that has been recognized at the state level and offers diverse pathways such as criminal justice, veterinary science, and because of its proximity to the Gulf of Mexico, maritime studies.

“Our program helps students to do work that sets them up for success in the Port of Houston area, including setting the stage for them and working on ships,” says McCalla. “We have a full-time maritime simulator and our students can actually learn how to pilot a boat.”

The district’s newest initiative is partnering with San Jacinto Community College in launching a gamified cybersecurity course for students in grades 5-12. McCalla also touts the district’s welding program, which offers very lucrative job opportunities thanks to all the oil and gas refineries in the region, as well as the nearby port.

“One of the great things about all of those programs, technology and learning and innovation all go together with them to some extent,” she says, adding that the skills learned in these opportunities are translatable to all manner of post-secondary paths. “You know, the way to communicate, the way to work hard. The types of professional skills that you need to work collaboratively, to think innovatively.”

In support of another GT Technology Project, this one on the impact of AI. (Image credit: Melissa McCalla)

Boosting Digital Wellbeing

Through a project involving ISTE and the Pinterest Impact Fund, the district has prioritized digital well-being as a key element of its innovation strategy. Part of that is creating a supportive culture that helps staff, students, and families navigate digital spaces responsibly rather than implementing restrictive bans on technology.

To do that, Pasadena ISD is utilizing parent coordinators to bridge the gap between home and school, and make sure that everyone is consistent and on the same page when it comes to the message and practices around digital wellbeing, be it at school, at home, or when a student is on their own.

“So what does that look like, and then how are we helping teach students to navigate those spaces together?” says McCalla. “What are our students saying are the important things to them and the experiences they’re having in digital spaces, and then how do we help support them in being successful there as much as it is in being successful outside of those spaces?”

Supporting the Student Internship program in conjunction with CTE Students Orientation. (Image credit: Melissa McCalla)

Building Long-Term Success

For a leader who is looking to go down the path of digital innovation, McCalla advises building a diverse task force that includes students and parents in addition to others from across the district, and then make them an active part of the work.

“Don’t just get them to give you input, but actually help them create a working group that brings in their voice in and then contribute to what you’re working toward,” McCalla says. “That has made a big difference for us. I believe it’s going to lead to the long-term success of this work that we’re doing because they become the advocate and they help tell the story across your community. So it’s not just a one-off, it’s not just a one point, it really is truly a collaborative ongoing work together.”

  • ParentSquare
  • Microsoft Copilot
  • LinkedIn
  • ClassLink
  • Incident IQ

A Strategic Guide to 6 Essential AI Tools for Educators and Students

Technology

As the academic year approaches, the integration of artificial intelligence into educational settings has shifted from a novelty or optional consideration to more of a necessity.

This summer as I engaged with my students, I had them each evaluate 10 to 12 generative AI tools of their choice. This summary is based on analysis of their notes from recent explorations and highlights a core group of “top-tier” tools that provide substantial value for both instructional efficiency and student success.

By focusing on tools that prioritize research synthesis, administrative logic, and visual communication, teachers and students can navigate the upcoming fall semester with unprecedented productivity.

The following six tools emerged as the most effective according to educators, offering a roadmap for fall implementation.

Gemini Notebook (The Research and Synthesis Powerhouse)

Gemini Notebook stands out for its “grounded” approach to AI, processing only the specific documents a user uploads. This makes it a premier tool for maintaining academic integrity while managing heavy reading loads. Personally, I find this one of the best tools available for summarizing large sets of articles or student papers to find themes or trends.


You may like

  • How Teachers Can Use It: Educators can upload their entire curriculum unit to freshen it up or mold the materials differently. Student A noted that it can generate podcasts based on uploaded material, suggesting that “instead of having kids read a chapter of a short story, it could turn that into a podcast for you.” It is highly effective for creating executive summaries and slide decks from dense research articles to maximize lesson prep time.
  • How Students Can Use It: Students can upload lecture notes, textbook chapters, or articles to generate study guides, practice quizzes, or thematic literature overviews. Student B remarked that the audio overview feature is a “game changer,” particularly for organizing complex concepts for long-term projects such as a dissertation.
  • Concerns: A primary concern is the ethical implication of feeding the beast by uploading copyrighted works into an AI model. Additionally, users must be wary of surface level analysis, as the tool may occasionally overlook important nuances in the source material.

MagicSchool AI (The All-in-One Educator Assistant)

Historically one of my primary recommendations to K-12 educators–it consistently rates a “10/10” by users–MagicSchool AI is a platform designed specifically for the unique needs of the K-12 and university environment. It has a lot of built-in templates and is fully FERPA compliant.

  • How Teachers Can Use It: Teachers can utilize a suite of more than 60 tools to generate IEP drafts, PLC agendas, and standards-aligned worksheets. Student C called it a “homerun tool” because it “supports the productivity and direction of [Collaborative Team] time without intruding on the actual meeting.”
  • How Students Can Use It: The Student AI Tutor offers personalized, 1-on-1 support. Student D found the tutor to be “excellent” because of the “depth of conversation it was having. It told me when I was correct [and] when I wasn’t giving it the skill it asked me to show.”
  • Concerns: The automated nature of the tool can lead to a loss of human tone if not reviewed carefully. Student E warned that if students rely too heavily on the AI to compile information, they risk “short-circuiting” the struggle required for true critical thinking.

Canva Magic Studio (The Visual Communication Leader)

Canva has evolved from a simple graphic design tool into a comprehensive AI suite that lowers the technical barrier for creating professional-looking learning visuals.

  • How Teachers Can Use It: Educators can use Magic Design to instantly prototype course materials, turning a lecture outline into a cohesive slide deck. Student F noted its value for creating “take-home fliers for students to share with parents/guardians” and “quick signs for lessons.”
  • How Students Can Use It: Students can synthesize complex protocols into clear infographics or collaborative group projects. Student E highlighted that it allows students to “demonstrate competency through multimedia creation, fostering both digital literacy and communicative competence.”
  • Concerns: A risk of visual homogeneity, in which AI-generated layouts feel repetitive or corporate, exists. Also, there is concern regarding the “Couch Potato” effect, in which students may bypass the critical thinking, research, and synthesis stages if graded purely on the visual artifact.

Consensus (The Academic Search Engine)

Consensus is an AI-powered search tool that helps users quickly identify what peer-reviewed research says about specific questions.

  • How Teachers and Students Can Use It: Both groups can benefit from its Consensus Meter, which shows scientific agreement on a topic. Student G found it “amazing” for literature reviews, noting that it “returned sources along with citations, as well as the ability to preview abstracts and PDFs in the same place.” Student H appreciated its “excellent” accuracy and ability to find research “without going down a rabbit hole.”
  • Concerns: A major risk is that students may cite articles based only on the AI summary without reading the full source, which could lead to misunderstandings of the research.

Perplexity (The Citation-Backed Search Engine)

Perplexity serves as an enhanced search engine that provides direct answers supported by current online citations. It has historically been one of my go-to deep search tools, and one of my recent doctoral students used it extensively to gather data for his Delphi Study.

  • How Teachers Can Use It: Staff can use it for policy benchmarking or for lesson planning on tangential topics outside their area of expertise.
  • How Students Can Use It: Students find it much more trustworthy than basic search engines for report writing. Student I highlighted that the use of citations makes it “highly appealing and … more trustworthy and applicable to my studies.” Student J described it as a “graduate-level Google” that simplifies research into a digestible format.
  • Concerns: Because Perplexity pulls from real-time web sources, its results are subject to the errors and possible ethical challenges present on the open internet.

Claude AI (The Writing and Logic Specialist)

Developed by Anthropic, Claude is recognized for its ability to handle massive amounts of text and its focus on providing safe and reliable responses. My students often refer to it as the “poet of the LLMs,” as they think it provides the best editorial assistance when they are writing.


What to read next

  • How Teachers Can Use It: Claude thrives in administrative nightmare scheduling scenarios. Student L described how it caught hidden scheduling conflicts and provided “realistic compromises” when managing transportation, weather, and facility bookings.
  • How Students Can Use It: Claude acts as an effective career coach, helping students refine resumes and cover letters while maintaining their personal voice. Student K noted “it was effective because it gave organized and specific feedback on my writing” compared against specific rubrics.
  • Concerns: Claude can occasionally produce a generic voice unless the user provides very detailed input. Privacy is also a major concern; users must be careful not to paste identifiable student data into the chat.

Your Fall Implementation Strategy

For the fall semester, these tools can be viewed as collaborative partners rather than replacements for human judgment. As educators, we need to expand the variety of tools that we expose students to in order to ensure they become and then remain digitally literate.

The “80/20 Rule” suggested by Student E is an ideal guiding principle: let AI handle the first 80% of a task, the drafting and organization, while the human expert provides the final 20% of auditing, empathy, and contextual nuance. Of course, the educator and/or student need to know how to develop a good prompt in order to get the AI tools to deliver a product at 80%. That’s one skill that regardless of the tool needs practice to develop.

Another one of my students argued with a faculty member as to why it was okay to ask a human editor to assist them but not an AI one as long as the student was upfront and disclosed the use of AI. Particularly when it is not considered necessary to disclose the use of a human editor or a visit to the writing center for support.

By integrating these tools thoughtfully, educators can reclaim time for high-value relational work while empowering students to become critical editors and auditors of data in a rapidly changing digital landscape.

Thanks to Gemini Notebook and the Winona State University students of EL 590 for their assistance in creating this article.

What Is Dabble Writer And Why Is It Helpful to Teachers?

Technology

Dabble is a writing tool and word processor designed to help novelists and writers of any long or scholarly work stay organized and focused.

I’ve been using Dabble to write a nonfiction book for more than a month and have been impressed with its ease of use and the way it allows me to jump back and forth between various chapters and stay organized with research. I’ll be recommending it to my master’s writing students going forward, and would also recommend it to educators undertaking long writing projects of any kind, from a thesis for a master’s program to a sizable research project or report.

Here’s a closer look at Dabble.

What is Dabble?

(Image credit: Dabble)

Dabble is a cloud-based writing tool that works like a souped-up version of Microsoft Word or Google Docs that is fine-tuned for writing. This may not sound necessary, but while I like Google Docs for short projects, I was finding it increasingly slow with long documents, and was having trouble keeping track of various drafts and versions. I like to work on each chapter individually but also have the option of viewing the work as a whole, which can become time-consuming with a general word processor.

For instance, when I use Google, I create a folder for each chapter, but then combining all those chapters and keeping track of updates becomes time-consuming. Dabble helps with all this.


You may like

Though designed with fiction in mind, Dabble works well for nonfiction. It automatically organizes your work around chapters. You can edit, export, and save each chapter by itself, or select the entire work. When you select the work as a whole, the chapters all come together without a hitch.

Dabble also has a cool scene feature that lets you break down each chapter into smaller “scenes,” which makes keeping track of your work’s structure easier. If you’re writing nonfiction, it may be easier to think of these breaks as “sections” rather than scenes—either way, it’s a helpful organization tool.

What Are Dabble’s Best Features?

I’d been looking for a tool such as Dabble for a while. I wanted something cloud-based and that didn’t have a big learning curve. Dabble checks both these boxes. Everything is cloud-based, but it’s quick and easy to convert a Dabble file into a Microsoft Word, Google Doc, PDF, etc.

The layout is an absolute pleasure, and helps me start writing instantly without a learning curve. I had tried some other word processors designed for writing long works, and though writers I know raved about those, most proved too difficult to learn for me. After trying one demo, I realized I would need to devote some serious time to learning that software, and that was time I felt that would be better spent writing.

Dabble’s features are not only helpful but easy to use, which is crucial. I didn’t anticipate using the scene feature as much as I have; it really helps me navigate a chapter more quickly in the editing process and identify the parts that need work.


What to read next

Another wonderful feature is that Dabble saves to the cloud automatically. So if you want to edit on multiple devices, you can. I’ve even read nearly completed drafts on my phone instead of my laptop and have been able to successfully make little changes.

While its prices make it more realistic as an option for educators to use themselves rather than with students, all these features would certainly help writing students navigate longer projects. This is why I’ll let my graduate writing students know about it as a potential tool to use outside of class.

What Are Some Areas That Dabble Could Improve?

Though I am a big fan, not everything Dabble does is perfect. For example, it is designed for fiction writers and I write nonfiction, so the research assistance tools could be more robust. In a perfect world, there would be a place to save my research for each chapter at a spot that would be linked to that chapter but not show up in the actual text. But since nonfiction is clearly not the tool’s focus, this is an understandable drawback.

More significantly for writers of any kind, it doesn’t have the best in-tool draft-saving capabilities. It’s easy to back up each chapter to Google Drive or elsewhere, which is great, but I haven’t figured out an easy way to do all this within Dabble. One workaround is to save these elsewhere in a Dabble-linked folder. This works, but I’d love the option of saving everything related to my book in Dabble and only using my own computer or something such as Google Drive as a backup.

How Much Does Dabble Cost?

After a 14-day free trial, Dabble pricing starts at $19 per month, with additional features available for more premium subscriptions at $29 and $49 tiers. I’ve been happy with the starter $19 subscription.

What Are The Best Dabble Tips and Tricks?

The Scene Feature

Breaking my chapters up into scenes helps me think about each chapter and complete it bit by bit. It also makes navigating the chapter during the editing phase easier.

Tracking Dally Progress

Dabble lets you set a daily writing goal and tracks your progress toward that with a daily word count feature. I wasn’t drawn to this feature at first because word counts are not always the best way to track writing progress, particularly nonfiction. You can crank out a lot of words but not really move your project forward; meanwhile, you can write one great paragraph and thus, have spent a fruitful day. That said, Dabble’s progress feature is a better gauge of progress than I anticipated, and it’s surprisingly nice to know exactly how much I added to the manuscript in a writing session. There are days, for instance, when I feel like I’m not getting anything done but realize I’ve logged close to a thousand words.

Exporting Material

This isn’t the flashiest feature, but it’s important. The way this program works with Word and Google Docs makes getting my work ready to send to my agent or publisher really easy. I’m spending less time thinking about formatting and more time focused on what’s actually important: the writing.

4 Times Not To Use AI as a Teacher or Student

Technology

Even the most ardent AI in education enthusiast will admit that there are times when it’s a mistake to use AI. I’ve been thinking about this a lot recently.

While I never encouraged my students to use AI in any capacity, there were many uses, such as brainstorming, which I was okay with, in theory. These days, I am less open to this and other uses and more wary of AI in general. I’m not the only one.

We’re currently in the midst of what The New York Times recently referred to as a backlash against technology in education. Even among tech-savvy teachers who are AI enthusiasts, I’m hearing more discussion of when it is appropriate or not to use AI.

Based on my own observations and conversations both with AI enthusiasts and skeptics, here are times AI should definitely be avoided in education.

1. Do Not Use AI For: Assessment

Matt Jubelirer, General Manager of Education Marketing for Microsoft, is a big fan of AI use in education in general, as you might suspect. But he told me recently that there’s a growing realization among educators he speaks with that AI is not always the solution.


You may like

When it comes to creating tests and assessments, Jubelirer says AI can be really helpful on the preparation side, whether that’s developing a rubric or devising questions, but there’s a limit.

“We shouldn’t be using AI to grade people, because we need human judgment,” Jubelirer says. No matter what you feel about AI in general, it’s hard to argue with that.

2. For Brainstorming

Adjunct professor Lynn M. Patarini has started asking students not to use AI for brainstorming. “I would prefer folks to use their brain and not rely on AI,” says Patarini, who teaches at the University of Connecticut, Central Connecticut State University, and CT State Community College: Middlesex.

She adds, “I have my students making lists constantly to try and train their brains to think about aim and purpose.”

A year ago, the idea that AI shouldn’t be used for brainstorming may have evoked some controversy. But these days, many of us have witnessed firsthand how AI brainstorming sessions can lead to generic, uninspired outcomes and encourage even well-intentioned students to write with AI guidance.


What to read next

I know I have. After noticing that AI’s advice was making student writing more generic, I’ve recently begun actively discouraging the concept of AI as a writing partner, both among my students and fellow educators.

3. For Lesson Generation

William Henry, an eighth-grade English teacher at Amity Middle School and a freshman composition instructor at Quinnipiac University, both in Connecticut, is a fan of some uses of AI in the classroom. However, there are many instances when he believes it should not be used. One of these no-go AI uses is for lesson creation.

“It could be helpful with generating ideas or ways to implement an idea, but the teacher should be coming up with the bulk of the lesson,” he says.

Lesson planning is a frequently cited AI use case, but as Henry notes, it works best when it’s helping an educator execute their vision, not steering the educational ship all on its own.

4. For Emails

This is one that should go without saying, but unfortunately for many students, and even some of those who work in education, it doesn’t.

I have not received AI-generated emails from educator colleagues, but I know people who believe they have. I have recieved many clearly AI-generated emails from students. This might be the most unsettling use of AI I’ve come across.

It may sound like a cliché, but my favorite part of being a teacher is the one-on-one communication with students. Going line-by-line through their writing and offering praise and suggestions, answering questions via email, and connecting with a real human being trying to learn can, at its best, be a beautiful and deeply rewarding experience for all involved. But responding to a lifeless email that was clearly written by a student who put my suggestion into a prompt leaves me cold.

We need to remind students, and even educators, not to be afraid to share their own writing voice with professors, friends, and colleagues. I know some of us are self-conscious about the way we write, but every student I ever had is a better email writer than AI, no matter how much work their spelling or sentence structure might need.

What is Glint And How Can I Use It to Teach?

Technology

Glint is designed to speed up that process of creating visual resources. The browser-based platform uses AI to generate classroom-ready visual supports from simple prompts, producing resources that can then be edited, printed, or shared digitally.

It is aimed at teachers, special education professionals, speech and language therapists, and families, with a focus on supporting learners who benefit from visual communication.

Formerly known as NerChat, the platform has expanded beyond AI-powered conversation tools to become a broader visual support system. Today, it offers everything from communication boards and classroom schedules to social narratives and interactive visual resources.

This does not aim to replace teacher expertise. Instead, Glint acts as a starting point. Educators can create a resource in seconds before refining it to suit an individual learner, saving valuable planning time while still allowing for personalization. That makes it very useful in busy classrooms where multiple students could need different levels of support.

What is Glint?

Glint is an AI-powered tool designed to help teachers create visual supports, communication boards, and social stories for students with additional learning needs. Formerly known as NerChat, the platform has evolved into a broader resource creation tool focused on helping educators and support professionals build personalized communication materials faster.


You may like

Creating visual resources can be an important part of supporting students with autism, speech and language needs, and other learning differences. However, designing effective schedules, symbol boards, and social narratives can also take significant planning time, especially when teachers need to adapt materials for individual learners.

Glint aims to reduce that workload by using AI to generate editable classroom resources in seconds. Teachers can create materials for specific routines, activities, or communication needs, then adjust any to better suit their students before sharing digitally or printing for classroom use.

With features such as text-to-speech, multilingual support, and QR code sharing, the platform is designed to make visual communication tools more accessible across different learning environments.

(Image credit: Glint)

How does Glint work?

Glint uses generative AI to build visual learning resources from natural language prompts. A teacher simply describes what they need — for example, a morning routine, classroom expectations, a communication board for snack time, or a social story about visiting the library — and the platform generates an editable visual support within seconds.

Glint produces a starting point that educators can adapt. Teachers can edit text, replace or rearrange symbols, adjust layouts, and tailor resources to suit an individual learner’s communication level or educational goals. This flexibility helps in SEND settings, in which even students with similar diagnoses may require very different supports.


What to read next

Resources can include images, symbols, written text, and in some cases, speech output, to encourage communication and independence. Finished materials can be printed as traditional classroom resources or shared digitally, while QR codes make it easy for students, parents, and support staff to access any from a phone or tablet.

Because Glint is entirely browser-based, there is no special software to install. It operates across Windows and Mac computers, Chromebooks and iPads, making it accessible in most school environments. Schools can also manage users centrally, helping larger organizations roll out the platform across multiple classrooms while maintaining consistency between staff members.

The overall experience is designed to minimize preparation time while still giving teachers full control over the finished resource, ensuring materials remain appropriate for each learner rather than relying solely on AI-generated content.

(Image credit: Glint)

What are the best Glint features?

The best feature of Glint is how quickly it produces resources that would traditionally take far longer to create manually. Visual schedules, communication boards, and social stories can often be generated in less than a minute. This allows teachers to spend more time working directly with students instead of designing classroom materials.

Support for more than 50 languages is another standout feature. This can help schools communicate more effectively with multilingual families while also creating resources that are accessible to students who are learning English or who use another language at home. Being able to generate matching materials in different languages also helps reinforce routines across school and home environments.

Interactive communication boards go beyond static printable resources by incorporating text-to-speech functionality. Students can select symbols to hear words or phrases spoken aloud. This can support communication development and promote greater independence for those who benefit from augmentative and alternative communication approaches.

Glint also offers flexible sharing options. Resources can be exported as PDFs for printing, displayed digitally on classroom devices, or accessed through QR codes, making it straightforward to distribute materials without additional software.

For schools and districts, administrative tools allow accounts to be managed centrally, simplifying deployment across multiple classrooms or campuses. Combined with the ability to save and reuse previously created resources, this makes it easier for teachers to build a growing library of personalized visual supports that can be updated rather than recreated each time.

(Image credit: Glint)

How much does Glint cost?

Glint includes a free tier that lets you generate up to eight visual supports each month, making it a good way to try the platform before committing to a subscription.

For individual educators, the Monthly plan costs $18 per month (discounted from $25) and can be canceled at any time. The Annual plan costs $150 per year — equivalent to $12.50 per month — offering around a 30% saving compared with paying monthly. Both paid plans include premium languages, access to the in-app Google Images library, the Glint mobile app, QR code sharing, and advanced board editing tools.

Schools and districts requiring multiple licenses can request custom pricing. These organization plans add centralized billing, shared resource libraries, administrator controls, usage insights, Clever/SSO rostering, and onboarding and training to support larger deployments.

Best Glint tips and tricks

Start broad
Begin with a simple prompt to generate a draft resource, then personalize it for individual students rather than trying to create the perfect prompt first time.

Support families
Use the multilingual tools to create matching resources for home and school. This can help reinforce routines and improve communication between educators and caregivers.

Build a resource library
Save commonly used schedules, communication boards, and social stories so these can be quickly adapted for different students instead of recreated each time.

State of the Education Technology Market: What to Expect in 2026 and Beyond

Technology

We talk with Chad Johnson, Managing Partner in Cherry Tree & Associates’ investment banking practice, about the state of the edtech market and how education companies are managing the current climate. You can enjoy engaging insights into these important topics during the CEO Keynote Panel: Strategies for Leading Through Market Uncertainty at the upcoming EdExec Summit, taking place September 10-11 in Chicago.

Chad Johnson is an investment banker with a focus in education and former Manager of Business Development for PLATO Learning (now Edmentum). He’s been in the education market for 25 years, primarily helping entrepreneurs or private equity firms who are selling education companies, and suggests that the current market seems to be leveling.

“The last few years, renewals were tough, new business was challenging,” Johnson says. “There’s a few companies that are doing really well—certain pockets like STEM curriculum, career and technical education—but most companies are happy just to be flat this year.”

Although Johnson sees that as an encouraging sign, he notes that the market always has been cyclical.

“Education is driven by state and local budgets primarily,” he says. “As the economy goes up and goes down, that tends to impact schools in a lag. There was so much money pumped into the system during the start of COVID that when that money went away, there was a resetting of expectations in terms of budgets for schools. We’re going through a down period right now, but we fully expect eventually it will turn around. I don’t think that will happen in the near term, but at least it’s flattening out.”


You may like

Changes in the market aren’t just about finance, but can translate to a direct effect on the classroom experience.

“What really matters is what’s going to be the impact on teachers and students,” Johnson says “The easier question to answer is how it affects the administration, because with fewer resources they’re just having to make do with less.”

Budgets are smaller and enrollment continues to drop, which is also having an impact, especially on large urban districts.

“Teachers might have to handle more kids,” Johnson says. “They’ve got more demands put on them. There’s certainly still a problem with teacher retention. Part of what the admin is focusing on is making sure that they have enough teachers. These issues also filter down to the students. You will probably see fewer options, fewer alternatives in terms of programs that these schools are able to offer.”

To pare their edtech investments, schools have been much more focused on engagement.


What to read next

“Schools are looking at who is using this product that they bought and have been paying for every year. If it’s half the kids, is that good, is that bad?” Johnson says. “You can argue that there’s a lot that a good teacher can do without a lot of resources. You don’t necessarily need all the bright, shiny objects to teach children. The most important thing is having good teachers.”

A back-to-basics, tech backlash is gaining popularity.

“Some states with large districts are talking about limiting the amount of time that students can spend on screens,” Johnson says. “WIth these challenges in play, there’s only so much time in the day, and there’s just not enough time for every edtech vendor to make an impression.”

Effects of a Down Market on Edtech Companies

“There is no doubt that there are some great products out there that are just having a much harder time getting face time with the schools, getting implemented, making the sale because of the market pressure,” Johnson says. “They just are not in as strong a position as companies with more resources to have those conversations with decision-makers and with educators. That’s bound to happen in a down market, which is unfortunate.”

While this could hinder smaller companies or startups, it’s a natural result of tougher competition.

“At the same time, let’s bring the taxpayers into the room,” Johnson says. “From their standpoint, have there been solutions that were purchased and never implemented or poorly implemented so only a very small subset of the intended population is actually using it.”

Schools are thinking outside the budget-box to save the programs of which they are passionate and in which they believe, such as high-impact tutoring.

“It’s one of these things that you can do with kids to have a markedly positive impact,” Johnson says. “But it’s not part of the main core budget of schools. You have to come up with additional money for it. Some places are getting creative, applying for grants or even getting nonprofits (or in some cases for-profits) to sponsor elements.”

4 Pieces of Actionable Advice to Weather a Flattened or Downturn Market

Johnson offers advice to navigate the current edtech market.

Do an audit of the tech you already have. Look for any underused elements within existing tech that could work to replace programs being phased out. Analyze how many students are being served by the program, and whether additional professional development could aid educators in finding greater value for their classrooms.

Focus on what schools need. It sounds basic, but at the end of the day, delivering an engaging solution that really works and helps kids—which teachers find useful and administrators find they can talk positively to parents about—that’s what is going to make it through this downturn and come out on the other side in a much stronger position.

Strengthen your relationship with your schools. Spend the time to check in with your customers, make sure that they’re getting what they need. Blocking and tackling is really important. Some companies are growing through this market. If you’ve got the right solution at the right time, take advantage of that. Not everyone is in a position where they can easily invest in that kind of time to make sure they are giving their customers everything that they need, but you have to try to do so.

Get in front of the stakeholders. Prioritize customer conferences—the ISTEs and FETCs of the world—even if attendance has been down at those conferences as a natural reflection of budget tightening. Whatever you can do to get in front of customers and teachers is the smart thing to do right now.

What to Expect From CEO Keynote Panel: Strategies for Leading Through Market Uncertainty

EdExec Summit panelists joining Johnson offer a broad spectrum of unique perspectives on the market. Johnson will speak about how the market’s doing both from a business standpoint as well as his role as an M&A advisor in the capital markets. One panel member is an investor in a private equity firm that focuses on education and owns a number of companies in different market segments. Another is a sales and marketing pro who advises education companies. One panelist is the head of product for a very large education assessment and curriculum company, who sells nationwide to both small and large districts. This talk will offer curated insight aimed at CEOs, senior executives, owners of education businesses, as well as superintendents and school administration heads.

Edtech Show & Tell August 2026

Technology

Welcome to the August Edtech Show & Tell, in which our editors share some of the new edtech products that have caught our attention this month. These are not reviews or endorsements, but a showcase of education-friendly items, platforms, and more that we think might be noteworthy for you.

This month’s new offerings include new digital curricula, an AI-powered smart pen, an air quality sensor, and much more.

Audiotool | 3.O

(Image credit: Audiotool)

A step toward eliminating the bottlenecks musicians face when collaborating with one another, Audiotool 3.0 will bring Audiotool’s cross-platform music production ecosystem to any device, with native mobile versions coming soon. It will see the launch of NEXUS, a new open-source SDK that allows anyone to build their own instruments, plugins, and AI-connected music creation tools.

BandLab | BandLab For Education 2.0


You may like

(Image credit: BandLab)

Built to run on Chromebooks and other devices, BandLab for Education 2.0 is available free for eligible Title I schools and at a flat $2.50 per student per year for all others. The platform adapts BandLab Studio for education with teacher-managed classrooms, student assignments, and district privacy features. Students can record and create songs, tune vocals with AutoPitch, use an extensive library of samples through BandLab Sounds, and more.

Chief | Tempo Flat Panel In-Wall Single-Box Mount System

(Image credit: Chief)

The Chief Tempo Flat Panel In-Wall Single-Box Mount System is designed for commercial and higher education environments, and supports small to medium displays in landscape or portrait orientation. It is engineered to streamline installation, support multi-phase installation workflows, and provide easy access to AV components for fast, efficient service. It combines mount hardware, in-wall device storage, and service access capability into a single integrated system that aligns with how commercial construction projects actually run.

ClassDojo | New Schoolwide Tools for School Leaders

(Image credit: Class Dojo)

ClassDojo’s new capabilities help principals and school leaders communicate with families, strengthen school-home connections, and manage all staff outreach from a single platform. New capabilities include multichannel announcements (spanning email, text, voice, and mobile app), built-in Canva newsletter creation, one-click social media posting, schoolwide engagement dashboards, and new tools for middle and high school staff to communicate directly with students.


What to read next

CyberNut | Neptune Navigate Digital Citizenship Platform

(Image credit: Cybernut)

CyberNut has acquired the Neptune Navigate Digital Citizenship platform, adding an established student curriculum to its K-12 safety offering The company already delivers student safety and digital citizenship education alongside its staff-facing phishing simulation, security awareness training, and threat reporting. Neptune Navigate adds an additional deep, purpose-built curriculum. For districts, the result is a deeper, more comprehensive approach to online safety.

Daktronics | LiveWrx

(Image credit: Daktronics)

LiveWrx is a fan engagement platform designed for high schools to create interactive experiences at live sporting events using video boards. It enables schools to run live polls, interactive games and fan challenges on their Daktronics displays while fans participate in real time using their smartphones. The platform is designed to increase crowd involvement, enhance school spirit and create new opportunities for sponsorship‑driven revenue during games.

Discovery Education | Social Studies Essentials

(Image credit: Discovery Education)

Social Studies Essentials is a new K–5 supplemental program designed to help teachers bring C3-aligned, inquiry-based social studies instruction into busy classrooms. The program was built to make rigorous social studies learning easier to implement with ready-to-use lessons, embedded literacy supports, primary sources, and teacher-friendly planning tools.

Epson | SureColor T3770E Education Edition

(Image credit: Epson)

The SureColor T3770E Education Edition is designed to support schools looking to replace older equipment and confidently implement high-quality in-house poster printing. To ensure educators have everything they need to start printing on day one, the bundle includes the SureColor T3770E 24-inch wide-format graphics printer, easy-to-use Epson Print Automate software, 24” matte and glossy paper rolls, starter inks, plus an additional set of 110 mL ink cartridges, and a maintenance box, enough supplies to last well into the school year.

Extron | BT 100 AT D

(Image credit: Extron)

This easy-to-use wall panel allows a Bluetooth-enabled cell phone to be used as the communication device in a conferencing system. It also supports stereo audio playback from a range of Bluetooth-enabled devices. Flexible control for device pairing, volume, and media playback is available using the front panel buttons, RS-232 or the Dante network connection. The BT 100 AT D interfaces with any Dante‑equipped audio processor, such as an Extron DMP Plus Series AT Model, over a standard local area network.

Flowtica | Scribe

(Image credit: Flowtica)

The Flowtica Scribe is an AI-powered smart pen that combines handwriting, voice recording, and AI to help students stay engaged during lectures instead of worrying about capturing every word themselves. It records both handwritten notes and audio simultaneously, allowing students to instantly revisit important moments, highlight key sections, and generate AI-powered summaries after class.

Just Right Reader | Knowledge and Language Building Library

(Image credit: Just Right Reader)

Just Right Reader’s Knowledge and Language Building Library is for pre-kindergarten students. The collection of 60 fiction and nonfiction books—available in both English and Spanish—are designed to develop students’ oral language, vocabulary, and background knowledge as they start their reading journey. The topic-based sets cover the themes of all about me, animals, building things, colors, community helpers, habitats, nutrition, plants, seasons, and transportation.

McGraw Hill | ALEKS Expansion

(Image credit: Aleks)

McGraw Hill welcomes additions to its AI-powered ALEKS portfolio of learning solutions: ALEKS Adventure for Grades 4–5 and ALEKS for Calculus II. These new offerings extend the reach of ALEKS and provide adaptive technology and actionable data help educators identify knowledge gaps and guide students to the skills they are ready to learn next.

Pimloc | Secure File Sharing

(Image credit: Pimloc)

Secure File Sharing is a new capability in the Secure Redact platform that lets school districts and other organizations deliver redacted video, audio and documents directly to requestors through a secure, expiring link, accelerating delivery without the file ever being downloaded, re-uploaded, or emailed as an attachment.

PowerSchool | Schoology & NotebookLM integration

(Image credit: PowerSchool)

Gemini LTI users can now add Schoology course content directly as sources within NotebookLM. This allows educators and students to create AI‑powered study guides, summaries, audio overviews, videos, infographics, slide decks, and more, all grounded in materials already available in their Schoology courses.

SMART Technologies | Lumio WCAG 2.2 Accessibility Updates

(Image credit: Lumio)

Accessibility enhancements have been added to Lumio, the cloud-based teaching and learning platform, bringing the core student experience into alignment with WCAG 2.2, the internationally recognized standard for web accessibility. The update helps ensure that students who use assistive technologies can participate more fully and independently in classroom learning, engaging with lessons, activities and collaborative experiences alongside their peers.

Vernier Science Education | Go Direct Air Quality Sensor

(Image credit: Vernier Science Education)

The Go Direct Air Quality Sensor helps students investigate real‑world questions about the quality of the air we breathe with measurable evidence—right where they live and learn. Designed for high school and college use, this durable sensor supports indoor and outdoor monitoring so students can track pollutants over time, analyze spatial patterns, and connect air quality to human and ecological health.

Thoughtfully Leveraging AI To Improve Learning Outcomes, Efficiency, And More

Technology

Matt Kuhn, CTO, Volusia County Schools (Image credit: Volusia County Schools)

For Matt Kuhn, Chief Technology Officer for Volusia County Schools in Florida, artificial intelligence has been around longer than most folks realize.

“The first AI was really Clippy way back in the day, right?” Kuhn says. “In the 90s when Clippy would jump on your screen and kind of annoy you a little bit, but it was gathering feedback from you and then differentiating what it told you next in terms of assisting you in learning how to use the program.”

Like Clippy (but dramatically less annoying), Kuhn has been active in shaping how AI is being used in his district, particularly by students.

“One of the things we’ve learned over the last couple of years is when we talk about using AI, we talk about it being a coach, not an answer giver, or we also say that it’s an augmentation to your learning,” Kuhn says. “We want all of our AI to let students go through that healthy struggle but keep them right on the edge much like a video game does. You know, when a student loves a video game, it’s because that video game has mastered that moment where the student feels like with just a little more effort, I could get to the next level. That’s what we want AI to also do.”

Kuhn, a former small district teacher and principal before a stint as an author and edtech consultant, was also instrumental in Volusia’s early adoption of AI.


You may like

“We had one of the first policies around AI in the state of Florida in a school district, and I know it was one of the first because a lot of districts in Florida and even other states started contacting me and asking for a copy,” he says. “Our policy took a pretty open approach to allowing AI with some guardrails put in place so that people knew what the structure of it was and how far those boundaries could be pushed. But we wanted to make sure that our teachers and our students had the freedom to innovate within certain parameters.”

Kuhn has continued to lead AI efforts in his district, which include the creation of an AI professional development academy as well as the deployment of AI agents for district leaders to help them be more efficient and effective in their work.

For this and other efforts, Kuhn was recently recognized with a Tech & Learning Innovative Leader Award at the Tech & Learning pre-ISTE Leadership Summit in Orlando. He shares his district’s AI efforts for students, teachers, and staff.

(Image credit: Volusia County Schools)

AI Is A Human Endeavor

Volusia County Schools is a diverse district of 60,000 students and 8,000 employees, with about 115 in Kuhn’s IT division. And with that many involved, there was a lot of concern about how to approach AI.

“We had to alleviate their fears with training and other data to show them that AI could be a positive experience for their students,” Kuhn says. “There’s still certainly people that are skeptical, but our data shows that it’s being used more and more each year by our teachers and our students. And we’re an A-rated district for the second year in a row by the state of Florida. So our academic scores and other indicators are going up despite the fact that our AI usage is also going up.”


What to read next

To address concerns and support staff who were interested in using AI, the district created its AI Academy, a year-long program that provided ongoing professional development events rather than a one-time workshop. The academy offered differentiated learning paths for various roles, including clerical, educator, and administrative staff, and ultimately, was a hit with everyone.

(Image credit: Volusia County Schools)

“The academy kept getting so big that we kept having to change rooms to larger venues just to accommodate all of the people who wanted to go through it,” says Kuhn, who added that the experience needed to be in person. “We found that face-to-face was going to be best for this, where people had their computer in front of them and we could walk around and assist and get them collaborating. We also wanted people to realize that AI is also a human endeavor, that it’s not just about technology.“

Vendor partners were also part of the program. “If something new was coming out in Copilot, for instance, we would arrange with our Microsoft customer support to teach us that latest and greatest thing so that we could roll that out right away,” Kuhn says.

The academy concluded with “Volusia Learns,” a week-long district conference during which participants received digital badges. “And now when you see their digital signature or the directory information on their school website, they’re showing the badge they earned,” Kuhn says.

(Image credit: Volusia County Schools)

Agents On Board

Similar to many districts, trying to navigate and analyze data from numerous disparate sources was a growing obstacle for Volusia schools. Director of Educational Technology Melissa Carr challenged the IT team to make board policies, procedure manuals, student data, and other info that’s typically housed in different departments and silos easily accessible to all.

“In the old way of doing things you have to kind of ask everybody ‘Where do you find this? Who has the latest on this? Can they email it to me?’ says Kuhn. “She wanted it to be a quick thing where a principal could just type in some things and this stuff would appear.”

To solve that challenge, Kuhn and his team developed the Volusia County Leaders Agent, a custom AI agent using Copilot 365 that could access district and student data, board policies, and procedure manuals, all with specific naming conventions for easy indexing. They then encouraged district leaders to customize it.

“Essentially what we did is we taught them how to make their own agent,” says Kuhn. “We put together a set of instructions and we gave them the links to the SharePoint site and the URLs that we would be using, and we walked them through. It was only three pages with screenshots, so it’s not like a really hard process to create an agent.”

Having the leaders make their own agents allowed them to be very specific in how they designed it, and also fostered ownership and buy-in.

“They’re like, ‘Oh, I’ve got this agent I made,’” says Kuhn. “‘Look at this. It does this cool stuff for me.’ You know, so instead of just saying, ‘Here, use this that we gave you,’ they’re proud of it.”

(Image credit: Volusia County Schools)

Keeping ’Em Swimming

The district plans to continue offering PD opportunities around AI, although it may not be another full year of the AI Academy as there is limited time available for training and many implementations happening in any given year.

Nonetheless, Kuhn and his staff are identifying and training Digital Learning Teacher Leaders (DLTLs), who lead deep, ongoing training on the latest AI tools with staff members within their building, and also provide resources and support. This approach helps them try to keep up with the pace of AI’s evolution.

“It evolves so fast,” says Kuhn. “But the way we figure is if we at least get them in the pool and swimming, even if the temperature of the water changes a little bit, they’ll be able to deal with it.”

  • Microsoft Entra ID (Azure Active Directory)
  • Microsoft 365 (Outlook, Teams, OneDrive, Word, Excel, PowerPoint, OneNote, Forms)
  • Microsoft Entra ID (Azure Active Directory)
  • ClassLink / VPortal (single sign-on & app catalog)
  • Canvas (Learning Management System)
  • Focus SIS (student information, grades, attendance, analytics)
  • Focus ERP (HR, payroll, finance, purchasing, budget – 19 modules)
  • IncidentIQ (help desk, work orders, asset management)
  • Jamf (Apple device management)
  • Cisco Meraki (network switching & wireless)
  • Cisco Identity Services Engine (network access control)
  • ContentKeeper (web filtering & student internet safety)
  • Finalsite (district & school websites)
  • BoardDocs (school board agendas & meetings)
  • ParentSquare (family/school communications tied to SIS)
  • Canva (instructional and staff content creation)
  • IXL
  • Achieve3000
  • Big Ideas Math
  • Khan Academy
  • Desmos
  • PhET
  • BrainPOP
  • Facilitron (facility scheduling & community use)
  • Lightspeed Web and Classroom Filter

What is CK-12 and How Can Teachers Use It?

Technology

While researching my recently updated article, Best Sites for Blended Learning, I came upon CK-12, a remarkable, new-to-me teaching platform that provides a varied and robust set of digital textbooks, AI-powered digital tools, teacher agents, simulations, and more.

CK-12 is the brainchild of the nonprofit CK-12 foundation, whose mission is to provide free access to high-quality, customizable educational content in multiple modalities, suited to multiple student learning styles, levels, and resources. Even better, all tools and features of CK-12 are fully free to educators, students, and families.

What is CK-12?

CK-12 is a K12 online education platform designed for teachers, schools, and families that serves as a customizable digital platform for teaching and learning.

Its flagship offering, Flexbooks, are standards-aligned digital textbooks for K12 math, science, English, social studies, and other topics, including college-level and adult education. Flexbooks are available in English, Spanish, Korean, German, Chinese, Greek, and Polish. A small selection of Flexbooks include built-in interactives.

In addition to Flexbooks, CK-12 offers a wide range of AI tools for teachers, AI teacher agents, learning analytics, study guides and adaptive practice for students, interactive simulations, and PLIX (Play Learn Interact eXplore) interactives.


You may like

FlexBooks can be assigned, saved, shared and customized. (Image credit: CK-12)

How Does CK-12 Work?

Users can easily sign up for CK-12 via their Google, Microsoft, Apple, or email accounts. Once signed in, the teacher’s homepage highlights the newer AI-powered tools highlighted at the top, while the older flagship Flexbooks are lower down.

While the AI-powered tools and agents are intriguing and potentially time-saving for educators, the core of CK-12 is really the digital textbooks known as Flexbooks.

(Note that the continual right-to-left and left-to-right animation of the AI Teacher Tools boxes is an unfortunate choice for an organization that aims to be sensitive to learners of all types. Fortunately the student version of the site doesn’t include such distracting animations.)

FLEXBOOKS

Flexbooks carry a number of advantages over traditional textbooks. First, these are fully free, which offers an opportunity for substantial savings—perhaps as much as $1.5-2 million dollars for a district. And in contrast to paper textbooks, Flexbooks can be updated as needed, which of course represents yet another financial saving.


What to read next

Additionally, Flexbooks are designed to be compatible with all external screen reading apps and tools, allowing for all content to be read aloud. This is especially useful for students who struggle to read at grade level. You can search Flexbooks by grade, language, and subjects. Additionally, one can browse the list of all Flexbooks, arranged by topic and grade.

For six selected math topics, Flexbooks are also available in an interactive as well as conventional version.

FlexBooks include both interactive and conventional options, as well as those created by community members. (Image credit: CK-12)

Educators can create classes directly in their CK-12 account, or via an existing LMS class, such as Google Classroom, Canvas, Schoology, and others. Then add students through email, roster upload, or direct entry. Assignments can be made quickly through links on every content page.

AI TEACHER TOOLS AND AGENTS

CK-12’s AI-powered Teaching Assistant comprises a large library of tools to speed teaching preparation, assessments and assignments, specialized learning, communications, and much more. Teacher Agent goes further, allowing users to quickly set up their own AI-powered agent, capable of interactive with students while adapting to their responses and learning styles.

What Are The Best CK-12 Features?

In addition to its flagship product Flexbooks, CK-12 offers several key customizable features ideal for the classroom setting.

ADAPTIVE PRACTICE

Adaptive practice exercises in selected topics are available for students in grades 1-5. Each topic includes dozens of subcategory skills that can be assigned to students.

For example, the Measurement topic is divided into money, time, systems, conversions, capacity, and mass. Within each subcategory skills include comparing, identifying, converting, and many others.

The teacher’s version of adaptive practice includes the explanatory text seen above in purple, not present in the student version. (Image credit: CK-12)

FLEXBOOK TEACHER TOOLS

CK-12’s Teacher Tools are built into every Flexbook page and include a quiz creator, lesson planner, and lesson “hook” generator. Simply click the desired link in the lower left-hand box in order to create a quiz, standards-aligned lesson plan, or lesson hook for the content on the current page.

As with most CK-12 features, users are free to adapt the pre-filled templates according to their own preferences.

LEARNING ANALYTICS

Comprising “foresights” and “insights,” Learning Analytics provide granular data on student and class performance, as well as overall performance for each question. While Foresights predicts a student’s future proficiency in the selected topic, Insights displays skill levels that students have already demonstrated, from “beginning” through “mastery.”

Using graphs and lists, the platform also shares performance data from the class, makes recommendations about how to address performance gaps, and highlights students who are performing exceptionally well.

The Learning Analytics tool offers insights into, and predications for, student progress (Image credit: CK-12)

INTERACTIVE SIMS

Sims are a great way to combine text- and graphic-based learning with interactivity, engaging students more deeply than static lessons. Available for physics and chemistry topics, CK-12’s interactive sims are concept-driven, standards-aligned, and offer downloadable PDF worksheets.

Each assignable simulation begins with a brief animation representing the target concept and includes a video tutorial, challenge questions, and easy sharing options.

How Much Does CK-12 Cost?

Remarkably, CK-12 is completely free for all users — educators, students, families or anyone wishing to study and learn. The nonprofit CK-12 Foundation’s core mission is to provide content and technology tools that support customizable teaching in multiple modalities, for all types of learners, therefore all its tech tools are 100% free.

Tips For Finding and Keeping Talent: A Conversation with Nate Lichte

Technology

(Image credit: Nate Lichte)

We talk with Nate Lichte, VP of K-12 Solutions and COO of Lebra, about the challenges of retaining top talents in school leadership and the classroom. You can enjoy engaging insights into these important topics during Lichte’s presentation at the upcoming EdExec Summit, taking place September 10-11 in Chicago.

“I’ve always had a passion for leadership,” Nate Lichte says. “My mom was an eighth grade teacher. Growing up I didn’t get the traditional bedtime superheroes and fairy tales, I got leadership fables.”

Like most fables, Lichte’s path wasn’t a simple or straight one, but it resulted in a lesson learned he brings into his work everyday.

“I got into education because I struggled with my own educational journey, so I wanted to make an impact for educators and their students,” he says. “I started in higher ed working directly with college students, which eventually led to K12. I even worked with juvenile justice and corrections education programs. I’ve been spending the last seven years with school superintendents within a company whose core product helped leaders to better connect with their employees to build a culture of belonging and ensure that the employee feels seen, valued, and inspired to grow.”

Lichte says the education sector is extremely unique, and presents difficult challenges for school leaders, who are under tremendous pressure. Every district is distinct, but most are facing the same challenges when it comes to staffing.


You may like

“Right now a lot of districts are talking about recruitment because we’re dealing with this shortage of teachers,” he says. “The immediate thought is, ‘Let’s go get more teachers.’ We’re not talking enough about retention. It’s far less expensive and far more impactful to create an environment where the best people choose to stay. At the end of the day, the best people want to work for someone that genuinely cares about them.”

Determining what matters most to the brightest stars in your school’s universe is key to keeping them.

“Teachers are not in a role for the compensation,” Lichte says. “The reason people stay is because they have great leadership. They have purpose. They have opportunity to grow. There’s trust. There’s flexibility. There’s an authentic relationship that’s built between them, the leadership, and the entire organization. That’s what sets a high-performing organization, whether it’s a K12 school district or any other industry.”

Just knowing what your staff needs is the first step. For Lichte, this isn’t about selling a product, but selling a culture that can make life better for all the stakeholders.

“Culture isn’t something you can write on a wall,” he says. “Culture isn’t something that happens because you throw a building a pizza party or order a snack cart on Teacher Appreciation Day. Those small things are great and may lead to a positive culture, but nine times out of ten, that’s not what builds a healthy culture of belonging. What builds a strong culture of belonging is small intentional actions. It’s conversations, it’s feedback, it’s recognition, all of those small things that happen in seconds in the day that build trust and relationships.”


What to read next

Becoming the GOAT of Joy and Belonging Might Take a Few Llamas

“Culture starts from the top down,” says Lichte. “It doesn’t matter whether we’re working with K-12 districts, hospitals with 20,000 employees, or a private organization with 6,000. We have to start with the CEO or the superintendent of that organization. If you as the head of that organization do not believe — or don’t take the intentional actions that it takes to build a culture of belonging, it’s going to be an uphill battle.”

Small daily actions, such as noting someone’s birthday, might seem simplistic or something that wouldn’t move the needle on culture.

“When you’re the superintendent of an organization and you send a personal email birthday message to an individual, it has meaningful impact,” Lichte suggests. “A superintendent in Illinois sent a last-minute birthday message to an individual in his district. The gentleman responded that he didn’t know that the superintendent knew it was his birthday, and was furthermore surprised that he took the time just to wish him a happy birthday, because he’s the superintendent leading this big district. His final sentence? Sometimes, being a janitor I feel at the bottom, but today — I feel at the top.”

This made such an impact on the superintendent, the district adopted a bigger recognition of birthdays and milestones across the organization. Doors were decorated, and joy and a sense of belonging was spread.

“These are the moments that matter,” Lichte says. “That individual employee will stay retained and engaged in his role because of this one small email and then everything else that the district has done to kind of change their philosophy. That’s when employees feel trusted, valued. They’re inspired to grow, regardless of what position they hold.”

Lichte insists this conversation should not be about recruitment, because recruitment will come when you create an environment of joy with a culture of belonging. If that’s what you lean on you are focusing on the wrong piece of the puzzle.

“The challenge for superintendents is that right now is a heavy politically-charged environment,” he says. “They have budget constraints and reins tightened to the greatest degree they’ve ever experienced.”

Lichte says small intentional acts and inspiration matters. He cites Dr. George Philhower, Eastern Hancock Community Schools superintendent in Greenfield, Indiana, who has four key tenets, starting with joy.

“He wants every single individual to experience joy and that joy is exhibited not only when the kids are getting educated, but when employees and teachers feel like they’re part of the school,” says Lichte. “It takes intentional work. You cannot do it on Fridays and special occasions, you as a leader have to do it every single day. If you’re bleeding talent, it’s because people don’t believe; one, in you as the leader, or two, because your core tenets are in misalignment with what they want.”

This philosophy has attracted such a stir that 300 teachers from around the country come to Philhower’s annual Joy Jam educators’ conference. To be fair, this is the same man who sent a local farmer in uniform riding a horse past a history classroom yelling, “The British are coming!”

So how does joy express itself in Greenfield, Indiana?

Says Lichte: “The best way I can sum up that conference is as I’m walking down to the main session, George passes me and says, ‘Have you seen a goat? We’ve lost the goat.’ The next thing I heard was his voice calling down the hall, ‘The llamas are slipping on the floor. We need a tarp for the llamas!’ Because this conference brought in everything that exhibits joy. This is why George doesn’t have a recruitment problem.”

3 Takeaways To Gain From Nate Lichte’s EdExec Summit Presentation

Culture is not a pizza party. Leadership is building a high-performing organization around a culture of belonging, built on a foundation of connection. You can’t have one without the other.

Start from the ground up. Learn from the good work already taking place, such as the birthday note example. Sharing best practices starts a conversation to spark ideas. Other creative things are happening organically in districts.

Create environments that people don’t wanna leave. You can’t just do it on Tuesdays and Fridays or because it feels like the right thing to do. You have to block your calendar 5-10 minutes every day and go find someone to make feel seen. If you’re not giving this culture the same intention that you give your budget, then you’re missing the mark.

Neo vs. Chromebook: The Ultimate Classroom Bake-Off

Technology

Technology moves at such a rapid pace, it’s hard to keep up with the changes as a school leader. Since publishing my first article (“Did Apple Finally Find Its Chromebook Killer?”) (just a month ago), Apple quietly increased the education price of the Neo by $100. That changes part of this conversation as at $499, the Neo was an intriguing disruption. At $599, districts will rightly ask much harder questions about return on investment. However, like I said in the previous article, this isn’t just about the price. It’s about value over time.

Now that we have that disclaimer out of the way, allow me to lay out the ground rules of this article. I’m not trying to get too overly geeky about this bake-off. I’m evaluating these through the eyes of a technology director trying to make a major purchasing decision that affects learning.

Which leads me to my second disclaimer: These decisions need to involve more than the person who is deploying and distributing the machines.

With that said, most of what follows are several different categories all school leaders should be considering when making a purchase of this magnitude. In the wake of the “tech lash,” leaders need justifiable reasons for introducing devices and screens into the learning environment.

Neo vs. Chromebook: Overview

My original thought for this bake-off was to compare Apple’s Neo with the Dell Chromebook 14 Laptop. These are both similar in size and price, but the truth is, most schools don’t purchase that model for their students. They tend to purchase smaller sizes (typically 11.6-inch HD models) and lower RAM and storage. As Chromebooks make up 93% of the K-12 market, I wanted to make this a comparison against the most commonly purchased device. Currently, Lenovo has a slight edge (25% vs. 21%) over HP when it comes to units shipped in the U.S.


You may like

Furthermore, the most common type of Chromebook is the “Clamshell” laptop. More than 62% of Chromebooks purchased are this type but there is a significant growth rate in the second type (Convertible 2-in-1 which is bought at nearly 15%).

Taking all that into account, the following series of tests and benchmarks will be run between a Lenovo Chromebook 100e Gen 5. The Gen 4 was the most purchased of its fleet last year, so we’ll go with the newest model when doing comparisons for the rest of this article. I fully recognize that many of you reading this will likely be purchasing HP, Acer, or Dell versions, so with that in mind, consider this a framework when doing your own comparisons.

The Hardware Story

I’m not going to do a “spec dump” here as you could do that by looking up the device you are considering and comparing its specs to that of the Neo. I will however, highlight some important technical features you’d want to consider and compare when making your ultimate decision.

Here’s a chart of a few things you should ponder when comparing devices:

Swipe to scroll horizontally

Category

Apple Neo

Lenovo 100e Gen 5

Who Wins?

Why Schools Care

Price

$599

~$350–420

Lenovo

At scale, a $200 difference per device can mean hundreds of thousands of dollars.

Display

13” Liquid Retina, 2408×1506, 500 nits

11.6” HD, 1366×768

Neo

More workspace, sharper text, brighter display, and significantly better for media creation.

Processor

Apple A18 Pro

Intel N150 or MediaTek Kompanio 540

Neo

Both handle web apps well, but the Neo has much more headroom for demanding tasks and AI.

Memory

8 GB unified

Up to 8 GB

Slight Edge: Neo

Same number on paper, but Apple’s unified memory architecture is designed for higher sustained performance.

Storage

256 GB SSD

64 GB UFS

Neo

Four times the storage plus much faster local file access. Great for video, coding, and offline work.

Battery

11 hours web, 16 hours video

Up to 15 hours (Intel) or 18 hours (MediaTek)

Tie

Both should comfortably last a school day. Real-world classroom testing will matter more than manufacturer claims.

Weight

2.7 lbs

2.7 lbs

Tie

Despite the larger screen, students won’t notice much difference carrying them.

Durability

Aluminum chassis

Ruggedized education design, spill-resistant keyboard, MIL-STD testing

Lenovo

Districts buy devices expecting drops, spills, and backpacks, not pristine desks. That’s the reality.

Ports

2 USB-C, headphone jack

2 USB-C, 2 USB-A, HDMI, headphone jack

Lenovo

No need for the dreaded dongles for older projectors or classroom accessories.

Overall, it’s a pretty close comparison when you look solely at hardware components. In some ways it’s like the difference between buying a sports car vs. a pickup truck. The Neo is engineered for performance and premium experiences; you can go far and fast with it. The Lenovo is engineered to survive the day-to-day rigors of a middle school hallway; it can take some hits and still perform on bumpy roads. Both will need some maintenance to perform over the long haul and we don’t really know the longevity of the Neo yet.


What to read next

Based on design alone, the Neo feels like something you’d proudly hand to a college freshman. The Lenovo feels like something you’d reluctantly hand to thirty 7th graders going on a rainy day field trip.

But there’s much more to each of these devices than design and internal components. Let’s see how they hold up in the classroom.

A Student’s Perspective

Given the fact that Neos just came out this summer, we have zero legitimate benchmarks to compare to existing Chromebooks. We can look at previous iterations of Macbooks in schools and iPads (which I have extensive knowledge of) to help guide us.

So, for the purposes of this article, I purchased a Neo for my incoming 9th grade daughter to try. She’s a heavy technology user (gamer, video, AI, etc.) and has a school-issued Chromebook that she can borrow from her older sister (soon-to-be senior) to run some tests. She’s also taking some online courses this summer, so I asked her to tell me some things she noticed and to write it all down.

This next section is written by her:

Five Things I Noticed in the First 10 Minutes

By a 9th Grade Student

1. The Apple screen made everything look way better.

This was the first thing I noticed. The colors looked brighter and the words looked sharper. When I watched a video, it looked more like my TV at home than a school laptop.

2. The Chromebook felt more like…a school Chromebook.

It wasn’t bad, but it felt like every Chromebook I’ve ever used. It worked fine for Google Docs and Google Classroom, but nothing about it really stood out.

3. The Apple trackpad was awesome.

I didn’t think I’d care about the trackpad, but it was way smoother. It was easier to scroll and click, and it just felt nicer to use.

4. The bigger screen actually mattered.

I thought a couple of inches wouldn’t make a difference, but it did. It was easier to have two windows open, like writing in one and looking at a website in the other.

5. The keyboards are almost the same except for one thing.

My friends are always popping off the keys to their Chromebook. It is harder to do this with the Neo keyboard.

Her final quote to me when I pressed her about a comparison was this:

“Honestly, if my teacher handed me either one, I wouldn’t complain. But if you lined them up and said I could keep one, I’d pick the Apple without even thinking about it. It just feels more like a real laptop than a school laptop if that makes sense.”

Some of the tests that I had her try with her Neo and Chromebook were to mimic different examples of things that she would do in various classrooms with technology. I asked her about AI, but she mentioned that’s not really encouraged and she tends to not use it as much as other students.

Here’s just a few of the tests we ran on both devices:

“The 50-tab Challenge”

I had her open up 50 tabs of various classroom applications. Her LMS, Google Docs, Slides, YouTube, Canva, an AI chat bot, email, and dozens of other websites she had visited in the prior school year. We then attempted to measure responsiveness, any type of heat or fan noise from the device and most importantly . . . lag. Both devices performed well under this pressure.

Outcome: Tie

“The Video Project”

I asked her to recreate a video project she had worked on earlier in the year using both devices. On the Chromebook, she used WeVideo. On the Neo, Apple’s iMovie software. While she was able to complete both videos within about an hour of each other, the Neo was much easier when it came to uploading, editing, recording and exporting.

Edge: Neo

“The Offline Day”

This is a big one for her. She’s claimed frustration in the past with the district’s network and at times our home network. As she does most of her work in Google workplace, we tried both devices with the internet turned off and both did well. She was able to write and edit with an option to submit later. She wasn’t able to use her AI LLM bots in either scenario, but she did reveal to me that if she had downloaded LM Studio on her Neo before the internet went down, she could use that as an offline AI agent.

Edge: Neo

Things The Spec Sheet Won’t Tell You

After the exchange with my daughter, I really started to think of this comparison on a broader level. Yes, if you go just by the spec sheet or the price, you’ll get some easy comparison numbers. However, what about all those aspects that don’t appear on a spec sheet but still affect the classroom? Things such as boot time, trackpad feel, and screen glare aren’t listed in a pros and cons section but still need to be considered.

As a former teacher, I know that classroom disruptions can take an entire lesson and tank it. When it comes to technology such as student devices, what can happen that causes unforeseen disruption? Things like fan noise, software updates, battery life, and lag can cause frustration for the student and disruption for the teacher.

There’s also some hidden costs that come into play. After years of running an iPad one-to-one environment, you don’t really realize how much your budget is bleeding charging packs, cords, and keyboards until you do a final assessment of your assets. Repairs for a touch screen are going to be more cumbersome than those of a traditional screen. How much time and energy does it take from your staff to deploy and collect the devices? What about if students pick off the keys from the keyboard, as my daughter mentioned? Also, think about the support burden of training staff and students on the interactions of a device. The more familiar they are with the device the less support is needed (in theory).

All of these “soft costs” add up in the long run and turn into the “Total Cost of Ownership,” which I mentioned in my previous post. Looking at the big picture beyond the spec sheets is something all school leaders should consider before purchasing student devices.

Many schools have models that support two different devices (elementary classroom sets and secondary student take-home devices). This adds complexity to the environment, which in turn, means more support and more training. If it’s the right device for learning, those can be absorbed in the final decision.

Questions Districts Should Ask Before Buying Either

Ultimately, this decision should come down to the factors mentioned above but with input from a wide range of people. Teachers, campus administrators, technology support staff, librarians, and students should have an opportunity to provide input for whichever device you might be considering. This accomplishes two tasks: it gives a broader range of viewpoints when considering the device, and gives those important stakeholders a voice in the decision process, which can affect the overall outcome after deployment.

Whenever we were due for another round of device purchases, our district would convene a “Digital Learning Task Force” made up of the above stakeholders as well as parents. We created surveys, held “open viewing” times for students to touch and use the devices in the current school environment, and held forums to brainstorm the issues we should be considering.

Here are just a few of the questions that we used to guide our decision making:

  • What work do we expect students to create?
  • How long do we realistically keep devices?
  • How important is AI over the next five years of learning?
  • Can our support staff manage another ecosystem if we change?
  • Are our teachers comfortable with a different OS?
  • Do we value the lowest purchase price or the lowest lifetime cost and resale?
  • Are we buying devices for today’s classroom or the classroom of 2030?
  • What periphery purchases must we make with the device?
  • What does instructional support and training look like in each?
  • How smoothly can we deploy and recover the devices year after year?

Conclusion

Purchasing a school-issued device for students has never been more complicated. School leaders are dealing with screen-time angst, digital distractions, increased pricing on parts, decreased supplies, and smaller budgets.

Needless to say, this is not a decision that you should make after reading a single article such as this one. However, you should be asking some of the same questions here of your community, as well as hundreds of other factors that I haven’t even listed.

After fifteen years, Apple finally built a laptop that belongs in the Chromebook conversation. I know the iPad has its place as well, and have long compared an iPad with a keyboard to a Chromebook, but this is different.

“Did Apple build the Neo to be a Chromebook killer?” is a more complicated question and one that depends less on benchmarks and more on the kind of learning your district hopes to create.

Back-to-School with AI: The Teacher’s Guide

Technology

Kasey Bell

Kasey Bell is a former middle school teacher turned award-winning digital learning coach, international speaker, author, blogger, and podcaster with a Texas-sized passion for technology and learning.

She is part sparkling smile, part witty personality and a whole heap of passion as big as a Texas–go big or go home, y’all! She is a disruptor of the boring. An engaging, innovative, from the heart sharer who inspires educators while transforming their teaching with original, timely, and use-tomorrow ideas for student choice, differentiation, and technology integration.

Whether it is learning from home through online courses, professional development, conference workshops, or as a keynote speaker Kasey is a relentless innovator of ideas and a devoted transformer of classrooms and teaching.

Through teacher empowering publications and award-winning educational resources at ShakeUpLearning.com, learner-driven workshops and presentations, and hosting two weekly podcasts, Kasey proves why we should never settle for the boring when it comes to bringing out the very best in our students, and we should always strive to Shake Up Learning!

  • Host of The Shake Up Learning Show Podcast
  • Author of Blended Learning with Google, Named one of the Best New Professional Learning Books of 2021,” and “Best New Online Learning Books to Read in 2021,” by Book Authority.
  • Author of Google A to Z
  • Author of Shake Up Learning: Practical Ideas to Move Learning from Static to Dynamic, Named one of the “Best Learning Books of All Time,” by Book Authority
  • Google Certified Innovator
  • Google Certified Trainer
  • ISTE Featured Voice
  • Digital Innovation in Learning Award Winner in “Sharing is Caring”
  • One of 20 TrustED Educational Thought Leaders
  • Award-winning blogger and social media influencer

The award-winning Shake Up Learning website provides teachers with practical resources for using technology in the K12 classroom, including using Google Classroom, Google for Education, and other Google tools and many additional blended learning resources. We provide free technology tips and tricks, free downloads and templates, in-depth online courses, books, lesson plans, lesson ideas, cheat sheets, blog publications, and podcasts.

Kasey Bell, author, Google Certified Trainer, and Innovator, and the entire Shake Up Learning team provide in-depth, high-quality professional learning for K-12 educators worldwide through our Google Training for Schools programs, online courses, and webinars. Through face-to-face and virtual presentations, keynotes, and workshops, Shake Up Learning is committed to providing the best professional learning for K12 educators.

What is LIFT and How Can I Use It To Teach?

Technology

Reading difficulties don’t disappear when students reach middle or high school, but the resources available to help them often lag behind. Many literacy intervention programs are designed for early elementary learners, leaving older students to practice reading with books that feel childish or disconnected from their interests. That mismatch can make reluctant readers even less willing to engage, creating another barrier to improving literacy skills.

Storyshares’ LIFT offers structured, evidence-based instruction that supports decoding, fluency, vocabulary, and comprehension, with materials that respect students’ age and encourage them to keep reading.

The Literacy Intervention For Teens (LIFT) program was developed for students in grades 6-12 who are reading below grade level. LIFT combines structured literacy instruction with age-appropriate decodable books and highly interesting texts written for adolescent readers.

The program seeks to build foundational reading skills using content designed to feel relevant and engaging.

The result is a comprehensive literacy intervention package that includes curriculum materials, classroom resources, and teacher support, making it suitable for intervention specialists, special educators, tutors, and classroom teachers alike.


You may like

Here’s what educators need to know about LIFT, how it works, and whether it could be the right fit for supporting struggling secondary readers.

What is LIFT?

Storyshares Literacy Intervention for Teens (LIFT) is a structured literacy program designed specifically for middle and high school students in grades 6-12 who continue to struggle with reading.

LIFT combines evidence-based literacy instruction with books and activities that are perfectly appropriate for teenagers.

This focuses on high-interest, age-appropriate content that allows students to develop foundational reading skills without feeling like they’re reading “baby books” aimed at younger years learners – as often that’s all that is available.

LIFT uses structured literacy principles and the Science of Reading. The curriculum was developed alongside literacy experts, including HILL for Literacy, and is intended for Tier 2 intervention, making it suitable for small-group instruction, special education, English language learners, tutoring, and classroom support.


What to read next

This doesn’t concentrate solely on phonics, but instead the program also develops fluency, vocabulary, comprehension, and writing through a connected sequence of lessons.

Designed to help teachers manage the wide range of reading abilities often found in secondary classrooms, LIFT provides a complete intervention package rather than simply a collection of books.

(Image credit: LIFT)

How does LIFT work?

The program is built around a structured sequence of decoding and fluency instruction that gradually develops students’ reading confidence.

Students work through decodable chapter books written specifically for adolescent readers, alongside high-low (high-interest, lower reading level) books that allow them to engage with more mature themes while practicing core literacy skills.

Throughout the curriculum, learners revisit decoding strategies, build vocabulary, and improve reading fluency before applying those skills to increasingly challenging texts.

Teachers receive scripted and adaptable lesson plans, helping both literacy specialists and general classroom teachers deliver consistent instruction. The package also includes professional development, implementation support, and classroom resources that minimize preparation time.

Hands-on learning is another major component. Dry erase boards, sound-keyword cards, vocabulary cards, decoding workbooks, and fluency activities encourage students to actively practice multisyllabic word recognition rather than simply reading passively.

(Image credit: LIFT)

What are the best LIFT features?

One of the biggest strengths of LIFT is that it recognizes adolescent literacy requires different resources than early years reading.

Instead of relying on childish illustrations and simplistic stories, students get engaging chapter books featuring characters and situations more relevant to teenagers. This can help reduce the embarrassment some older struggling readers experience during intervention sessions.

The curriculum is also unusually comprehensive. Schools receive educator manuals, multiple book sets, student workbooks, vocabulary and decoding resources, classroom materials, and implementation training. This is all part of one coordinated package rather than assembling separate intervention resources themselves.

Another useful feature is its flexibility. LIFT is designed for special educators, literacy interventionists, tutors, multilingual learner support, and even general classroom teachers without specialist literacy training, making it easier to implement across different school settings.

(Image credit: LIFT)

How much does LIFT cost?

Storyshares lists the complete LIFT Intervention Program for Grades 6-12 at $2,399.

The package includes multiple classroom sets of decodable chapter books and high-low readers, educator manuals, student workbooks, classroom materials such as dry erase boards, and vocabulary cards, plus a 45-minute live implementation session to help schools get started.

Additional consumable student materials and professional development options can also be purchased separately.

Schools interested in district-wide implementation or customized solutions can contact Storyshares directly for quotes and partnership options.

Best LIFT tips and tricks

Use small groups
LIFT is designed primarily as a Tier 2 intervention, allowing targeted instruction for students with similar literacy needs.

Focus on confidence as well as accuracy
Age-appropriate texts can help reluctant readers stay engaged while developing core skills.

Take advantage of the scripted lessons
Even teachers without specialist literacy training can deliver structured intervention consistently using the provided manuals.

Build decoding into every session
Regular practice with multisyllabic words and fluency activities reinforces long-term reading development.

Use the implementation training
The included onboarding session helps staff establish consistent teaching routines and get maximum value from the curriculum resources.

Helping Students Explore Space And The World Beyond Their Classrooms

Technology

Collaboration is a hallmark of many of NASA’s endeavors. In 2020, NASA and the Department of State joined with seven other founding nations to establish the Artemis Accords, introducing the first set of practical principles aimed at enhancing the safety and coordination between like-minded nations as they explore the Moon, Mars, and beyond. A few days ago, the 70th nation joined the accord.

“When we brainstorm in the classroom, you’re in a bubble,” says educator and NASA Solar System Ambassador Tim Needles of Smithtown School District in New York. “In some of these programs, much like in the space program, we will collaborate on a project with three or four different countries. Introducing students to other places gives them different experiences to pull from, even when they are back in that bubble. Every single time, there is surprise learning that happens.”

A cooperative perspective is key in advancing learning into infinite possibilities.

”It’s invaluable because yes, there’s the things you expect in the curriculum, but we’re learning about how to collaborate with people from different cultures and appreciate different perspectives within that learning,” Needles says. “When they put together the James Webb Telescope, it was a collaboration of a few different countries. So we collaborated with a class in Switzerland to actually build a model of the James Webb. They did part of it and mailed it to us, and then we did the other part. Just modeling that kind of international collaboration is a great lesson by itself.”

For helping students explore space and the world around them, and other efforts, Needles was recently recognized with a Tech & Learning Innovative Leader Award.


You may like

Needles, also a nationally renowned expert on STEAM, shares his work with the NASA Solar System Ambassador Program and offers tips for those interested in getting involved.

Stepping (Way) Outside the Classroom

(Image credit: Tim Needles)

Needles has been a NASA Solar System Ambassador for a few years. “We work through the Jet Propulsion Lab (JPL) in California, and we get trained on every mission,” he says. “The idea is to be able to communicate that information back in the world of education or in the community.”

Participating in events to support NASA helps others understand what space missions are about. Part of this message is also educating others on what the space program has already added to their lives without them even noticing.

“A lot of times, teachers don’t even know the connections to space in what we are teaching,” Needles says. “If I’m working with a science class and we’re looking at the environment, a lot of that data comes from the space program. As a NASA Ambassador I can help them understand how this upcoming mission is actually going to be really important to get new data to use.”

Exciting new developments will keep Needles busy sharing what he learns at NASA’s JPL. During the recent Artemis Project launch, he shared weekly videos and K-12 lesson plans — from designing a mission patch logo to using physics and math to calculate a flight plan — across his district and, as a NYSCATE board member, with all New York teachers.


What to read next

“It’s really a new frontier, especially now with Artemis,” he says. “We’re going to be building a base on the moon to be interplanetary at some point and try to get to Mars. We’re going to have the first female on the moon in the next two to three years, which is very exciting. I watched Apollo 13 last night and it ends with them talking about when is the next man going to be on the moon? And I’m thinking, ‘Not exactly.’”

Through the program, Needles adds depth to his classroom by inviting people who work at NASA for a virtual meeting during which students can engage with one of the engineers, designers, or even the occasional astronaut.

“There’s no better experience than that,” he says. “Whether it’s involving AI or the environment, it all correlates to some of the things I’m doing within the NASA Solar System Ambassador Program. It’s exciting what we’re able to do in the classroom now. It’s just so interesting and really poignant at the moment, to be involved in this most important work.”

To Infinity … And Closer

(Image credit: Tim Needles)

Needles doesn’t need to bring students to space to build their global perspective.

“We went to the Galapagos two years ago. This year we went to Japan and Korea,” Needles says. “I think there’s no better education program than going somewhere else and learning about a different culture and the different ways that people live. In today’s AI world, those human skills of collaboration and openness to different perspectives are more important than ever. Travel opens your mind to different perspectives, which is more important than ever.”

Opening minds through bringing awareness of our place in the puzzle of the universe, first on a global scale, was good practice for becoming a NASA ambassador.

“So many of the students I bring on these tours haven’t even been to New York City, and it’s only an hour-and-a-half away by train,” Needles says. “Bringing them to somewhere like Ecuador, where it’s just an entirely different culture — it’s so exciting to see the impact. There’s very few things you take on in education where you know that students’ lives are going to change from having that one experience. Every trip I take opens up the universe to these kids, many who then become world travelers in college and beyond.”

Students aren’t the only beneficiaries of gaining a global perspective.

“Now I’m traveling with teachers, which I’ve never done before,” Needles says. “I’m working with NYSCATE and a few other groups to do a teacher tour next summer exploring England, Scotland and Ireland. We connect with locals virtually before the trips to make connections and learn a little about their experience. We can really see how we’re all one planet and how things are connected.”

Each destination has its own lesson.

“I went to Iceland for the first time last year and was entranced by how much of their energy is geothermal,” Needles says. “You go to a place like Amsterdam with the amount of people using bikes, or Europe’s reliance on public transportation, it’s like, ‘Oh, so this is possible.’ It really opens your mind to what you could do, and how different things could be.”

(Image credit: Tim Needles)

3 Ways To Incorporate the NASA Ambassador Program Into Your District

Needles share how districts can implement the NASA Ambassador program into learning.

Plan an ambassador visit. The global program has over 145 ambassadors and another 1,200 volunteers. “You can access the website, look up the nearest ambassador to you and reach out,” Needles says. “They are always happy to come to the classroom and support the teachers or set up a book talk with an astronaut author. It’s a free program — when we’re working as Solar System Ambassadors, we don’t charge.”

Volunteer with the program. If you have an interest and free time, you can start as a volunteer, and after participating in a few different events, apply for a bigger role. “The solar system is the overall topic, but you can have specialties such as working with a telescope or STEAM,” Needles says. “It is very flexible. They offer 2-10 trainings each week to hop on and learn about each new program.”

Apply to become an ambassador. You can apply through the program’s website. “There are a lot of opportunities and you get a badge and can visit the JPL on certain dates, as well as learn all about every new program or space telescope launch,” Needles says. Applications are considered annually for the three-year role.

Needles Teaching Videos:

Why Humans Still Own Writing: A Lesson For School Communities

Technology

I was writing a speech for an end-of-the-year ceremony recognizing my students moving up to their next school. It’s one of many speeches, announcements, recommendation letters, and notifications I compose on any given day.

I entered a quote I had written into an AI prompt with instructions to produce a concise, inspiring speech for my fourth graders moving up based on it. I was impressed with the output: It was well structured, followed my conventions, and did a decent organizational job. Yet, it was missing the most important aspect, something I call “personification.”

The biggest mistake users make using AI to write is overlooking the visible lack of substance and eerie wording in LLM outputs. In fact, according to a study by researchers at four U.S. universities, AI chatbots have linguistic fingerprints that reveal which model is used: In five popular AI chatbots, distinct verbal quirks emerged.

It is the personification a human adds that’s absent in AI outputs. Understanding this can help everyone in your school community write better, not using AI as a crutch but rather as a partner–a partner who can put together good looking, well-structured passages, but with the need for the human touch to personify it.

The Personification Two-Step

Let me illustrate with a common example of what many school leaders are writing: letters of recommendation.


You may like

In years past, writing a good letter of recommendation would take me, a quick writer, 25-30 minutes to compose. Not bad, but when you add up the half dozen requests all happening at the same time, along with all my other writing tasks, it gets overwhelming. Normally, writing those six letters alone would take three hours.

Now, I take a copy of the requester’s resume, remove their name and identifying information, and ask the AI to write me a letter of recommendation. I can add into the prompt, positive, praiseworthy tone, or more neutral for someone with whom I am not so impressed.

Using this prompt and an attached resume takes 2-3 minutes to get an output. I will add their name and title that were previously removed. But the biggest gap is the personal touch: personification. This is where I go back and take very important steps.

  1. I shift the tone from a rigid style even an AI that claims to know my writing style has. This reinforces that the human element has to be integrated and;
  2. I add unique details only I know and on which I can elaborate. For instance, that one time the teacher stayed until 6:30 PM to make sure a student of theirs was picked up when the family had an emergency. I can speak to the empathy and character of the teacher in a way the AI neither knows nor understands.

As far as writing articles like this one, I remain dutifully old school. I prefer to write from inspiration, and then go back and edit. I may add a sentence, possibly even a passage that was adapted from an AI output, nothing more.

Don’t get me wrong–I have tested a concept article with AI. And then I scrapped it. The AI cannot give me the natural, conversational tone that I can. To me, good writing means the author is speaking to you. An AI speaks at you, kind of like an instruction manual.


What to read next

As far as recognizing my tone, the AI can guess at my intonation, but not in a consistent manner. Here, you can feel it come off the page, like a story. An AI puts words together in a calculated, meaningful way but that substance is persistently missing. This is the nuance that is just plain absent.

Crafting A Partnership

As a school leader and author, I am selfishly happy AI doesn’t get nuanced, because that means learners and leaders like me must continue to develop the very abstract skill of writing. The exercise helps me work out my mental muscles.

Another significant challenge with relying on AI for writing is the odd tendency to mash nearby paragraphs together, often creating inaccurate or just plain false assumptions, or vaguely near estimates. AI outputs can give us help with those early questions when we query, offering options we may not have considered but when we dig deeper, when we really write from nuance, humans clearly own writing. Ignoring this will only illuminate AI overuse in student or adult outputs. AI lacks that embodied self awareness.

An MIT meta-analysis confirms this: the combination of human and AI works best when each partner can do the thing they do better than the other, and there is a synergy in this partnership. AI excels at rapid data processing and drafting (essentially calculations), while humans add that critical thinking, empathy, and final context. Humans must check the output and revise, remove linguistic fingerprints, and personify the content.

Understanding this balance provides a hybrid method that helps us work better without losing our natural thinking skills. Ignoring it creates obvious, almost embarrassing attempts at professionals intent to be positive, such as this letter an administrator emailed, copied straight from a chatbot.

The Bottom Line

I have found AI to be a helpful and efficient writing partner for quick starter thoughts and organizational structure. However, human nuance and embodied self-awareness win every time when it comes to qualitative and intuitive writing. AI can assist with brainstorming, research and editing, but it cannot replace authentic emotions, life experiences, imagination and unique voice.

Consider this as a guideline for reminding students and school communities that writing is one of the most important critical thinking skills to help develop the mind and express creative thought.

Tech & Learning Launches “Best for Back to School” Contest

Technology

With the 2026—27 school year approaching, Tech & Learning is back with the “Awards of Excellence: Back to School” to help readers find the most impressive products and solutions that will support their work in any learning environment.

Tech & Learning is seeking nominations for products that offer schools versatility, value, and solutions to specific problems to support innovative, effective teaching and learning. From security solutions to hardware, software, and non-tech instructional materials, this award recognizes both new and legacy technology that support effective teaching and learning practices in the new school year.

NEW FOR 2026

**NEW FOR 2026** The Awards of Excellence is now welcoming entries from all the following: Instructional Materials, Learning Manipulatives & Aids, and other Supplemental Educational Resources.

The entry deadline is set for 11:59 PM ET on Friday, September 4. Begin your entry by clicking the button below or continue to read through the awards site for more information on eligibility, benefits for entering, and information on the Awards of Excellence.

Why Enter?

Winning an AOE for the best products and solutions for Back to School is more than just acknowledgement from Tech & Learning’s editors, it’s a fantastic way to showcase your products and their contributions to education.

Awards of Excellence: Back to School

Nominee Evaluation

  • Winning products will be showcased in a special edition of Tech & Learning distributed to the T&L readership (73,000), which is built of education professionals, district leaders, and school administrators.
  • All winners will receive a winners’ package. This will include a fully licensed winner badge for in-house promotion, press release, and social graphic.
  • A Tech & Learning Award of Excellence is a highly recognized accolade provided only to the best products supporting education, based on evaluation by a panel of education-experts.

Tech & Learning is looking for the brightest new products in the educational space — to help readers find the most impressive products and solutions that will support their work in any learning environment.


You may like

Each nominee will have to answer the following questions:

  • What specific problem does this product solve?
  • How is this product being used?
  • How did your product exceptionally support teaching and learning in 2026?
  • How does your product address the challenges facing education today?

So what does that mean in practice? It means our judges will be thinking about questions like:

  • Is your product easy to use and does it include support for teachers as needed?
  • Does your product simplify and enhance the teaching and learning experience?
  • Is your product flexible enough to support both in-person and asynchronous teaching and learning?
  • How is your product unique compared to others in the market?
  • Can your product be easily integrated with existing products being used in schools?

Tech & Learning’s panel of educators and judges will evaluate each of these answers, along with the product descriptions, images, and case studies.

Judging Process

The panel will score each entry against the following judging criteria: Performance; Reliability; Features; and Innovation. The products that score the highest across all the criteria will be named as winners in the 2026 Awards of Excellence: Back to School.

Frequently Asked Questions

What are the Tech & Learning Awards of Excellence: The Best for Back to School?


What to read next

The Awards of Excellence are an award program recognizing innovation in the education industry. Tech & Learning magazine’s Awards of Excellence program for Back to School is a way to celebrate the most impressive products and solutions that support the work of teachers, students, and parents as they prepare for the new 2026—27 school year.

Who Can Enter?

Any company that has a product that supports innovative, effective teaching and learning (it can be a new or legacy product).

Why Should I Enter?

Winning an Award of Excellence tells the industry that your product has been approved by the most important audience – the educators themselves. The top products will be selected and featured in a special edition of Tech & Learning magazine reaching over 73,000 edtech professionals.a special edition of Tech & Learning magazine reaching over 80,000 edtech professionals.

When Are Entries Due?

All entries are due by 11:59 PM ET on September 4, 2026.

How Much Does It Cost To Enter?

Single Entry: $625.00

2-4 Entries: $595.00

5+ Entries: $525.00

What are the categories?

The categories are broken down into Primary (Tools for K-6 grade education), Secondary (7-12), and Higher Ed. You can enter the same product into multiple categories.

May I Enter More Than One Product?

Yes. There are no limits to the number of products you may nominate. Each requires a nomination form and entry fee(s).

When Will Winners Be Announced?

Winners will be announced in September 2026 and featured in a special issue of Tech & Learning

What If I Have More Questions?

If you have any questions about nominations please contact Beckie Sirs at beckie.sirs@futurenet.com

Learn more about the Tech & Learning Awards of Excellence Best for Back to School contest here.

Getting A Middle School Aerospace Program Off The Ground

Technology

Franklin Special District (FSD) is the only district in Tennessee to offer aerospace as a high school credit course to 8th graders. It has no entry requirements, making this CTE opportunity attainable for every student.

“We were hopeful that the students would connect with the subject and find it interesting, but they’ve really taken to it beyond my wildest dreams,” says Mary Decker, Associate Director of Schools for Teaching & Learning at FSD, who developed and leads the district’s aerospace program. “We have quite a few students who are now pursuing a career in aerospace. Many of them really weren’t familiar with aviation before they took this class.”

A Tennessee Department of Education Innovative School Models (ISM) grant provided the district with $1 million to pursue college and career technical education (CTE) programming. Through this grant program, Decker reimagined modes of time, space, and learning in partnerships between middle and high schools, post-secondary, and the aerospace industry.

“It definitely gives them that real-world, hands-on learning that the students are craving,” Decker says. “There are some students who struggle with learning in traditional ways, but when you factor in the simulator time, it’s really speaking their language. We’ve seen them become more open to the academic, book learning side of the class.”

For this and other efforts, Decker was recently recognized with a Tech & Learning Innovative Leader Award. She shares details about her popular aerospace program implementation and tips for those interested in creating a similar program in their district.


You may like

(Image credit: Franklin Special District)

‘Flying Before Driving’

Middle school might sound ambitious for such a program, but Decker says that’s not the case.

“I’ve had some people say to me, ‘Aren’t they too young? Can they really appreciate the time on the flight simulators? Isn’t this too much for them?’” she says. “They have absolutely risen to the occasion. They have excelled. Students rise to the level of our expectations, and I think this program has really demonstrated that.”

The program has created opportunities for in-demand and lucrative careers, such as future pilots, air traffic controllers, aircraft maintenance technicians, and aeronautical engineers. Some students will be poised to earn their private pilot license before they are old enough to drive.

“They are just finishing their freshman year of high school and already have aerospace in mind as a career,” Decker says. “They are thinking, ‘How can I start building up my flying hours? How can I start taking flight lessons? What other courses should I be taking? How should I be building my high school schedule so that it fits in with what I’m planning to do?’ Just seeing that sense of direction already in ninth graders is amazing.”

The program also offers other benefits to students.


What to read next

“Getting the correct education and licenses for an aviation career is expensive and can be complicated,” Decker says. “If there are financial obstacles in the way, or students are intimidated by the process to get where they want to go, we wanted to take all of that away and just say, ‘If you’re interested, we are going to do everything we can to take you as far as possible with aerospace.’”

(Image credit: Franklin Special District)

Sims for the Win

Simulators aren’t just about sliding into a machine for a video game session. It involves navigation, management of emergencies, instrument awareness, taxi and hangar skills in a variety of aircraft.

Each FSD aerospace program classroom has at least five Redbird Jay Velocity Flight Simulators that students use daily, and at least one Redbird TD flight simulator, which is FAA-certified as a Basic Aviation Training Device (BATD) and a Redbird LD simulator.

“They can practice radio calls. They can simulate emergency scenarios. It continually gets more complicated and more realistic,” says Decker. “If they are working with a certified flight instructor, these are simulators that pilots can use to actually log flight time. They’re authorized Federal Aviation Administration training devices. We offer students the best learning experience and the most realistic simulation of flight.”

The Redbird simulators allow different aircraft to be programmed for different scenarios in whatever type of flight the teacher wants them to learn for the day,

All this exposure sets students up for success regardless of which aerospace track they pursue.

“If they do go on to earn their pilot certificate, they’ve already banked some of that experience. If they are interested in becoming an air traffic controller, they have experience with radio calls. If they’re going into aircraft maintenance, they have a better understanding of flight characteristics in different airplanes they’ve been introduced to through the simulators. It’s really just a win-win with the sims.”

(Image credit: Franklin Special District)

Find a Teacher With Their Head in the Clouds

The first step in launching an aviation-aimed program is to find the right educators for the job. FSD has one dedicated aerospace teacher, who walks back and forth between adjacent middle schools.

“Not only is he a licensed teacher, he has a private pilot certificate and owns his own airplane,” Decker says. “We just got very fortunate that we have such a great teacher and he obviously knows the content exceptionally well. He has forged really fantastic relationships with the students.”

Don’t be discouraged if you haven’t hit the aerospace-superstar lottery in your district.

“I have talked to other districts where they’ve had a teacher come in who wasn’t necessarily knowledgeable about aerospace, but was very enthusiastic,” Decker says. “They were still able to use the curriculum, learn about the simulators and teach the class very successfully. We’ve had other STEM teachers attend professional learning around aerospace so that we have a team who are knowledgeable and are able to provide support, but our aerospace teacher handles all of the classes at this point.”

If there is one wish Decker had for the future of the program, it is simply to have more of it.

“I’d love to expand the program someday,” she says. “The way our master scheduling works, this class is an elective. It currently works very well for us to have the two classes at each middle school, so one teacher is able to handle it.”

FSD uses the Aircraft Owners and Pilots Association (AOPA) High School Aviation STEM Curriculum, which provides a solid foundation.

“The AOPA sets the standard for a comprehensive aerospace curriculum,” Decker says. “They work closely with Redbird to incorporate the simulator instruction so the teacher knows the best lessons to integrate for a specific scenario in the simulator. The two definitely work hand-in-hand. It includes aerospace history, aerodynamics, engineering, flight characteristics of different aircraft, even a section on unmanned aerial systems.”

(Image credit: Franklin Special District)

A Winning Pilot Program

Part of launching an education program based on the art of aviation is letting students’ ambitions and imaginations take flight.

“We’re about three hours away from Memphis, where FedEx is based so a lot of FedEx pilots live in the area,” says Decker. “They have been very generous in coming in and talking to the kids, letting them know what their careers and path to flying looked like. We had a Southwest Airlines representative come in to tour the classes and meet with the students.”

Getting a pilot’s perspective on the industry is great, but seeing them in action is inspiring. Students get to attend the Great Tennessee Air Show in nearby Smyrna to see multiple types of aircraft, and interact with the pilots and various support personnel.

The flight and aerospace industry is broad and varied in the area. For example, pilots from a hot air balloon company have done demonstrations and students have visited the aviation program at nearby Middle Tennessee State University.

“We’re definitely trying to involve the community, and specifically the aviation community, to show our students all the paths they can take to achieve their aviation dreams,” Decker says.

Taking the wheel isn’t the only option for interested students.

“We definitely wanted to develop pilots, but there are so many opportunities and jobs available in aerospace careers — air traffic controller, aircraft maintenance, aeronautical engineer, airport manager . . . .” Decker says. “Whatever their interest is, we are here to encourage it.”

(Image credit: Franklin Special District)

3 Tips to Helping an Aerospace Program Take Off

Decker offers advice for others looking to launch a career pathway in aerospace.

1. Build Your Team — “If somebody’s looking to start an aerospace program, think beyond finding a great teacher,” she says. “It really has to be a team effort to make it as high quality as possible for the students. Our instructional technology specialists, curriculum supervisor and technology supervisor and members of his tech team have really thrown themself into supporting this program. I’m really fortunate that they saw the possibilities this would offer students and have been enthusiastic from day one.”

2. Give the Team Support and Information — “Make sure the teacher has everything they need with regard to curriculum, provide them with professional learning,” Decker says. “Have your technology team and instructional technology attend training and learn how to set up and troubleshoot the sims so that they are always running perfectly. Make sure school administrators have all the background and are kept well-informed because their support is really important as well.”

3. Find the Finances — “We were fortunate that we have this ISM grant, but I also applied and received a smaller grant from the Tennessee Department of Transportation,” Decker says. “If you have money within your budget to allocate that’s great, but take the time to explore state grant funding sources. The AOPA curriculum is free, but plan funding to ensure simulators will be part of your program. They are not inexpensive, but they’re worth it and really crucial.”

  • i-Ready
  • aimswebPlus
  • Discovery Education
  • Learning.com
  • Destiny
  • Code HS
  • Quaver Music
  • QuaverReady
  • Clever
  • Skyward
  • GoGuardian
  • Parsec
  • Curriculum-specific tech resources include: McGraw Hill Wonders (K-4); Savvas Realize Science (K-8); Studies Weekly (K-2); Gallopade (3-8); Open Up Reading (5); Savvas My Perspectives Reading (6); McGraw Hill StudySync Reading (7-8); Actively Learn ; McGraw Hill Math (5-6); Big Ideas Math (7-8, Algebra 1, Geometry)

What is Aqua from Adobe and How Can I Use It To Teach?

Technology

Adobe is really known for professional creative software such as Photoshop and Illustrator, but its latest education-focused app goes in a new direction. Adobe Aqua is a free drawing and creativity app designed for children aged five to 12, to give younger learners a safe place to experiment with art, storytelling, and design.

Aqua focuses on building confidence through play. Students can draw, color, create comics, design fashion, explore simple 3D creations, and even digitize artwork they’ve produced on paper. The aim is to make creativity feel approachable while helping children develop artistic and visual communication skills.

For teachers, that means an easy way to introduce creative activities across multiple subjects without the need for previous art experience.

The app can support literacy, science, social studies, math, STEM, and social-emotional learning through drawing-based projects that encourage students to think visually as well as verbally. Adobe also provides classroom-ready lesson ideas that connect Aqua activities to curriculum topics.

Aqua is completely free, contains no advertising or in-app purchases, and has been designed with child safety in mind. That makes it an attractive option for classrooms looking to encourage creativity without introducing unnecessary distractions. Here’s all you need to know about Aqua from Adobe.


You may like

What is Adobe Aqua?

Adobe Aqua is a free creativity app for iPhone, iPad, and Android devices aimed at children between the ages of five and 12. Developed by Adobe Labs, it combines drawing, painting, coloring, simple design tools, and creative games. This single platform is intended to make artistic expression feel fun rather than intimidating.

Students can work with traditional digital drawing tools, complete guided tutorials from children’s illustrators, color thousands of templates, create comic strips, design clothing collections, and experiment with simple 3D artwork.

One popular feature allows children to photograph artwork they’ve created, on paper, and store it alongside their digital creations inside a personal virtual museum. This helps bridge traditional and digital art.

Aqua also includes collaborative activities such as “1-2-3 Pass,” in which students take turns adding to the same drawing, encouraging teamwork and creative thinking. Other activities introduce design concepts such as color, composition, and pattern through playful challenges rather than formal lessons.

Adobe positions the app as a creativity platform rather than simply a drawing program. Alongside artistic skills, the company says Aqua is intended to help develop confidence, imagination, problem-solving, and communication through regular creative practice.


What to read next

While these broader benefits depend on how the app is used, its emphasis on open-ended creation makes it great for a wide variety of classroom activities.

(Image credit: Adobe)

How does Adobe Aqua work?

Students begin by selecting from a range of creative experiences instead of opening a blank canvas. They might start with coloring pages, follow a guided drawing lesson, create a comic scene, build a fashion collection, or explore a collaborative game. Each activity gradually introduces creative techniques without overwhelming younger users.

The interface is intentionally simple, with large icons and clear navigation suited to younger children. Aqua concentrates on features that encourage experimentation and creativity while remaining easy to understand.

Teachers can use Aqua as an individual creativity tool or as part of wider classroom projects. Adobe’s education resources suggest activities including illustrating vocabulary, designing historical costumes, creating diagrams for science topics, drawing story characters, and producing visual reflections for social-emotional learning.

Because the emphasis is on drawing ideas, rather than creating polished artwork, students with different artistic abilities can participate comfortably.

Some features make use of Adobe’s Firefly AI technology to apply creative effects or help transform artwork into different visual styles. These AI features are presented as optional enhancements rather than replacing the student’s own work. This allows learners to explore different artistic possibilities while keeping creativity at the center of the process.

Completed artwork can be saved inside each student’s virtual gallery, creating a digital portfolio that can be revisited throughout the school year and shared with families when appropriate. Since Aqua also works offline for many activities, it can be useful in classrooms where internet access is limited.

(Image credit: Adobe)

What are the best Adobe Aqua features?

One of Aqua’s biggest strengths is that it feels playful rather than instructional. Students are encouraged to explore ideas freely while still developing useful artistic and creative thinking skills.

The ability to combine physical artwork with digital creations is ideal for elementary classrooms. This allows traditional drawing lessons to continue while gradually introducing digital creativity.

Cross-curricular lesson ideas also make Aqua more useful than a standalone art app. Teachers can integrate drawing into literacy, science, history, or emotional wellbeing activities without needing specialist art knowledge.

Perhaps most importantly, Aqua removes many of the barriers associated with children’s apps by remaining free, ad-free, and designed specifically for younger learners, making it easier to introduce safely in school environments.

(Image credit: Adobe)

How much does Adobe Aqua cost?

Adobe Aqua is completely free to download and use on supported iPhone, iPad, and Android devices.

It has no advertisements, no in-app purchases, and no subscription required. Adobe has designed the app specifically for families and schools, with child privacy and safety forming a core part of the platform.

Best Adobe Aqua tips and tricks

Illustrate vocabulary
Ask students to draw new vocabulary words instead of simply writing definitions.

Support science learning
Create labelled life cycles, habitats, or diagrams using drawing tools rather than worksheets.

Retell stories visually
Have students recreate scenes or characters from class reading to demonstrate comprehension.

From Pitch to Partnership: A New Playbook for Marketing to School Districts

Technology

The insights from a recent Ed-Tech Leadership Collective Briefing paint a clear picture: the traditional playbook for marketing to school districts is obsolete. Today’s educational leaders are navigating a perfect storm of tightening budgets, expiring stimulus funds, and an unprecedented volume of vendor outreach.

The Briefing, co-hosted by Tech & Learning, featured two speakers from T&L’s EdExec Summit, taking place in Chicago on September 10-11. The discussion offered a sneak peek into the kinds of conversations expected to take place at this event for education executives.

Collin Earnst, Founder and Managing Partner at the Ed-tech Leadership Collective, spoke with Trina Reeves (Director of STEM and Innovation at Clayton County Schools, GA) and Joe Ayala (Director of Information Technology at Santa Clara USD, CA), to hear their candid feedback to education companies looking to market to them.

Below are the insights education companies can use to evolve their marketing and sales strategies and build lasting partnerships with schools.

The New Era of Budget Scrutiny and ROI

The days of easily accessible ESSER funds are gone. Districts are now managing the realities of inflation, cost escalators, and, in many cases, staff reductions.


You may like

Consequently, the scrutiny placed on spending has never been higher. Superintendents and school boards are demanding concrete proof of a product’s Return on Investment (ROI).

“One thing that is being asked more than ever is, ‘Is your product actually making a difference?’” Ayala said. “From the superintendent level to the board members, I’ve been asked more about ROI than I have in my entire career over the last six months.”

Trina Reaves echoed this reality, noting that shifting leadership brings intense new focus on metrics. Sharing a recent conversation with her new superintendent, she detailed his strict mandate: “’I want to see the data, I want to see usage. I want to compare it to scores, how the students are performing.’ He says if it’s not making a difference, it’s going to go.”

To market effectively in this environment, vendors must proactively assist district leaders in proving this value. Enter conversations armed with data, usage metrics, and a clear understanding of the district’s specific strategic plan and needs. Don’t put the burden of justifying a product’s cost on the district.

(Image credit: Future)

Cutting Through the Vendor Noise

District leaders are inundated with sales pitches. With some administrators receiving upward of 200 calls per day and countless emails, the push for a “quick win” or an immediate long-term contract can permanently damage a relationship.


What to read next

“I’ve actually fired quite a few vendors,” said Ayala. “If they went really hard on the first sale, I’m like, ‘Okay, I’ll give you one sale, but we’re not going to form a partnership. You got that one PO from me, but you’re not going to get any more POs.’”

To break through the noise, education companies must pivot to a value-first, relationship-based approach:

Prioritize face-to-face interactions: In-person events are often the best way to cultivate relationships with customers. “I’ll try to make like 15 minutes when I can,” said Ayala, “but face-to-face in person meetups work best. And when I see you at a conference, don’t go straight into sales.”

▶Go slow to go fast: Building a genuine partnership can sometimes take years. Rushing a district into a long-term commitment before they have secured funding or proven the concept through a pilot will likely burn bridges.

▶Show up without an ask: Support district events, attend regional STEM collaboratives, and send check-in emails that offer value rather than a sales pitch.

▶Respect the chain of command: If an initial pilot or conversation is moving slowly, do not bypass your primary contact to pitch directly to the superintendent or principal. This is a surefire way to get blacklisted.

When you do earn that trust, the loyalty is profound. “Once you’re my partner, we’re partners and 10 toes down for you all the time,” Reaves said. “When I think of something, I’m calling you. When I need something, I’m calling you.”

Flexibility in Pricing and Implementation

Rigidity in software licensing is a major friction point for modern districts. If a tool is primarily utilized by a specific subset of teachers, vendors should not force a district-wide site license.

“There is no way I should pay for 5,000 licenses, and only 100 kids are using it,” Reaves said. “If those 100 kids are doing great but we’re spending $2 million, that’s a problem.”

When budgets are tight, vendors who adapt their pricing and packaging to match actual usage will retain clients. Furthermore, successful implementation requires ongoing PD. Because teacher turnover is high, Reaves suggests packaging PD deeply into the adoption rather than treating it as a massive, recurring separate line item that eats into a district’s limited PD budget.

(Image credit: Future)

Standardizing and Sharing Meaningful Data

You cannot prove ROI without accurate data, yet many edtech platforms make data extraction unnecessarily difficult. Beautiful, high-level presentation dashboards are nice, but district IT leaders need raw, exportable data to integrate with their own internal systems.

“I think the next iteration of edtech is developing some data standards of reporting data back,” said Ayala. “One easy thing that you do is make sure the usage data is easily exported.”

Vendors must collaborate with districts to define what constitutes an “active user.” Is it one login per month, or five interactive sessions per week? By establishing shared metrics and making data sharing agreements seamless, vendors empower district leaders to confidently defend the product to their school boards.

The Ed-Tech Vendor Playbook: Do’s and Don’ts

Swipe to scroll horizontally

Strategy

What to Do (The Partnership Approach)

What to Avoid (The Quick-Win Approach)

Initial Outreach

Send brief, personalized emails offering value or a quick meetup at an upcoming conference.

Cold-calling outside lines or pushing for a 60-minute demo on the first contact.

Sales Pitching

Start small with pilot programs to prove efficacy and build internal champions.

Pushing for multiyear, district-wide contracts when funding isn’t clearly established.

Data Sharing

Provide easily exportable, raw usage data and collaborate on defining active user metrics.

Trapping data inside proprietary admin panels that require manual screenshotting.

Account Management

Pair a field representative for relationship-building with an internal rep to handle more administrative tasks such as quotes and PO processing.

Avoid abrupt account handoffs after closing a sale. Transferring a district account to a new representative disrupts the trust established during the sales process. Consistent, relationship-based account management is the foundation of long-term retention.

The Bottom Line

Marketing to K-12 educators today requires empathy, patience, and a willingness to adapt. Vendors who listen to a district’s financial constraints, respect their time, and prioritize slow, authentic relationship-building will ultimately thrive.

As the conversation with Reaves and Ayala makes clear: once you prove your value and earn the title of a true “partner,” district leaders will advocate fiercely for your continued presence in their schools.

FIND THE EDEXEC SUMMIT AGENDA HERE

To build a winning strategy for the post-stimulus education market, join us at Tech & Learning’s EdExec Summit on September 10-11 in Chicago. Featuring tailored tracks for every functional leader, each session is co-facilitated by a district buyer—providing exclusive, direct insights to help you craft an actionable business plan.

4 Steps School Leaders Can Take To Improve Process Management

Technology

In today’s digitally rich environments, the value of knowledge lies not simply in its availability but in how effectively it is created, refined, and applied over time. Knowledge management addresses the use of data for instructional and school improvement, and should ensure that administrative processes and procedures are clearly outlined in such a way that organizations do not lose knowledge or efficiency when personnel leave, rotate, or are otherwise unavailable.

The process facet of knowledge management should be a continuous cycle in which educators and institutions intentionally capture insights, reduce complex tasks to clearly defined processes, and systematically share and apply that knowledge to improve practice. This process-driven approach enables schools and districts to learn from prior initiatives, sustain institutional memory, and adapt more effectively to change. By embedding knowledge management considerations into daily practice, institutions can strengthen their processes and reduce the costs associated with personnel transitions.

One of my students recently raised the concern that she worked within a team of five. Even though they all effectively shared the same job title, each covered a specific group of students. When someone was absent, however, there was a loss as the specifics of dealing with that student group were not always documented.

This kind of approach causes delays when someone is out sick or on vacation, and can be significantly more detrimental when a key player leaves an organization, and no one has been cross-trained to deal with the totality of the vacated position.

What should technology leaders do to ensure this facet of knowledge management is embedded into their instructional practices?


You may like

1. Capture What Employees Know

Too often, valuable knowledge remains locked in the experiences of individuals. Effective knowledge management begins by intentionally capturing both formal and informal procedures, from routine office workflows to exceptions that staff learn to handle through experience. When clerical employees document what steps they take and which systems they update, who must be notified, and how they verify accuracy, they convert individual know-how into transferable organizational knowledge. This is particularly important in a world where change control is usually controlled by a cloud-based provider and not the institution itself.

For example, when a clerical employee changes a student’s bus route, the process may require updating the student information system, notifying transportation, alerting the classroom teacher and office staff, confirming parent or guardian communication, and checking that the old route no longer appears in any active roster or report. If those steps are not clearly documented, the change may be completed in one system but missed in another, creating confusion for staff and potentially inaccurate information for families.

Leaders should ensure that routine clerical tasks such as address changes, attendance corrections, schedule adjustments, or transportation updates are supported by clear, step-by-step procedures that can be followed consistently by any trained employee.

2. Reduce Critical Single Points of Failure

One of the most significant risks facing schools and districts is the existence of critical single points of failure. These situations in which essential knowledge or processes reside with only one employee seem to be more common as school budgets are stretched. These vulnerabilities often go unnoticed until a key individual is absent, retires, or accepts a position elsewhere.

In many educational organizations, long-serving employees develop expertise that is never formally documented because “they have always handled it.” While this arrangement may appear efficient, it creates organizational risk. For example, a district technology coordinator may be the only person who knows how to submit annual state technology reports, manage key integrations between the student information system and learning management system, or update user provisioning rules. If that employee unexpectedly leaves, the district may struggle to complete required reporting, restore system functionality, or troubleshoot issues that arise during critical periods such as student registration or state testing.


What to read next

Technology leaders should routinely identify processes that depend on a single individual and prioritize documenting those workflows, creating backup procedures, and assigning secondary personnel who can perform the task when necessary.

Institutional knowledge should belong to the organization, not to any one employee. One of the best ways to address this issue is to cross-train staff.

3. Build Cross-Training into Organizational Culture

Documentation is an important first step, but written procedures alone do not guarantee organizational resilience. Employees must also have opportunities to learn and practice responsibilities outside their primary roles. Cross-training helps ensure that critical functions can continue even when key personnel are unavailable while also fostering greater collaboration and understanding across departments.

In educational settings, cross-training might involve office staff learning basic attendance reporting procedures normally handled by another clerk, instructional technology specialists learning the fundamentals of student account provisioning, or technology support staff becoming familiar with the district’s purchasing and inventory systems.

Consider a school district in which only one employee manages the onboarding process for new staff members. If that individual is absent during the busy summer hiring season, delays may occur in creating network accounts, issuing devices, assigning software licenses, and granting access to instructional resources. By cross-training at least one additional employee and periodically allowing that person to perform the process independently, the district can ensure continuity of service and reduce disruptions. Periodically performing the process is essential so cross-training employees remember what they are doing and can catch any small changes to software that might modify the process that went unnoticed.

Effective technology leaders view cross-training as an ongoing investment in organizational capacity, employee growth, and operational stability.

4. Use Technology to Strengthen Process Consistency

Rather than relying on employees to remember procedures or learn through informal conversations, schools should leverage digital tools to create systems that guide staff through established workflows and provide easy access to current information. Knowledge bases, internal wikis, shared cloud documentation systems, workflow automation platforms, and ticketing systems can help standardize processes and ensure that a critical task is completed consistently regardless of who performs it.

For example, when a student’s address changes, a documented workflow can guide staff through updating the student information system, notifying transportation services, communicating with teachers, and verifying that all related records have been updated. By embedding procedures within technology systems, organizations reduce the likelihood of missed steps and create greater continuity when employees are absent or positions change.

Artificial intelligence further enhances these capabilities by making organizational knowledge easier to access and use. AI tools can summarize lengthy procedures, generate first drafts of documentation, create frequently asked questions from existing manuals, and help employees quickly locate the information they need. A staff member unfamiliar with a process may be able to ask an AI-powered knowledge assistant how to complete a particular task and receive guidance drawn directly from institutional documentation.

Similarly, a short video demonstration or screen recording can provide visual instruction that is often more effective than pages of written directions. (It is important that these videos and other instructions are representative of the school’s version of the software. One cannot simply use “off-the-shelf instruction” in many cases, as they can cause confusion.)

Technology and AI cannot replace the need for strong underlying processes, however. Poorly documented procedures simply result in faster distribution of inaccurate information.

The effectiveness of AI and other knowledge-management technologies depends entirely on the quality of the knowledge contained within. Technology leaders should therefore view these tools as mechanisms for preserving institutional memory, improving process consistency, and ensuring that organizational knowledge remains available long after individual employees move on to new roles.

Effective Process Management

Ultimately, effective process management is an essential leadership responsibility. When schools intentionally document procedures, cross-train employees, and use technology to make knowledge accessible, they reduce disruption, preserve institutional memory, and improve service to students, families, and staff.

Successful leaders and organizations do not depend on one person knowing what to do. They build systems that ensure important work can continue accurately, consistently, and confidently, regardless of who is available to perform it.

Summer Prep To Protect Your School From AI-Enabled Explicit Content

Technology

While generative AI can automate administrative tasks, streamline lesson planning, and free up time for student interaction, it also introduces new safety risks. Addressing the Risks of AI-enabled CSAM and Explicit Content in Education, Qoria’s global report, shows that these tools are also being exploited to produce child sexual abuse material (CSAM) and explicit imagery with alarming ease.

The weeks before the school year begins offer a critical window for district leaders to move from a reactive posture to a proactive strategy, taking strong digital safety steps before students return for the first day of school.

From the Data: Understanding the AI Digital Threat

School leaders should first understand today’s digital exploitation. Catherine Brown, Chair of the Internet Watch Foundation (IWF), says, “AI image generators have become much more sophisticated, to the point where almost anyone can make or manipulate life-like sexual or nude imagery of children at the click of a button.”

So-called “nudifying” apps have dramatically accelerated the ease with which this material is made, leading to devastating instances of grooming, distress, and bullying. The data gathered in Qoria’s global survey underscores that these problems are active on school grounds today:

  • Widespread Administrative Concern: An overwhelming majority of school leaders–91.4 percent in the United States, 90.5 percent in the United Kingdom, and 91.7 percent in Australia–voiced deep concerns over adult perpetrators using AI to groom students.
  • Monthly On-Campus Incidents: Around a third of respondents in the U.S., the U.K., and Australia reported experiencing at least monthly incidents in which students possess, share, or request explicit, child-generated nude images.
  • Younger Average Ages: The average age for these explicit content incidents is currently concentrated between 11 and 13 years old. Even more concerning, approximately 12 percent of U.S. and Australian respondents reported seeing these behaviors in children as young as 8 to 10 years old.

Despite these figures, few schools have preparation and prevention measures in place. More than 30 percent of the surveyed school leaders admitted they are unfamiliar with the common online grooming tactics that modern perpetrators use.


You may like

When school personnel do not understand the technical mechanics of the threat, early detection becomes nearly impossible.

Actionable Step 1: Empower Teachers Through Specific Safety Training

Teachers are a school’s front line of defense, yet they are frequently left out of high-level technical digital safety briefings. To build an abuse-aware culture before the first bell rings, district leaders should design back-to-school professional development that addresses AI safety directly.

First, training must explicitly cover how AI changes grooming behaviors. Traditional grooming relies heavily on human text interaction over long periods. Modern AI algorithms allow bad actors to analyze massive amounts of social media data to identify vulnerable children with absolute precision. These tools can map out student interests, emotional states, and communication patterns to generate deeply persuasive, personalized messages. Staff need to know that a student’s sudden emotional withdrawal or obsessive device usage could be connected to highly sophisticated online interactions.

Second, training must address the internal threat of student-generated content via nudifying apps. Whether a student acts out of thoughtless experimentation or clear intent, their developmental immaturity may blind them to the dual damage of these actions: the significant harm inflicted on the peer depicted and the severe fallout to their own relationships and future reputation. Teachers must be instructed on strict reporting protocols, understanding exactly who to contact in IT, administration, and school counseling the moment they become aware of a simulated image circulating in a peer group. This approachable guide for schools on AI-generated sexually explicit imagery from OCEPI can help with a framework for creating plans for both prevention and response.

Finally, training should acknowledge that staff safety matters, too. The Qoria report notes that there have been instances in which teachers and school staff find themselves victims of image-based manipulation through the misuse of AI technology. Treating this as a developing human resources concern builds trust and reassures educators that the district protects its entire community.


What to read next

Actionable Step 2: Build Proactive Parent Awareness

The digital lives of students are happening both during the school day and when they leave school property. In fact, the risk can escalate during unsupervised time at home. Qoria’s report indicates that a quarter of children are already using AI apps regularly to complete their schoolwork, meaning these tools are a constant presence in their domestic lives.

While parents might be focused on screen time and cyberbullying, AI-generated explicit content might be a blind spot. Districts can use the pre-school orientation window to actively educate parents.

A successful parent awareness campaign before the school year begins should focus on transparency and trauma-informed child-centered practical tools:

  • Host Digital Literacy Orientations: Do not wait for a crisis to inform parents. Provide specific back-to-school webinars or easy-to-read guides detailing the reality of generative AI tools and the ways the school is supporting their children. Avoid alarmist language. Instead, explain the mechanics of image generators and peer-to-peer messaging apps clearly. OCEPI has a 10 Best Practices guide with a clear framework for how to structure messaging.
  • Provide Parental Control Frameworks: School districts should offer concrete guidance on how families can manage devices at home. Introduce parents to reliable parental control tools and explain how to set up filtering on home networks. ConnectSafely has parent guides with clear instructions that school leaders can share with families.
  • Create Clear Communication Pipelines: Parents need to know that if they discover a deeply concerning digital incident at home, the school is a safe partner rather than a punitive authority. Provide families with clear, step-by-step reporting instructions to ensure open dialogue. The Cybertipline from National Center for Missing and Exploited Children (NCMEC) is helpful to share.

Actionable Step 3: Provide Meaningful Layered Student Support

Protecting students requires a combination of clear education and protective technology. Before the school year starts, administrators must audit and align both educational and technical sides of student support.

On the educational side, digital wellness curriculum must expand far beyond plagiarism or screen-time management. When designing lessons regarding AI-generated explicit content, districts should follow the 10 best practices from the Online Child Exploitation Prevention Initiative (OCEPI).

First, curriculum developers must minimize or eliminate fear-based messages. Learning about worst-case outcomes seldom changes youth behavior because children typically believe it will not happen to them. Next, lessons should emphasize the social and emotional consequences of these behaviors. Focusing strictly on legal warnings or telling students that certain digital actions are illegal actually decreases the likelihood of reporting.

Additionally, student programming must maintain a child-centered approach. If a student is targeted by a nudifying app or an online predator, the school messaging must reassure them that they are not responsible for what happened. Shaming or blaming a student who has been manipulated only silences them.

True prevention requires active skill-building. Programs should explicitly teach how to set digital boundaries, utilize assertive communication, take screenshots as a record, and report harmful behavior. Because introducing these sensitive topics frequently prompts real-time disclosures, counselors and support staff should be on hand to receive student reports with immediate empathy and support.

IT departments have a role on the technical side. Before students arrive for the first day of school, technology teams can ensure that filtering and monitoring software are fully updated to flag searches for known nudifying applications and explicit keywords. Early detection is absolutely critical. The Qoria report emphasizes that many technologies schools already possess, including content filters, student monitoring systems, and digital wellness check-in tools, can assist in the early detection of risk.

Stepping Into the Future Together

The challenges introduced by advanced generative AI can feel daunting to already overwhelmed educators and parents. However, school and district leaders have the authority and community trust required to get ahead of these digital threats. Intentional steps during the summer to train staff, engage families, and strengthen network visibility can cultivate an environment where technology serves student learning without compromising student safety.

As the Qoria report concludes, planning for a unified community approach ensures that no individual school leader, teacher, or parent has to navigate the risk of AI-generated exploitation alone.

Resources

Teaching With TeacherServer: AI Resources Created By Teachers

Technology

TeacherServer is a teacher-created and -run AI platform that offers thousands of free tools for educators. More significantly, the whole platform complies with Department of Education guidelines, offers the option of adjusting outputs to various grade levels depending on your students’ needs, and all information is private and deleted immediately after you use it.

After experimenting with TeacherServer, I found it to be a wonderful resource for various AI tools, from quiz and lesson plan generators to subject-specific resources, including data analysis, spelling and grammar checkers, and much more.

Because it is teacher-backed and education-aligned, I felt better about using TeacherServer than most AI tools. Even so, I still found some similar frustrations to when I have experimented with AI in the past: namely, that despite what I hear from colleagues, I never seem to get great results from AI when it comes to lesson planning or slide generation.

Here’s a closer look at TeacherServer.

What is TeacherServer?

TeacherServer is a free library of AI education tools that are designed for teachers. It was created by Zafer Unal, a professor and associate dean of undergraduate studies at the University of South Florida. Unal, who has a dual background in computer science and education, designed TeacherServer to address concerns educators have about using AI. To that end, TeacherServer is focused on data privacy and grade-appropriate learning. It’s also quite fast at generating materials thanks to its utilization of a locally installed AI server.


You may like

TeacherServer comes preloaded with more than 1,194 AI tools. These tools are utilized by other teachers, and some are ranked based on popularity. Tools are separated by subject, and users can often input what grade level they are teaching for more grade-specific responses. While TeacherServer’s initial focus was on K-12 resources, it also offers tools for those in higher education.

A truly dizzying number of capabilities are available, from talk-to-PDF features to all manner of subject-specific quiz, lesson plan, and summary generators. While you could do some of these tasks with a standard AI tool, doing so and getting good results would often require some prompt engineering. The AI tools at TeacherServer start already prompted for education overall, and for specific education tasks in particular.

What Are TeacherServer’s Best Features?

The education-focused nature of all the AI tools offered on TeacherServer is what stood out to me. Additionally, the focus on privacy, speed, and education standards is really important.

Another fun feature is that simply browsing the catalog of AI tools can give teachers ideas about how other educators are using AI and possibly inspire them in the process.

What Are Some Areas Where TeacherServer Could Improve?

As mentioned at the start of this article, as much as I loved TeacherServer overall, I did have some of the same complaints with TeacherServer as I do with AI overall.


What to read next

Despite what I hear about how others are using it to save time, I don’t find that that’s the case for me unless I am willing to really compromise on quality. For instance, I’ve never found AI to produce really good slides. True to that trend, when I asked TeacherServer to summarize a link to a resource story, I thought the slides it created were fairly basic and not very helpful.

Additionally, while a grammar and spelling tool was good at catching grammar mistakes, I still did not like the way AI tried to edit my writing. It tried to get rid of any character in my writing, and more unforgivably, it had some incorrect suggestions on comma use and tried to change content within quoted passages.

How Much Does TeacherServer Cost?

TeacherServer is free. To use it you just need to go to TeacherServer.com and create an account. This accessibility is part of its mission and a great feature for educators.

What Are The Best TeacherServer Tips and Tricks?

Search TeacherServer By Subject

TeacherServer has a wide variety of subject-specific tools that teachers of various topics can explore. These range from music and art lessons to math, writing, and more.

Search Most Popular Tools

Exploring the most popular tools on TeacherServer gives you a quick idea of what is working for other educators. This can save you time and give you ideas for prepping in your classroom.

Be Critical

TeacherServer is a really teacher-friendly AI tool, but that doesn’t mean it’s perfect. You’re the human being in the classroom and should still be carefully vetting any outputs from any AI tools, including those from TeacherServer.

Don’t Panic — Yet: What the FCC’s E-Rate Review Means for Schools

Technology

Don’t Panic — Yet: What the FCC’s E-Rate Review Means for Schools – YouTube

Watch On

Watch above or listen/download below.

For nearly 30 years, E-Rate has been what one might call the most boring of utility programs — a broadband subsidy that quietly connects America’s schools and libraries. Now the FCC is asking whether it should exist at all.

Reg Leichty, founding partner of Foresight Law + Policy and a longtime E-Rate advocate, joined the Tech & Learning podcast to break down the commission’s newly opened review of the program. His first message: don’t panic. His second: take this seriously.

“Sunsetting,” he notes, is the polite framing — the proceeding is an inquiry into whether the investment should be terminated.

Leichty pushes back on the review’s central premise, which ties E-Rate to concerns about student screen time. Questions about how much time kids spend online are worth asking, he says, but these fall outside the scope of the program and the FCC’s telecommunications mandate — an inappropriate merger of two different streams of work.


You may like

The stakes are concrete. E-Rate is a need-based subsidy, scaled to community poverty levels, that supports everything from dark fiber projects to wireless access points. Remove it, and those costs fall on local communities — hitting hardest in low-income districts and expensive-to-connect rural areas such as the Nebraska town where Leichty grew up. He also sees a contradiction in questioning school connectivity at the very moment the administration is championing AI readiness.

Still, Leichty argues periodic review is healthy, and this proceeding is a chance to modernize the program’s badly dated cybersecurity provisions using early learnings from the FCC’s cybersecurity pilot.

The timeline offers breathing room: a 60-day comment period once the notice hits the Federal Register, 30 more days for replies, and likely no implementation before 2028.

Leichty’s advice for district leaders: contact your members of Congress this month to educate them about what E-Rate does in their district, and file comments through the FCC’s electronic filing system when the window opens.

Take action: The FCC’s comment window opens once the Notice of Proposed Rulemaking is published in the Federal Register, and as Leichty notes, the commission is obligated to review every comment it receives.


What to read next

– District leaders can file directly through the FCC’s Electronic Comment Filing System — reference WC Docket No. 26-133 — using either a written document or the express comment field.

– The full NPRM and commissioner statements are available on the FCC’s website.

– For advocacy resources and updates on the proceeding, CoSN has issued a statement on the review and maintains ongoing E-Rate advocacy tools for members.

– And per Leichty’s two-part strategy: don’t wait for the comment window — contact your House member and senators this month and tell them what E-Rate funds in your district.

Copilot Study and Learn Gets High Marks

Technology

Copilot Study and Learn is a mode Copilot can operate in that employs Microsoft’s “study and learn agent,” which is built on learning science practices and designed to encourage active thinking rather than give away answers. I recently tried it and was impressed overall. It does a better job than Copilot in its normal mode at guiding students through the learning process.

Here’s a closer look at how to use Copilot Study and Learn, what I like about it, and where I felt it could still use some work.

What is Copilot Study and Learn

Copilot Study and Learn is an AI agent within Copilot specifically designed for learning. Copilot Study and Learn is programmed to incorporate concepts from learning science, including adaptive scaffolding, productive struggle, active learning, and application and transfer.

The tool is available for all education subscribers to Copilot. Activate it by opening Copilot, clicking the plus sign in the left-hand corner of the prompt box, and selecting the Study and Learn option.

(Image credit: Microsoft)

Where Copilot Study and Learn Earns High Marks

Copilot did a wonderful job of refusing to do the work for me. It never turned into an answer machine, which most chatbots do and I have found to be an issue even for some study and learning AI chatbot modes I’ve looked at in the past.


You may like

Specifically, Copilot Study and Learn did a nice job giving me a brief lesson on elementary particles. Elementary particles are, as Copilot put it, not made of smaller pieces, “as far as we know.”

Copilot began the lesson by asking me what I knew from what atoms are made. After I said, “I know atoms are made of protons, which consist of quarks and something else, and electrons,” Copilot responded:

Nice—you’re already thinking at the right level 👍

You said atoms have protons (made of quarks) and electrons. Let’s sharpen that a bit:

Protons are made of quarks


What to read next

There’s also another particle in the nucleus… (you hinted “something else”)

Electrons are not made of smaller pieces (as far as we know)

Similarly, when I entered a writing prompt I use with my Composition 100 college students, it actually provided really good advice on putting together the essay.

By comparison, last time I tried ChatGPT in study mode it would almost always end up writing material for me as “an example.” Even though ChatGPT kept telling me it wouldn’t write my essay, that’s exactly what it did.

Copilot did not do this and, in fact, refused to write the paper for me even when I tried to trick it into writing my paper by asking it to write it as an example.

Where Copilot Study and Learn Could Use Additional Supports

Despite its successes, my experience with Copilot Study and Learn was not all positive. Copilot provides constant links to back up the lessons it gives. This seemed like a major plus at first, but annoyingly, many of these links have to be copied and pasted and are not shared as URL links. Worse, many links–at least 25%–did not work. Copilot also had a tendency to refer to illustrations within these links, which compounded the problem. Of course, using visual aids is a great teaching tool, but not if the links to the illustrations don’t work.

More broadly, as impressive as Copilot Study and Learn and other similar tools are, these have an inherent limitation when it comes to motivation. I found the more I used these tools, the more bored I became. Learning is hard, and I’m not saying a new chatbot should solve that problem entirely, but to be effective these tools need to be at least as engaging as existing learning technology, such as YouTube videos or gamified learning apps such as Duolingo. Right now, I’m not sure these are. As impressive Copilot in study and learn is, watching YouTube videos on elementary particles taught me more quickly and was more entertaining.

Of course, combining the two, a video followed by a short interactive conversation, might be the way to go.

Bottom Line: Copilot Study and Learn

Yes, Copilot Study and Learn is a tool I would recommend for school leaders and educators to use with their students. It has its flaws to be sure, but overall it’s a really effective AI tutor.

Research into whether these tools work well and how to get the most out of any one is still emerging, but I believe that in some form, these tools will be a part of the future of education.

That said, I don’t think these will ever replace real-life tutors for a variety of reasons. For one thing, these platforms currently are not as effective as a skilled tutor, which is effective because you’re meeting with another human and creating a connection that goes beyond simply improving learning.

Then again, tutoring can be expensive and students don’t have 24/7 access to tutors on demand.

Ultimately, my gut feeling is that right now, tools such as Copilot Study and Learn would work better in conjunction with more traditional learning tools as a supplement to textbooks, videos , class time, and human tutoring.

What is TeacherForge and How Can I Use It To Teach English?

Technology

Teachers have no shortage of AI tools that promise to save time, but most still rely on writing prompts and refining the results. TeacherForge offers a structured approach to help build classroom resources through dedicated lesson generators.

This is designed specifically for English language teachers and creates grammar worksheets, vocabulary exercises, reading comprehension tasks, writing prompts, listening activities, and complete exams. Teachers choose a CEFR level, select the type of activity they want, and let the AI generate ready-to-use materials.

Unlike general AI chatbots, TeacherForge keeps everything focused on ESL and EFL teaching. Resources can be regenerated to produce fresh versions, downloaded as editable Word documents or PDFs, and include answer keys automatically. Listening activities also come with audio and transcripts.

For language teachers looking to reduce planning time without sacrificing quality, TeacherForge offers a streamlined way to produce classroom resources in minutes. This guide aims to lay out all you need to know about how it could work for your class.

What is TeacherForge?

TeacherForge Overview – YouTube

Watch On

TeacherForge is an AI-powered lesson creation platform built specifically for teachers of English as a second or foreign language. It focuses entirely on producing language-learning resources, giving teachers a set of purpose-built tools instead of a general chatbot interface.


You may like

The platform is organized around six resource generators covering grammar, vocabulary, reading, writing, listening, and exams. Each one is tailored to the type of activity being created, so teachers choose options from guided menus rather than relying on carefully worded prompts. That makes it easier to produce consistent resources while reducing the amount of editing needed afterward.

Everything is designed around the Common European Framework of Reference for Languages (CEFR), allowing teachers to generate materials suitable for learners from beginner through to advanced.

Activities can focus on specific grammar points, vocabulary themes, or language skills, while reading exercises can either use AI-generated passages or text supplied by the teacher.

Once a resource has been created, it can be downloaded as an editable Word document or as a PDF for printing or sharing digitally. Listening activities also include generated audio and transcripts, while worksheets automatically include answer keys.

TeacherForge also stores the settings used to create each activity, allowing teachers to return later and generate fresh versions without starting again.


What to read next

The result is a platform that feels less like chatting with AI and more like using a specialist lesson planning tool that happens to be powered by AI behind the scenes.

(Image credit: TeacherForge)

How does TeacherForge work?

Using TeacherForge follows a straightforward workflow that should feel familiar to most teachers. After signing in, you select the type of classroom resource to create before choosing the appropriate CEFR level for the learners. From there, each generator presents different options depending on the activity being built.

A grammar worksheet, for example, allows teachers to select the language point they want students to practice before choosing the exercise format. Reading activities can generate an original passage or build questions around text uploaded by the teacher. Vocabulary exercises can be based on custom word lists or predefined themes, while writing activities include prompts, guidance, and model responses. Listening exercises combine generated audio with accompanying classroom tasks.

After reviewing the generated material, teachers can download it as a Word document for further editing or as a PDF ready for printing. Because the documents remain editable, it is easy to adjust wording, replace examples, or tailor activities to a particular class before using any.

One of the platform’s more useful features is its ability to regenerate resources. Instead of producing exactly the same worksheet every time, TeacherForge can create fresh versions using the same structure and level of difficulty. That makes it useful for parallel classes, revision activities, or assessment retakes in which teachers want similar exercises without repeating identical questions.

By guiding teachers through structured lesson builders instead of relying on free-form prompting, TeacherForge reduces the amount of trial and error needed to produce classroom-ready materials.

(Image credit: TeacherForge)

What are the best TeacherForge features?

TeacherForge’s big appeal is its specialist focus. Every part of the platform has been designed around English language teaching rather than general classroom use, making the generated resources feel far more targeted than those produced by a standard AI chatbot.

The ability to regenerate worksheets is another standout feature, allowing teachers to produce multiple versions of the same activity for different classes without rebuilding the lesson from scratch.

Editable Word downloads also make it easy to personalize resources before reaching students. Automatic answer keys and listening transcripts remove several additional preparation steps.

Combined with CEFR alignment throughout the platform and these make TeacherForge really useful for teachers who regularly create their own language-learning materials.

(Image credit: TeacherForge)

How much does TeacherForge cost?

TeacherForge offers a free plan with a limited number of credits, allowing teachers to try each of its lesson generators before subscribing.

Paid plans start at around $5.75 per month when billed annually, with a higher-tier subscription offering unlimited generation and batch creation tools. School licences are also available for departments and institutions.

Best TeacherForge tips and tricks

Build differentiated lessons
Generate the same activity at different CEFR levels to support mixed-ability classes.

Upload your own texts
Turn class readers, articles, or curriculum materials into comprehension exercises instead of relying on AI-generated passages.

Create resit papers
Regenerate saved activities to produce fresh assessments that match the original level of difficulty.

What A Geoinfluencer Can Teach Us About Geography–And Critical Thinking

Technology

Late one night, while scrolling through social media, a video from JoseMonkey appeared in my feed. JoseMonkey, who does not publicly use his real name and describes himself as a geoinfluencer, has built a substantial following by solving geolocation challenges submitted by viewers. In a typical video, someone records what appears to be an ordinary location and challenges him to find them. Often there are no famous landmarks, no readable street signs, and few obvious clues. Yet through a combination of observation, queries, research, and geographic reasoning, JoseMonkey is often able to identify the exact location.

While the videos are entertaining, these also serve a broader purpose. JoseMonkey frequently reminds viewers that seemingly harmless details in photos and videos can reveal far more information than people realize, including where they live, work, or spend their time. (An additional lesson about data privacy and cybersecurity is in here!)

I was initially drawn in by the challenge, but after watching several videos, I realized that the real appeal lay in the process. An ordinary scene becomes a puzzle, and every object, shadow, building, and feature of the landscape has the potential to become a clue.

But the popularity of JoseMonkey’s videos reveals something important about geography, a subject that is often misunderstood in schools. Many adults remember geography as a collection of maps, capitals, and place names that had to be memorized for a test. While factual knowledge certainly has value, that narrow view overlooks what makes the discipline so powerful. Geography is fundamentally about understanding relationships between people and places, interpreting patterns in the natural and built environment, and making sense of the world through investigation.

JoseMonkey’s work offers a compelling demonstration of these skills in action. In one challenge, an ordinary mailbox became the starting point for an inquiry when he researched where similar designs were commonly used, eventually narrowing the search to Taiwan. In another, details such as municipal infrastructure, license plates, and vegetation helped identify locations in Turin, Ontario, and North Carolina. Individually, these clues seem insignificant; the value emerges through context and the ability to connect small observations into a larger geographic story.


You may like

Locating Critical Thinking

JoseMonkey succeeds because he presents geography as a mystery to solve rather than a collection of facts to remember.

Viewers are invited to follow the clues, consider possibilities, test assumptions, and watch the investigation unfold–skills that involve critical thinking. The challenge is not knowing every mailbox design, license plate, or tree species in the world, but recognizing which details might matter, researching possibilities, eliminating alternatives, and refining conclusions as new information emerges.

In many respects, the critical thinking process resembles detective work, except the clues are embedded in landscapes, infrastructure, architecture, and the countless details that shape our understanding of place. Much of the learning occurs during the investigation itself as participants explore possibilities, encounter dead ends, and gradually narrow the field of options, all of which translate well beyond the classroom.

For educators, geolocation challenges also offer a useful reminder about engagement. People are naturally drawn to problems that require investigation and discovery. Geography provides rich opportunities for this kind of learning, yet it is often reduced to memorization. When students analyze landscapes, interpret maps, examine settlement patterns, or explore relationships between human and environmental systems, they engage in the same habits of mind that make geolocation challenges so compelling.

‘Where Am I?’

Perhaps the larger lesson behind JoseMonkey’s success is not about geography alone, but about learning itself. His videos demonstrate the power of curiosity-driven inquiry. At a time when answers are increasingly available with a quick search, the ability to observe carefully, ask thoughtful questions, evaluate evidence, and make sense of complex information remains essential. Geography provides an ideal vehicle for developing those habits because every place tells a story waiting to be investigated.

The continuing popularity of geolocation challenges suggests that people have not lost their appetite for discovery. If anything, these remind us that some of the most meaningful learning begins with a simple question: Where am I, and how can I figure it out?

4 Things Every New Teacher Should Remember

Technology

Teaching in reality is very different than many of us envision it beforehand. It’s also harder than is depicted in movies and television.

That said, I find that those new to teaching often need a reminder that they are not alone in facing difficulties inspiring students, preparing classes, responding to inappropriate AI use, and much more. I still struggle with all this, and I’ve been teaching for more than a decade.

What I find actually helps is talking with other educators. I make a point of trying to share my struggles honestly and openly with other educators, especially new ones as they, in particular, typically need reminders of this.

So if you will be stepping into a classroom for the first time soon, here are some things I remind myself of and which may be helpful for you as well.

1. Not Every Idea You Have Will Work

Most teachers, especially when starting out, have constant innovative ideas for improving their lessons and classes. These ideas are impassioned and are really and truly great ideas—the problem is that students don’t always recognize their brilliance.! Or at least I’ve found It’s common for well-thought-out lesson plans to fall flat with students due to a variety of factors that are beyond my control.


You may like

This realization is a bummer when it happens, but it will happen, and more than many teachers will admit. Just realizing that I wasn’t the only one experiencing this helped me when I started.

2. There’s Such a Thing As Overpreparation

Teachers tend to be people who pride themselves in preparation. This is generally a good thing, but new teachers have a tendency to lean too much into this and can easily burn a lot of time painstakingly crafting lesson plans and overstuffed slides.

At best, this is just more work than necessary, but it can also actually hurt by eliminating the chance of spontaneity. Underpreparing isn’t good, either, but I learned fast that just because I spent my whole weekend preparing a lecture didn’t mean it would be good. In fact, I find that often spending less time on preparation allows me more time to focus on other teaching-related tasks and ultimately be more present for my students.

In other words, follow the old advice: work smarter, not harder.

3. You Will Encounter More AI Than You Think

Everyone knows about AI and has gotten used to spotting computer-generated slop on social media, but there’s still nothing quite like reading student emails or papers for the first time and realizing that these are AI-generated.


What to read next

As a teacher, you are going to see this more often than you expect and in many cases, in the absence of clear institutional guidelines, you will have to determine how to handle AI misuse on your own. I’ve written about various approaches, but no approach of which I am aware is perfect, so be prepared to be flexible in your response to AI.

You also have to accept that teaching in the age of AI adds a layer of complication that wasn’t present years ago. Of course, there are many educators who find that using it can help save time in class prep and other areas of teaching, so for some, AI takes but also gives.

4. Good Teachers Question If They Are Good Teachers

Every good teacher I’ve ever met has one thing in common: they worry if they are doing a good job. This is because good teachers care, and the more you care, the more you feel like there’s more you can do. So those worries that you blew it or should be doing more are actually a sign that you’re doing the right thing by continuing to strive to do better for your students.

On the other hand, I’ve found that teachers who are overly confident often have blind spots. These folks give feedback that is less helpful than they think it is, and their “fixes” for AI misuse and other problems don’t actually work, but they’re too arrogant to see it.

Ultimately, if you feel some doubts creeping into what you’re doing here and there, that’s a good sign. You can start worrying when you feel like you have all the answers!

Managing Student Personal Relationships With AI

Technology

Unlike many adults, teen students are not hesitant to explore, experiment, and embrace artificial intelligence, with nearly two-thirds admitting to having done so, according to a recent Common Sense Media report.

Although many of them report using it for research purposes, the reality is often quite different, with students embracing it for a range of other reasons, from cheating on school work to creating deepfakes.

Some students have also turned to AI chatbots for companionship, with a few even falling into romantic relationships. Others have even taken AI into their confidence for unvetted mental health support, which has occasionally ended tragically, with chatbots encouraging, and even guiding, student plans for self-harm.

In many of these situations, parents, teachers, and other adults have no idea how deeply a student has become involved with an AI chatbot, or even that they’ve formed an interpersonal relationship with an AI-generated character on a platform such as Character AI or Replika.

“Even if you don’t have a child who’s using one of those, it’s possible for them to end up in a relationship with chatbots as common as ChatGPT or Gemini,” says Kerry Gallagher, Assistant Principal for Teaching and Learning at St. John’s Preparatory School in Danvers, Massachusetts, and Education Director at the nonprofit ConnectSafely, which is dedicated to online safety, privacy, security and digital wellness.


You may like

Understanding Social Penetration

Chatbots are primarily a commercial enterprise designed to be engaging, so it’s not surprising that a student – especially vulnerable during adolescence when they might be struggling socially, feeling lonely, or working through mental health or self-image issues – could fall under one’s sway.

“An AI chatbot will answer or respond with the output in which it refers to itself in the first person,” says Gallagher. “So that shifts the way the user is thinking about what they’re interacting with because if the output is ‘I …’ then that feels like a personal conversation. It also refers to the user as ‘you.’”

Add into that how more refined the voices used by chatbots have become, and how easy it is to interact with through earbuds, and it can feel like a student is talking with a real, caring human.

“The voice intonation, the mood, the way it shows kindness and empathy, and the way that comes across–what you’re really talking about is something called social penetration theory, which is an intentional design that’s coded into the algorithm,” says Gallagher. “The AI companions are programmed to slowly increase the intensity of small talk in order to draw the user in more and more. We see that in the bottom of the output, ‘Do you want me to do this next or this next?’ It starts asking the kind of adjacent questions that humans would ask as part of their conversation.”

Managing Student-AI Relationships

When it comes to navigating these situations, awareness is always the first step. “Parents should not hear about this and rush to lock down their kids’ phones,” says Gallagher. “They just need to be informed about what’s available on those phones so that they can be talking to their kids about it.”


What to read next

In that vein, Gallagher notes that it’s sometimes a challenge to recognize that a student has gotten into an unhealthy relationship with an AI because the signs might be harder to spot since most kids tend to be on their phones constantly. But if they’re in their bedroom alone with the phone and the door closed for hours on end, it might make sense to check.

“Swing by their room to check in, ask what they’re up to in a caring way, and listen with genuine curiosity,” says Gallagher. “No need to barge in, but if it’s quiet for a long period of time, what are they doing? If they’re talking to friends on FaceTime, you can hear that, right? Do you know the voice of the friend they’re talking with? If not, can you ask to introduce yourself and say hello?”

It can be a challenge for educators to address student-AI relationships, especially if it primarily is happening outside of class time. Nonetheless, Gallagher suggests expanding AI awareness by exploring it yourself.

“It’s important for adults to be using AI so that when we talk about it, it’s coming from experience,” she says. “If you’re not sure how to start, talk to a colleague who is using it and ask them to show you what they’re doing.”

Failing to understand AI companions may invalidate what may already be an important relationship in the student’s life, which is not going to help a child who made a poor decision.

“Part of our job as educators is to hold kids accountable, and also to counsel kids so that they don’t make those same mistakes again,” Gallagher says. “If adults only tell kids that AI chatbots aren’t real and their relationships aren’t real, it could result in children doubling down on those relationships.”

When directly dealing with a student engaged with a chatbot, Gallagher suggests focusing on the reasons behind the relationship.

“I would say, ‘Tell me more about your chatbot. When do you talk to it? What is its name? What are some of the things that you talk about?’” she says. “Because I want to get into why they use the chatbot. What need is it meeting? How can we help the student meet that need in a healthier way?”

Gallagher says understanding the underlying why of what’s happening is key.

“By asking them more about their AI chatbot and their relationship, what we uncover is what needs that relationship with that chatbot is meeting that aren’t being met right now, and how we can then share that information about that need with the family or school counselor. If that need of that child is met, they’re less likely to feel like they need the chatbot and they’re also less likely to feel like they need to do harm to their peers or themselves.”

Boosting AI Literacy

In general, educators should aim toward using AI tools that allow them to supervise what students are doing and so they can monitor for any concerning usage.

Gallagher also advocates for better AI literacy, but as tools have evolved, so should the discussions and activities with students.

“Educators can ask kids to develop their own ideas, their own lists, their own guidelines around when AI use is helpful and when it might be harmful,” she says. “They know more than we think. Even students as young as second or third grade are ready to start the conversation about which tasks require human effort so learning can happen.”

Doing so can help peel back the curtain so students can understand what AI actually is and how it works, and use it in a healthy manner.

“Start as simple as teaching that AI is programmed for pattern recognition and help kids understand, especially at that younger age, what that means,” Gallagher says.

She also recommends talking about understanding prompt engineering and verifying outputs with a human eye.

“I think it’s okay to ask AI for advice as long as there’s a corroboration of that advice,” she says. “If students ask AI to help brainstorm ideas or for initial feedback on an email that they’ve drafted, that’s all fine. It still needs to be run through a human before it becomes something that is integrated or sent.”

Finally, to help boost critical thinking around AI, educators should consider changing their approach to assignments.

“For example, one of the benchmarks might ask students how they used AI. What was the output? Show the actual output, and then show the next version to demonstrate the important critical student thinking. What did the learner do between those two versions? We can help students practice adding that human filter after the AI is used.”

Finding The Students Schools Miss: How Data, Relationships, and AI Are Unlocking Hidden Potential

Technology

Watch above or listen/download below.

Most conversations about education equity focus on helping students who are struggling. AJ Gutierrez wants to talk about those who are achieving yet are still being overlooked.

As the new CEO of Equal Opportunity Schools (EOS), Gutierrez is leading a national nonprofit that partners with more than 900 middle and high schools across 35 states to identify students who are prepared for advanced coursework but aren’t getting access to it. In this conversation with Tech & Learning, he offers insights for district leaders on how to do more for students that may be off the radar.

A recent Mathematica study found that EOS partner schools identify more than 2.5 times as many underrepresented students ready for AP, IB, or dual enrollment compared to traditional methods — and that those students, once placed, perform just as well as their peers.

“There’s a huge subset of students who are ready for advanced coursework who were, for many reasons, being overlooked,” Gutierrez says. “If you look at things like the PSAT, there was a large study EOS conducted with EdTrust where they were missing on 80% of students who would have qualified.”


You may like

What makes the EOS approach distinct is what it measures. Beyond grades and test scores, EOS collects student survey data on factors such as whether a student feels connected to a trusted adult at school, their future aspirations, and their sense of belonging. When those insights are combined with academic data — and increasingly, with AI-driven predictive analytics — patterns emerge that no dashboard alone would surface.

“Education is always going to be human-led, but technology-augmented,” Gutierrez says. “You can’t just share a dashboard or a widget and expect big change. You’re talking about shifting mindsets and shifting human behavior.”

Gutierrez brings a personal dimension to the work. A product of Boston’s Match Education program, he credits rigorous coursework and personalized support as pivotal in his own trajectory. He went on to co-found Saga Education, which helped catalyze a national high-impact tutoring movement and secure more than $7 billion in public investment between 2020 and today.

At EOS, his next focus is chronic absenteeism — using the organization’s survey data and emerging AI tools to identify students at risk of disengaging before it’s too late.

“If we focus on individual students,” he says, “we can increase the odds of improving average daily attendance.”

Teaching The Odyssey | Tech & Learning

Technology

Even though it was composed more than 2,700 years ago, The Odyssey never gets old. This summer it will be brought to the big screen by Christopher Nolan in a much-anticipated film starring Matt Damon, Zendaya, Tom Holland, and Anne Hathaway.

Emily Wilson, a professor of Classical Studies at the University of Pennsylvania, says film adaptations of the epic poem always generate interest in the classic work and could provide a good excuse to introduce the epic into the classroom.

Wilson knows of what she speaks.

Nolan consulted her much-heralded 2018 translation for his film version. Wilson’s translation is also the first complete translation by a woman, and in it, she hoped to convey the rhythm of the original.

“Most of the available modern English translations before and after mine, use free verse or prose, rather than metrical, rhythmical verse,” she says.


You may like

Wilson recently shared some of the strategies she uses when teaching The Odyssey, and other works by Homer and myths, to her undergraduate students.

Teaching The Odyssey: Take A Detour From The Hero’s Journey

The Odyssey is frequently taught through Joseph Campbell’s framework of the “hero’s journey,” but Wilson thinks that approach can be too limited.

“[It] invites students to see The Odyssey as a kind of template for all other quest narratives, and to focus exclusively on the perspective of the protagonist,” she says. This can overshadow how Odysseus interacts with many other characters, “including those who do not have either a quest or a journey home.”

She adds, “When I teach undergraduates who have read The Odyssey in high school, I often invite them to reflect on both the appeal of this universalizing approach and to consider what it leaves out, including the historical specificity of the poem’s concerns, which echo the particular preoccupations of the archaic Greek world, a world of large-scale Greek migration and colonization.”

Don’t Shy Away From The Alien Nature of The Book

“The Odyssey, like other works of ancient literature, is fascinating largely because it is both extremely familiar in its concerns and themes and also extraordinarily alien,” Wilson says. “The deities, for example, may seem like narrative conveniences, and in a sense they are, and yet The Odyssey was also created by and for people who worshipped and sacrificed to Athena, Zeus, and Poseidon.”


What to read next

She finds that examining the conflict between the familiar themes and alien ones can lead to deep discussions with students. “The first four books are about the small-scale journeys of Telemachus, Odysseus’ son, to visit his father’s old comrades. The theme of a lost, anxious young person exploring his own identity through visiting alternative homes, is entirely relatable for any young reader.”

But at the same time there are limits to how far that relatability goes. “The terms in which the poem defines adult masculinity may be quite alien and even disturbing,” Wilson says. “Telemachus demonstrates a divinely inspired confidence by telling his mother to be quiet, and later takes a new step to manhood by murdering the thirteen enslaved people claimed by his mother’s suitors to reclaim the honor of the household.”

Examine Gender Roles

Many students today take issue with gendered inequality seen in the poem.

“Those feelings can be an excellent opportunity for discussion and reflection,” Wilson says. She adds, it’s also “an opportunity to consider whether these feelings are invited by the poem itself, or the result of a gap in values between The Odyssey and modern values.”

Wilson’s students are often “outraged by the fact that Odysseus spends eight years in sexual relationships with two goddesses, at least partly voluntarily, and yet he seems to suffer no repercussions in his marriage to his eternally faithful wife.”

She adds, “There is an interesting and teachable mismatch between the modern idea of ‘adultery’—a gender-neutral disapproval of extramarital sex—and the ancient idea of moicheia, which refers only to sexual relationships between a man and another man’s wife.”

This disconnect is more complex than students might realize. “The affair of Paris and Helen, or that of Aegisthus and Clytemnestra, threatens the integrity of the household and the male lineage, whereas Odysseus’s affairs abroad are of no relevance for the household,” she says.

This is all an example of how, in Wilson’s words, “There are many opportunities for discussion of the relationship between modern norms of gender and sexuality and those of the poem.”

Use Visuals and Share Technological Breakthroughs

“When I teach myth, including The Odyssey, I often juxtapose it with ancient art; students who struggle with literary analysis often flourish in response to visual representations,” Wilson says. “There’s a lot to say about, for instance, how Athenian vases depict the blinding of Polyphemus, and how this might compare or contrast with the poem’s version of the same scene.”

Modern technology is also playing a role in the ongoing story of ancient texts. High-profile AI-assisted translations of damaged text have recently been released, but that’s only the beginning of what technology can do, Wilson says.

“One of the most exciting developments to me is not AI but digital imaging combined with radiocarbon analysis, which has enabled the decipherment of papyri that would otherwise be unrecoverable,” Wilson says. “It’s exciting for everyone, including students, to learn that we’re still discovering ‘new’ ancient literature.”

Talk About Translation

Wilson is, of course, interested in the differences between various translations of Homer’s work, but stresses that there are many excellent translations beyond hers, and students should be invited to compare and contrast the differences.

“As a way of teaching the value of close reading and the fact that every word matters, there’s no better exercise than asking students to look closely at maybe two to three lines of The Odyssey in several different translations,” she says. “I love this exercise, and I find it wakes students up to the fact that literature isn’t just, and in fact, isn’t primarily, about meaning; it’s about specific words in a specific order, and every choice matters.”

Wilson’s new book Crossing the Wine Dark Sea, which will be released in September, ends with a long essay about what Wilson calls the “minutiae of choices involved in translating just a few lines of The Odyssey and comparing multiple different translations of the same lines.”

This essay is a great introduction for educators looking to explore the role of translations in The Odyssey.

Remember: Teaching The Odyssey Shouldn’t Be An Epic Challenge

Wilson says sometimes teachers shy away from teaching The Odyssey because they think it will be daunting.

“In many ways, Homer, especially in a reasonably user-friendly modern translation, is far less daunting than Shakespeare, whom I hope people also teach,” she says.

She adds, “The debate about teaching great books or the canon is sometimes framed as if teaching canonical or ancient texts were antithetical to the project of inviting students to be aware of themselves, their own culture, and their own world, but to me, nothing could be further from the truth. We learn about ourselves by discovering who we aren’t, and who we almost are, and how we relate to others. There’s no more generative text than The Odyssey for exploring those questions.”

What is PlayKids Learning and How Can I Use It To Teach?

Technology

PlayKids Learning is an educational platform designed for children aged roughly 2 to 12. It combines videos, games, activities, stories, and original shows in a single app, with a focus on safety and age-appropriate content.

The company says this can help children develop academic and life skills while maintaining a healthy relationship with screen time. Something that could make this a parent’s favorite educational app pretty fast.

PlayKids Learning lets children move between educational games, videos, creative activities, and interactive content covering areas including literacy, mathematics, arts, music, science, and social-emotional learning.

The platform is available across devices, including smart TV and interactive whiteboard platforms, making it accessible both at home and in school. This guide aims to lay out all you need to know about PlayKids Learning.

What is PlayKids Learning?

PlayKids Learning Overview – YouTube

Watch On

PlayKids Learning is an educational entertainment platform developed by Sandbox Group. It offers a large library of children’s content that includes educational games, videos, cartoons, podcasts, and interactive learning activities. It is designed to provide a safe, ad-free environment in which children can learn through play and exploration.


You may like

The company says the platform is used by millions of families across more than 180 countries and supports multiple languages. Content includes both PlayKids original productions and licensed children’s programming featuring familiar characters.

A key focus is helping children build skills beyond traditional academics. PlayKids highlights areas such as creativity, communication, collaboration, critical thinking, and social-emotional learning alongside literacy and numeracy development.

(Image credit: Sandbox Group)

How does PlayKids Learning work?

PlayKids Learning works as a subscription service that gives teachers and families access to a large library of child-friendly educational content through a single app. Once an account is created, parents or teachers can set up profiles for individual children and begin accessing games, videos, stories, podcasts, and interactive activities tailored to different age groups.

The platform is available on smartphones, tablets, web browsers, and many smart TVs, allowing children to switch between devices while keeping their progress and preferences. Content can also be downloaded for offline use, making it useful for travel or situations where internet access is limited.

PlayKids Learning combines entertainment and educational activities in one place. Children can move between watching shows, playing learning games, listening to audio content, and completing creative activities, while parents can use built-in controls to manage screen time and monitor usage.


What to read next

The service is designed for independent use by younger children, with a simple interface and large visual navigation elements that make it easy to explore without constant adult supervision.

(Image credit: Sandbox Group)

What are the best PlayKids Learning features?

One of PlayKids Learning’s appealing aspects s is the variety of content available in a single subscription. Children can watch educational videos, play games, complete activities, listen to podcasts, and engage with interactive learning experiences without needing multiple apps.

The service is also designed with parental oversight in mind. Parents can set screen-time limits, manage profiles, and download content for offline use. Multiple devices can access the same subscription, which can be useful for families with more than one child.

Safety is another major selling point. PlayKids Learning is ad-free and promotes its kidSAFE certification and curated content approach. This can help parents avoid advertising and recommendation algorithms.

The platform also encourages activities beyond passive viewing. Alongside videos and games, children can access drawing activities, creative projects, music content, and hands-on exercises designed to extend learning away from the screen.

(Image credit: Sandbox Group)

How much does PlayKids Learning cost?

PlayKids Learning offers two main subscription options through its website. The monthly plan costs $7.99 per month, while the annual plan costs $79.80 per year, effectively reducing the monthly cost by around half compared to paying monthly. A free trial is also available for new users.

Subscriptions include unlimited access to the platform’s content library, support for multiple devices, offline downloads, parental controls, and access across supported mobile, web, and TV platforms.

It’s worth noting that pricing can vary slightly depending on whether families subscribe directly through the PlayKids website, Apple App Store, Google Play Store, or a partner platform.

Best PlayKids Learning tips and tricks

Start with age-appropriate profiles
Take time to set up profiles that match each child’s age and developmental stage. This helps ensure the recommended content remains relevant and engaging.

Use offline downloads for travel
Download videos and activities before trips or long journeys. This allows children to access content without requiring an internet connection.

Balance screen time with hands-on activities
Look for the platform’s creative projects, crafts, music activities, and offline exercises. These can help turn screen-based learning into wider real-world experiences.

Tech & Learning Announces Winners of Best of Show at ISTE 2026

Technology

ISTELive 26 was another energetic and inspiring conference. Held in Orlando this year, the event featured hundreds of sessions and exhibitors, offering attendees unparalleled opportunities for learning and networking.

The exhibit hall showcased a vast array of new products and services. Our Tech & Learning judges scoured the show floor to rigorously review the nominations for this year’s Tech & Learning Best of Show at ISTELive 26 awards. The evaluation criteria included ease of use, overall value, uniqueness in the market, and clear proof that the product streamlines teachers’ workflows and supports student achievement.

“While AI remained a major focal point at ISTE this year, we were impressed by how the nominated products thoughtfully integrated these emerging technologies to bolster the very core of teaching and learning,” noted Christine Weiser, Content Director for Tech & Learning. “Our judges carefully selected the most innovative solutions that truly support the evolving needs of classrooms and districts. A huge congratulations to all of our winners!”

Primary

Acer Chromebook 311 (C725T)

“The Acer Chromebook 311 is a solid option for younger learners, especially considering its price point. We found it to be durable, reliable, and well-suited for the daily wear and tear that comes with elementary classroom use, making it a strong value for schools.”


You may like

Adobe, Aqua by Adobe

“Aqua by Adobe is a thoughtful and timely entry into elementary creative technology. Rather than adapting professional creative software for younger users, it was designed specifically for children, balancing creativity, accessibility, digital literacy, and age-appropriate AI in a safe, free environment. The combination of educator input, strong early adoption, and the absence of cost barriers makes it particularly compelling for schools.”

Amplify Education, Amplify Desmos Math

“The new Desmos math tool from Amplify is an amazing platform to help students concretize the abstract concepts of math! This tool not only uses a project-based approach to learning, which solidifies complex math concepts, but also provides many opportunities to learn them in different ways. An added bonus is that many of the lessons that are available are available at no cost to any student!”

Amplify Education, mCLASS Math


What to read next

“This new mClass Math product from Amplify is pretty solid at helping students analyze mathematical reasoning and thinking patterns and improve their overall math skills. It is particularly good for middle school students who have been struggling in the past, helping them catch up with their peers.”

Belkin International, Belkin Connect USB-C Keyboard with Stand for iPad

“The Belkin Connect USB-C Keyboard with Stand for iPad is a no-nonsense classroom tool built around the things schools actually need: durability, easy setup, and testing compliance. It is not flashy, but removing Bluetooth, batteries, and charging issues makes it a very dependable choice for shared iPad programs.”

BenQ RP05

“The BenQ Board RP05 feels like a standout interactive display because it brings AI tools directly into the classroom experience rather than treating them as an add-on. With on-device AI, 50-point touch, Google EDLA support, wireless sharing, and robust IT management features, it looks like a comprehensive solution for schools seeking to modernize instruction at scale.”

Boxlight Symphonic Series — Primary Education

“This series of notification and information products give the end user a variety of features to choose from. They appear to be very easy to install and maintain.”

Boxlight Symphony — Primary Education

“This is a powerful and very well thought out communication system. That it can be implemented on an existing IP network without the need for an Internet connection is a great value ad for school districts.”

ClassLink Suite

“ClassLink has been an efficient and impactful tool in our district for staff and students. Our workflow and student experience have been elevated using this tool

Clear Touch, Nova

“The 6000 Nova Series comes across as a very smart long-term classroom display, especially because the hot-swappable Core Module directly tackles the pain of costly refreshes and downtime. It feels well-rounded and future-focused, with strong hardware durability and a useful software suite that adds real value beyond the screen itself.”

Clear Touch, Command Sudio

“Command Studio feels like a really practical way to bring high-quality broadcast into schools without making it overly technical or equipment-heavy. The portability, wireless setup, touchscreen control, and Clear Touch ecosystem integration make it especially valuable for campuses that want students or staff to produce polished live content with less friction.”

CTL Chromebook PX112C with Integrated 5G, 4G LTE, and CBRS Connectivity

“This is a very capable Chromebook. Although the broadband connectivity is not new or innovative, the use of the Citizen’s Band Radio Spectrum (CBRS) is a great feature.”

Curriculum Associates’ i-Ready Professional Learning

“i-Ready Professional Learning is a comprehensive and well-developed educator support system that goes beyond traditional workshop-based professional development. Its combination of coaching, leadership development, on-demand learning, and embedded guidance reflects current best practices in adult learning and implementation science.”

CyberNut – K12 Phishing and Digital Citizenship Training

“CyberNut is a strong cybersecurity tool built specifically for the needs of K–12 schools. We found it provides valuable protection while also giving district leaders the data and insights needed to proactively identify risks, strengthen security, and make informed decisions about keeping students, staff, and systems safe.”

Edmentum, Courseware Elementary

“Edmentum’s comprehensive Courseware digital curriculum for grade 6 through adult learners is based on the development of real-world skills, identifying students’ passions, and cultivating perseverance and grit. Our Courseware is rigorous, relevant, and aligned to state and national standards with over 400 courses covering core, elective, CTE, world language, and advanced subjects.”

Epson BrightLink 870Ei Ultra Short Throw Interactive Display with 4K Enhancement

“The Epson BrightLink® 870Ei is a strong evolution of interactive classroom display technology, combining the flexibility of projection with many of the collaboration features typically associated with interactive flat panels. Its ability to create a large interactive image on existing whiteboards, combined with 4K enhancement, wireless casting, and collaborative annotation, makes it an attractive option for schools looking to maximize instructional space while avoiding the size limitations of fixed displays.”

ExploreK12, Frax (ExploreK12)

“Frax is an adaptive, game-based design that emphasizes conceptual understanding rather than rote procedures. It is grounded in sound instructional research and is adaptive to the needs of the learners. It is a powerful supplement to math instruction in the intermediate grades.”

ExploreK12, Raz-Plus (ExploreK12)

“Raz-Plus is a comprehensive supplemental literacy platform that aligns well with current Science of Reading practices. Its greatest strengths are the breadth of instructional resources, assessment capabilities, and flexibility for differentiated instruction across K–5 classrooms. The refinement and expansion of an established product makes it a robust tool for reading intervention and supplemental literacy instruction.”

ExploreK12, Reflex (ExploreK12)

“An excellent supplemental math solution for building foundational fact fluency. Its greatest strengths are adaptive personalization, student engagement, and a clear focus on helping learners develop the automaticity needed for success in higher-level mathematics.”

Follett Software, Follett Destiny Library Manager

“The Follett Software Destiny Library Manager is the best tool on the market for managing school libraries and providing real-time usage reporting. Follett has become the gold standard for doing so in elementary, secondary, and even higher education.”

Follett Software, Follett Software AI

“Follett AI provides helpful analytics within Follett environments. It gives relevant insights to users within the context of district policies, all while protecting data and privacy.”

Forward Edge, Edge U Badges

“The Edge U Badges platform provides hundreds of self-guided courses with microcredentialing. It combines flexibility, instructional relevance, and meaningful credentialing opportunities. Its greatest strengths are the depth of content and its ability to personalize educator growth while supporting district professional development goals.”

HamiltonBuhl, HamiltonBuhl PowrePost

“The HamiltonBuhl PowerPost is a practical classroom product that solves a common operational problem: providing accessible charging where it’s needed. Its mobility, mix of AC and USB ports, and thoughtful cable management make it useful in flexible learning environments.”

InfoCase, PermaLock XP Case

“The PermaLock XP case provides real protection for student devices. Its innovative design locks onto each side of the device, avoiding the need for hinges, typically the weakest point of the case. If I had a student with a 1:1 device, this is the case I’d get!”

IPEVO Inc., IPEVO Cast

“PEVO Cast is a clean, easy classroom solution for wireless sharing without the usual app downloads, logins, or device headaches. It is especially useful for schools with mixed devices, and the fast switching plus smooth 1080p sharing make it a practical fit for everyday teaching and student presentations.”

JAR SYSTEMS, Stack6 by JAR Systems

“The JAR Systems Stack6 is a thoughtfully designed charging station that focuses on portability, simplicity, and efficient USB-C charging for shared-device environments. Features such as integrated short cables, Quick-Sense charging, ventilation, and a modular stackable design address many of the day-to-day frustrations school IT teams face.”

Learning.com, EasyTech Digital Readiness Platform with Integrated AI Literacy — Primary Education (K–6)

“EasyTech Digital Readiness Platform presents a well-conceived approach to digital literacy. It embeds AI literacy into a broader K–8 progression rather than treating it as a standalone topic. It uses sound pedagogy and a strong developmental sequence—from foundational digital skills to AI ethics and algorithmic reasoning.”

LEGO Education, LEGO Education Science

“Everybody loves LEGO! These highly engaging kits draw students into science learning by providing hands-on, collaborative challenges. Teachers and students will love these inquiry-based, curriculum-aligned activities.”

LEGO Education, LEGO Education Computer Science & AI

“LEGO Education Computer Science & AI appears is an effective way to make coding and AI more approachable for younger students without making them feel like it is too abstract or intimidating. The hands-on kits, scaffolded lessons, and mix of icon- and word-based coding give it strong classroom value, especially for teachers who need something structured yet creative.”

Lexia, Science of Reading Classroom by Lexia

“Lexia has evolved to become one of the most comprehensive literacy ecosystems available for K–12. The suite of products covers a range of tools including adaptive instruction, assessment, AI-supported guidance, English language development, and professional learning, all in a unified platform.”

Lightspeed, Redcat by Lightspeed

“Lightspeed solutions are excellent and reliable. They are easy to implement in any classroom without a lot of IT intervention. They have the quality audio and feature set of more expensive hardwired classroom systems without the labor overhead or complexity.”

Lightspeed Systems, Lightspeed Insight – Screen Time Dashboard

“Lightspeed Insight seems like a very useful decision-making tool for districts that need clearer answers around app usage, screen time, and whether technology is actually supporting instruction. I like that it turns a messy, emotional topic into real-time data that leaders can use in board, parent, and policy conversations.”

LocknCharge

“The LocknCharge FUYL Smart Locker System addresses a real operational challenge for schools by automating device lending, charging, repairs, and asset management. Rather than functioning as a simple charging locker, it combines secure hardware with cloud-based workflow management, reducing the burden on IT staff while improving accountability. The integration of multiple authentication methods and real-time tracking makes it a mature and practical solution for 1:1 device environments.”

MagicSchool

“We piloted MagicSchool across our district and received very positive feedback from both staff and students. Teachers found it intuitive and easy to incorporate into their daily workflow, while students appreciated how it supported learning in meaningful and accessible ways.

MAXCases, MAXCases Extreme Shell-F Slide-On Case for the MacBook Neo

“The MAXCases Extreme Shell-F Slide-On Case for the MacBook Neo is custom designed to fit the new NEO by Apple. MaxCases brings their quality-designed protection to Apple’s latest computer line. While this is a solid case, this case also does a great job of protecting the most vulnerable areas of the computer as well as protecting the keyboard.”

Moravia Education, Cubetto+

“Cubetto+ is a delightfully tangible way to teacher the littlest learners about coding. This tool provides developmentally appropriate learning with emphasis on storytelling, debugging, and hands-on exploration. No screen required!”

Otus

“Otus makes every step of the learning process more efficient for teachers, administrators, students, and families by using their portals that integrate grades, assessment scores, progress monitoring, and a full-fledged data warehouse. Their all-in-one platform, with integrated tools to gather, visualize, and act on student growth data, allows teachers and administrators to make decisions based on solid data that help students achieve significant growth and make strides toward reaching their full potential.”

Ozobot, K-2 Math Fluency Kit

“Ozobot’s Math Fluency Kit brings together coding basics with deep math learning. Using Evo robots with common math manipulatives, students explore mathematical concepts in engaging, hands-on ways. Fully developed lesson plans and materials align to standards. This tool provides the perfect way to build computer science learning into math.”

Pitsco Education LLC, Echo Drone

“The Drone Maker Kit excellent STEM solution for grades 3 – 8. It authentically integrates engineering, physics, and problem-solving. Its greatest strength is immersing students in the complete engineering design cycle, making it much more than a drone flight activity.”

Prodigy Education, Prodigy

“Prodigy is a highly engaging learning platform because it turns math and ELA practice into something students actually want to keep using. The adaptive practice, teacher dashboard, free access, and new game modes make it a strong classroom support tool, though its biggest strength is engagement and skill practice rather than full curriculum replacement.”

Promethean, Promethean ActivPanel 10 (AP10)

“Promethean makes great products with the features students and teachers need to succeed as well as the flexibility to include multi operating systems. The included software are great additions too.”

Read Naturally, Inc., Read Live

“Read Live is an excellent literacy intervention platform distinguished by its strong research foundation, comprehensive intervention tools, and long history of success. Its greatest strength is consistent, evidence-based implementation rather than technological innovation. With the current trend towards less screens for young learners, their print option provides a relevant and appealing option for literacy learning.”

Samsung Electronics America, WAFX-P

“Not only does this new WAFX-P Interactive Panel by Samsung offer stunning, vibrant displays of life-like content for learning, but it is also amazingly versatile, accepting content from many curriculum companies and converting lessons created with other display brands and interactive software platforms. I especially like its AI Assistant capabilities, including Circle to Search, AI Summary, AI Quiz, and Live Transcript, which bring cutting-edge tools that are easy to use for teachers of all subjects!”

Seesaw

“Seesaw is one of the most established and versatile learning platforms for elementary education. Its combination of digital portfolios, standards-aligned instruction, family communication, and creative student expression makes it especially effective for PreK–6 classrooms. The addition of AI-powered instructional tools strengthens the platform, while third-party validation and broad adoption reinforce its educational impact.”

SMART Technologies, SMART SoundLift Voice Amplification Solution

“This helpful addition to the SMART ecosystem allows teachers to use natural voice without any students missing a word. Although it has a narrow use case, it works seamlessly to provide dual-microphone support for presentations.”

TORSH Talent- Professional Learning Platform for Instructional Coaches and Educators

“This is a coach’s dream! Extremely helpful tool for tracking teacher learning and student outcomes. Made by a coach, it is intuitive and provides lots of info in a usable format.”

TouchView Companion Series: Portable Collaboration Without Boundaries

“I found the TouchView Companion Series to be a unique approach to projecting content, especially in small group learning environments. Instead of keeping instruction tied to the front of the room, it gives teachers the flexibility to bring content directly to students, creating more opportunities for collaboration and interaction, especially in primary grades and centers.”

TouchView Interactive ULTRA Series Gen 6: Secure, Future-Ready Collaboration for Every Learning Environment

“The TouchView Interactive ULTRA Series is a robust classroom solution that gives educators the flexibility to teach in a variety of learning environments. We found its ease of use, portability, and connectivity make it a strong option for supporting everything from whole-group instruction to small-group collaboration.”

Wayground

“This is a very good solution for elementary education. Its tool set is varied enough to address the needs of the modern classroom, whether it be special needs accommodations or language understanding. It also seems to use AI in a strategic and well thought out manner.”

Secondary

Acer, ProDesigner PE270K L1

“I found the ProDesigner PE270K L1 to be a solid monitor that delivers great value for the cost. Its high-resolution display makes it a strong option for classrooms where students and staff are creating graphics, digital media, or other visual content that benefits from accurate color and sharp detail.”

ASUS NUC 16 Pro Mini PC: Small Footprint, Big Impact in Education

“The ASUS NUC 16 Pro Mini PC is a strong fit for schools that want serious AI-capable performance without taking up much space. Its compact design, centralized management, rugged certification, and service-friendly build make it feel especially practical for classrooms, labs, and district-wide deployments.”

AVID Products, AE-15 USB-C Headset: Bridging the USB-C Affordability Gap

“The AVID AE-15 USB-C Headset is a smart, no-nonsense classroom audio solution that solves a compatibility and affordability issue for schools moving to USB-C devices. It’s not flashy, but the durability features, student-friendly design, low price, and 2-year warranty make it a strong everyday option for districts buying at scale.”

BenQ RP05

“The BenQ Board RP05 Interactive Display comes across as a powerful, future-ready classroom display that goes well beyond basic touch and presentation features. The on-device AI, 50-point touch, Google EDLA access, wireless sharing, and district management tools make it feel like a strong all-in-one option for modern learning spaces.”

Bluum, Redefining Career Readiness Through the Nation’s First District-Wide Esports Program

“Bluum’s esports career pathway initiative is a well-executed example of turning student interest into a real district-wide learning opportunity. What stands out is that Bluum is not just selling equipment but also bringing together the space, technology, curriculum, partners, and implementation needed to make the program sustainable.”

Boxlight Symphonic Series — Secondary Education

“The Symphonic platform has the features and ease of installation that would work in any school district. Great solution.”

Boxlight Symphony — Secondary Education

“This is a powerful and very well thought out communication system. That it can be implemented on an existing IP network without the need for an Internet connection is a great value ad for school districts.”

Brisk Labs, Brisk Teaching

“Brisk Teaching is one of my favorite AI tools for teachers on the market today. Not only do they pay close attention to student and teacher data privacy as a process input for AI, but I also love that it already resides as an extension to your browser. This makes it a tool that teachers don’t have to leave their workspace to use another web platform.”

Britannica Education, Britannica Studio: AI Teachers Can Trust

“I really like that this product is focused on appropriate use of AI. Britannica Studio helps teach appropriate and responsible use of AI as a tool to work alongside or in place of student work.”

Cellairis, Cellairis Cyber Pouch

“This is a simple, reliable, and low-tech solution to keep devices safe while blocking distractions. Making them large enough for additional items is a nice feature too. The device storage accessory also makes devices quickly accessible in case of an emergency. Not including locks takes away the added labor of managing them for teachers and lost keys/forgotten combinations for IT managers.”

Cidi Labs, DesignPLUS: Transforming Canvas Course Design at Scale

“DesignPLUS feels like a really helpful upgrade for Canvas users who want better-looking, more accessible courses without needing technical design skills. The mix of templates, design controls, content tools, accessibility support, and AI-assisted creation makes it feel both practical and scalable for institutions managing lots of courses.”

Cidi Labs, UDOIT Advantage: The Course Accessibility Tool for Canvas

“UDOIT Advantage appears to be a very practical accessibility tool because it meets educators directly in Canvas and helps them fix issues without requiring technical expertise. The smart filters, scorecards, file remediation, and AI-assisted SpeedFIXIT workflow make it feel both efficient and meaningful for creating more inclusive courses.”

ClassLink Suite

“ClassLink Suite gives high school teachers the flexibility to customize the look, layout, and content of their classes to meet the needs of their students. We found this level of personalization helps create a more organized and engaging digital learning environment while giving students quick access to the resources they need every day.”

ClassVR, EduverseSTEM from Avantis Education

“The ClassVR Eduverse Module is the total package for bringing and scaling Virtual Reality use in schools. ClassVR has not only made the hardware and its management easy for schools to adopt and implement, but has also created a phenomenal software platform to complement this amazing system.”

Edmentum, Accelerating Student Achievement with Exact Path

“ExactPath by Edmentum is a really nice tool for taking assessment scores and standards from annual and quarterly summative assessment companies and projecting a unique learning path for students to improve their areas of deficiencies.”

Epson America, Epson PowerLite L370E 3LCD Laser Projector with 4K Enhancement

“The Epson PowerLite L370E is a strong, flexible projector for classrooms and shared spaces that need bright, large-scale visuals with minimal maintenance. Its brightness, laser lifespan, wireless connectivity, and easy setup tools make it a dependable upgrade.”

ExploreK12, Gizmos (ExploreK12)

“Gizmos offers interactive experiences for rich math and science learning, including simulations, real world cases to analyze, and investigations that lead to sense making from phenomena. If you want your students to grapple with open ended explorations, Gizmos is the perfect tool!”

FACIL’iti, FACIL’iti Talents

“This is a great solution. I myself have vision issues and when I tried the features for low vision it made websites much easier to read. I also like that it is free for end-users.”

Follett Software Facilities Schedules“Facilities scheduling is always challenging and having an integrated system with built-in workflows is very valuable for school districts. The schedule visibility to all stakeholders ensures this information is easily available to avoid conflicts. This product would be a great addition to administrative, maintenance, custodial, and security teams.”

Forward Edge, Edge U Badges

“The Edge U Badges platform provides hundreds of self-guided courses with microcredentialing. It combines flexibility, instructional relevance, and meaningful credentialing opportunities. Its greatest strengths are the depth of content and its ability to personalize educator growth while supporting district professional development goals.”

HamiltonBuhl USBC-A Smart-Trek

“The Smart-Trek USBC-A Headset is a smart classroom workhorse, especially because the built-in USB-C and attached USB-A dongle solve a real compatibility headache. It is not trying to reinvent the headset category, but the durability touches and school-friendly design make it feel very useful and easy to standardize.”

Kahoot!

“We’ve had great success with Kahoot! in our district as a way to increase engagement while giving teachers quick, meaningful feedback on student learning. Like any instructional tool, it’s most impactful when it’s part of quality instruction rather than a standalone activity, helping reinforce learning instead of simply becoming a game.”

Learning Genie, Curriculum Genie

“Curriculum Genie is a strong AI curriculum tool because it is built around actual K–12 needs, not just generic lesson generation. The student-centered planning, standards alignment, UDL support, differentiation, and teacher-approval model make it feel practical, responsible, and genuinely useful for saving time without compromising quality. I love the community-based curriculum as well.”

Learning.com, EasyTech Digital Readiness Platform with Integrated AI Literacy — Secondary Education 6-8

“EasyTech Digital Readiness Platform presents a well-conceived approach to digital literacy. It embeds AI literacy into a broader K–8 progression rather than treating it as a standalone topic. It uses sound pedagogy and a strong developmental sequence—from foundational digital skills to AI ethics and algorithmic reasoning.”

LEGO Education Computer Science & AI

“An excellent middle school STEM solution that effectively combines engineering, coding, and AI literacy. Its greatest strength is making emerging technologies tangible through LEGO’s proven hands-on learning approach while providing teachers with a structured, scalable curriculum.”

LEGO Education Science

“The LEGO Education Science Kit 6-8 is a strong hands-on science solution that makes middle school concepts easier to teach, explore, and actually enjoy. Its biggest strength is combining curriculum alignment, inclusive design, and playful learning in a way that feels useful for both teachers and students.”

MagicSchool’s MagicStudent

“MagicSchool for Students provides a safe, education-focused space where students can get support, ask questions, and brainstorm ideas. We found it encourages independent thinking while giving students guidance throughout the learning process, helping them build confidence rather than simply giving them answers.”

Medal of Honor Foundation, Path to Honor Expansion

“Path to Honor is a compelling character education platform that uses authentic stories from the Congressional Medal of Honor Society to engage students in ethical reasoning, civic responsibility, and personal reflection. Its greatest strength is grounding lessons in real people and real decisions rather than hypothetical scenarios, making discussions about values more meaningful. This is a beautiful resource for teaching character in deep ways.”

Merge, The all-new Merge 3D Platform: Empowering the next generation to explore, learn

“The new Merge 3D Platform is literally ‘out of this world’ and is one of the most innovative products in EdTech today! All of the great individual Merge Apps from the MergeEDU world are now on one platform, making them easily accessible. Now, you no longer even need a MergeCube to do MergeCube activities, thanks to the addition of A.I. and you can take any real-world object, even a drawing, and turn it into a 3D digital model or asset. This platform is amazing!”

Microsoft Learning Zone

“Microsoft Learning Zone is a powerful classroom-ready AI tool because it integrates lesson creation, live delivery, personalization, and formative insights, rather than leaving teachers to piece them together. Its real strength is keeping educators in control while making AI feel practical, responsible, and useful in the flow of teaching.”

Moravia Education, Inc., HP Robots – Otto

“HP Otto is a well-rounded educational robotics platform that takes students beyond coding by having them build, wire, and program a functioning robot. Its progression from physical assembly to increasingly sophisticated programming provides an authentic engineering experience. The modular, customizable robots will have students iterating and creating again and again!”

Otus

“Otus makes every step of the learning process more efficient for teachers, administrators, students, and families by using their portals that integrate grades, assessment scores, progress monitoring, and a full-fledged data warehouse. Their all-in-one platform, with integrated tools to gather, visualize, and act on student growth data, allows teachers and administrators to make decisions based on solid data that help students achieve significant growth and make strides toward reaching their full potential.”

ParentSquare Attendance Plus

“Attendance Plus is a highly relevant and thoughtfully designed addition to ParentSquare. Rather than an isolated attendance management product, it tackles chronic absenteeism within an established parent communication system. Its greatest strength is connecting data, intervention, and family engagement within a single platform educators already use.”

Pitsco Education LLC, Seeker

“Seeker is a very strong middle school robotics platform because it combines hands-on building, real sensors, career-connected challenges, and a smooth path from block coding to Python. The built-in simulator, web-based portal, and teacher supports make it especially classroom-ready, while the rover-to-robot flexibility gives it more depth than a basic coding kit.”

Play Piper LLC, Piper Robotics Expedition Set: Physical Computing for Engaged Classrooms

“The Robotics Expedition Set is a lot of fun, an approachable way to get students building, coding, and thinking like engineers instead of just using technology passively. Its strength is the hands-on progression from guided builds to creative problem-solving, though it feels more focused on STEM exploration than on being a broad, all-subject classroom tool.”

Plugable PS-10CC 10-Port USB-C PriorityShare™ Charger

“The Plugable PS-10CC is a 10-port USB-C charging station is a great way to revitalize old and outdated charging carts or caddies that have older style charging cables. Not only does it update the cables but it brings modern fast charging technology to these older carts and caddies and prioritizes which ports should charge faster than others.”

PowerSchool

“Our district uses Naviance, and we’ve found it to be a valuable resource for college and career readiness. After reviewing a number of platforms, we appreciated the depth of information it provides to help students explore their options, set goals, and make informed decisions about their next steps after high school.”

Reading Horizons Elevate

“I really like the combination of teacher-led direct instruction with the use of the software. Also, that the product is specifically designed to meet the needs of learners from a variety of age levels and not something that teachers need to adapt to.”

Samsung Electronics America, WAFX-P

“Not only does this new WAFX-P Interactive Panel by Samsung offer stunning, vibrant displays of life-like content for learning, but it is also amazingly versatile, accepting content from many curriculum companies and converting lessons created with other display brands and interactive software platforms. I especially like its AI Assistant capabilities, including Circle to Search, AI Summary, AI Quiz, and Live Transcript, which bring cutting-edge tools that are easy to use for teachers of all subjects!”

Securly

“This product is different from solutions that block or detect if AI is used for an assignment. It actively monitors and reports on usage and sentiment in a safe, compliant environment. It would make enforcing district AI policies easier.”

Senturo

“The creators of this product were very smart in creating something that it used alongside popular MDM and device administration tools. The lack of good geolocation tools has long been an issue and these tools seem to help a great deal. It’s a great tool for anyone who has to manage a fleet of devices.”

SMART Technologies, SMART MultiStylus: Untethered Teaching & Interactive Learning Anywhere

“The SMART MultiStylus feels like a genuinely useful upgrade for teachers who want to stay mobile while still controlling the board and lesson flow. The combination of precision writing, air mouse control, programmable buttons, and fast battery-free charging makes it feel thoughtful, classroom-focused, and more innovative than a standard stylus.”

Thames & Kosmos, Robotics Workshop with micro:bit

“I like this product. It incorporates a well respected block coding language which facilitates learners who want to go further learn more advanced programming languages. The basic kit seems to have the sensors and components needed for a variety of lessons to keep learners engaged. Furthermore, there are many add-on components to extend its capabilities.”

TouchView Interactive ULTRA Series Gen 6: Secure, Future-Ready Collaboration for Every Learning Environment

“We really liked the TouchView Interactive ULTRA in our district. The seamless connection to our existing devices made it easy for teachers to get started, and its lightweight design made it simple to move between classrooms and learning spaces when needed.”

TouchView Companion Series: Portable Collaboration Without Boundaries

“I found the TouchView Companion Series to be a unique approach to projecting content, especially in small group learning environments. Instead of keeping instruction tied to the front of the room, it gives teachers the flexibility to bring content directly to students, creating more opportunities for collaboration and interaction.”

Vasco Electronics, Vasco Audience

“Vasco Audience feels like a very practical equity tool for schools because it makes multilingual communication easier to access without extra hardware, downloads, or complicated setup. The real-time subtitles, audio streams, custom glossaries, and pay-as-you-go model make it especially strong for family engagement, though its impact depends heavily on translation accuracy in live settings.”

ViewSonic IFP41 Series Interactive Displays

“The ViewSonic IFP41 Series Interactive Display is amazing! Not only is it priced right, but it offers wonderful functionality to laptops or desktop computers by bringing the power of touch to these devices, as well as additional viewing real estate. The ViewSonic IFP41 Series Interactive Display series also offers a suite of device management and monitoring tools provided by Google Workspace. Packed with an upgraded octa-core CPU and high-bandwidth DDR5 memory, as well as now offering 64-point multi-touch screen with palm rejection, this series features native 4K Ultra HD resolution and a 5,000:1 contrast ratio for vivid visuals, which places it as one of the most powerful IFP’s on the market today!”

Vivi Live Captions: Real-Time Translation for Multilingual Learners

“Vivi Live Captions feels like a highly practical accessibility and language-support tool that fits naturally into classrooms instead of adding another awkward layer for teachers or students. The real strength is giving each student live translation on their own device, which makes the product feel both inclusive and genuinely useful for day-to-day instruction.”

Vivi Device Alerts: Cross-Platform Crisis Response

“Vivi Device Alerts feels like a strong, practical safety tool because it closes a real gap in school crisis communication: making sure staff actually see and acknowledge critical messages. Its value is especially clear for larger campuses, though its innovation is more in execution and accountability than in creating an entirely new category.”

Wayground

“This is a very well thought out integrated platform with features that are needed for today’s challenges, like AI cheating and integrated data analytics.”

Higher Ed

Airia

“Airia is a practical platform for higher ed teams that need control over AI sprawl without slowing down innovation. The value lies in bringing visibility, security, compliance, and auditability into one place, rather than forcing institutions to stitch together separate tools.”

ASUS Computer International, ASUS ROG G700

“The ASUS ROG G700 Desktop is a serious powerhouse for esports, gaming, streaming, and creative work where performance really matters. It brings a strong mix of top-tier components, smart cooling, upgrade-friendly design, and premium ROG styling, making it feel built for both immediate impact and long-term use.”

BenQ, BenQ WDC15

“he BenQ InstaShow WDC15 is a polished, classroom-ready solution for making wireless presenting less frustrating and more dependable. Its biggest advantage is the mix of broad device compatibility, strong 4K performance, touchback control, and robust security, all without adding subscriptions or extra IT complexity.”

Copyleaks, Copyleaks AI Logic

“The AI Content Detector by Copyleaks comes at an incredibly opportune time in the Age of ChatGPT! This product is the first company to release an AI content detection product onto the market, supplying a solution for academic institutions to make more informed decisions surrounding generative AI use.”

D2L, D2L Lumi: Trusted AI for Higher Education

“This is a very good add-on product to the Brightspace solution. It has all of the features and controls needed for a modern higher ed learning environment.”

Epson America, The LE-C1135 Epson 135-Inch All-in-One Direct View LED Display

“This is a very nice display. The use of Chip-on-Board technology ensures you get a quality image every time. The variety of AV ports and controls as well as the serviceable control box are great additions.”

Samsung Electronics America, WAFX-P

“Not only does this new WAFX-P Interactive Panel by Samsung offer stunning, vibrant displays of life-like content for learning, but it is also amazingly versatile, accepting content from many curriculum companies and converting lessons created with other display brands and interactive software platforms. I especially like its AI Assistant capabilities.”

TouchView Interactive, TouchView Interactive ULTRA Series Gen 6: Secure, Future-Ready Collaboration for Every Learning Environment

“We really liked the TouchView Interactive ULTRA in our district. The seamless connection to our existing devices made it easy for teachers to get started, and its lightweight design made it simple to move between classrooms and learning spaces when needed.”

Edtech Show & Tell July 2026

Technology

Welcome to the July Edtech Show & Tell, in which our editors share some of the new edtech products that have caught our attention this month. These are not reviews or endorsements, but a showcase of education-friendly items, platforms, and more that we think might be noteworthy for you.

This month’s new offerings, many of which are being showcased at ISTELive in Orlando, include financial literacy games, a remote presentation device, and a promising iOS app that turns students’ notes into flashcards, quizzes, and games.

ASUS Education | Chromebox 6a, USB AI Accelerator

(Image credit: Asus)

ASUS debuted the ASUS Chromebox 6a, its flagship ChromeOS compact desktop and the UGen300 USB AI Accelerator at ISTE+ASCD 2026.

Equipped with 14th Gen Intel Core 7 processors, the Chromebox 6a features Zero-Touch Enrollment, Google Admin console and the Titan C security chip. The ASUS UGen300 USB AI Accelerator is a USB edge AI accelerator for both classic and generative AI, delivering powerful, low-power local AI inference at the edge. Equipped with over 100 pre-trained models for rapid deployment, the UGen300 transforms standard devices into AI-ready tools.


You may like

Avantis Education | EduverseSTEM

(Image credit:  Avantis Education)

Avantis Education, a provider of virtual and augmented (VR/AR) technology for schools, will give educators an exclusive first look at EduverseSTEM, its new immersive STEM solution at the ISTELive 26 conference June 28-July 1, 2026 in Orlando, Florida. The complete solution will be available to schools in time for the new academic year. EduverseSTEM, is a complete, immersive STEM ecosystem that combines ClassVR Xcelerate headsets, curriculum- aligned STEM content, classroom management tools and a Gold Standard Project-Based Learning Framework into one ready-to-teach solution for middle and high school classrooms.

BandLab For Education | 2 .0

(Image credit: BandLab)

BandLab for Education 2.0 music creation platform for schools is built to support the way music is taught and made today. Available at $2.50 per student per year, with free access for eligible Title I schools in the US and comparable support in other markets, 2.0 is designed to put professional music creation within reach of any classroom.

Cambium Learning Group | ExploreK12


What to read next

(Image credit: ExploreK12)

ExploreLearning | Learning A‑Z today announced it is rebranding as ExploreK12, marking the next phase of its evolution as a unified organization serving educators across literacy, math, and science. Beginning with the 2026–27 school year, ExploreK12 is introducing a set of back‑to‑school enhancements for literacy, math and science, including strengthened assessments, expanded content, and new instructional supports that help educators monitor student progress and provide targeted support.

ClassDojo | Websites

(Image credit: ClassDojo)

ClassDojo Websites is a new school and district website platform designed specifically for K–12 systems. The platform automatically keeps school and district websites up to date by connecting directly to ClassDojo—the platform already used by millions of families and educators. ClassDojo Websites brings website management and district communications into one connected platform, reducing manual work while ensuring families always see accurate, consistent information. Post once, and it shows up everywhere. No double-posting, no stale pages, and no extra work for staff.

Coolmath Games | Financial Literacy hub

(Image credit: Coolmath Games)

The new Financial Literacy hub is designed to replace abstract classroom explanations with games that require decision making in simulated financial situations. Users are dropped into scenarios where every choice has consequences. In games such as Investor Tower, players learn what it actually means to make money work for them, building an understanding of investing through progression and risk based decisions.

Coursera | Ollie

(Image credit: Coursera)

Ollie is an AI-powered microlearning app that delivers short lessons drawn from content by leading partners including AWS, Duke University, and Microsoft. Available to Coursera Plus subscribers, Ollie brings Coursera’s university and industry content into a new learning experience featuring interactive practice and conversational AI support. Key features include: Short-form lessons; instant practice exercises; conversational AI support; and Flow Mode and Explore Mode for hands-free listening and topic discovery..

CTL | OPS All-in-One Desktop Computer with ChromeOS

(Image credit: CTL)

Ideal for education, this solution leverages the power of ChromeOS for its built-in and proactive security and easy IT management via the Google Admin console. An AIO with ChromeOS enables IT directors to deploy the power of ChromeOS to desktops. You can create a singular, cohesive ecosystem that streamlines policies and configurations across all Chromebooks and AIO desktops with ChromeOS.

Dimensions | Citation Check

(Image credit: Dimensions)

Citation Check is an API-based editorial tool that automatically detects self-citation in manuscript submissions, evaluates each instance, and returns a risk rating to support editors’ decision-making before papers reach peer review. The tool is the latest addition to Digital Science’s research integrity portfolio, alongside Dimensions Author Check – designed to help the research community uphold integrity and trust in the scholarly record.

Edlio | Edlio Agents

(Image credit: Edlio)

Edlio Agents are agentic workflows built into the Edlio CMS. Specialists with a defined area of expertise and the skills to handle complex tasks. These complete multi-step processes without needing to be micromanaged, so schools can get more done in less time within the same Edlio platform they are already using. Edlio Agents will be launching through the Edlio platform during the 2026-27 school year, starting this fall.

ELEGOO | Centauri Carbon 2 Combo

(Image credit: ELEGOO)

Elegoo’s Centauri Carbon 2 Combo is the best versatile/well-rounded option on a budget. It caters to beginners with its accessible price point (ranging from $449-489) and simplified user experience while also satisfying 3D printing vets because it doesn’t sacrifice speed, performance or hardware for its cheaper price tag. It’s fast at printing multi-colored items, stable while withstanding high temperatures, and has smart automations to make printing easy.

Epson | LE-C1 Series

(Image credit: Epson)

The LE-C1 Series, powered by chip-on-board (COB) technology, is Epson’s first all-in-one dvLED line. Offering high brightness of 600 nits and excellent high contrast performance, even in the brightest of spaces, the new LE-C1 Series includes the LE-C1135 135-inch and the LE-C1162 162-inch Full HD 1080p models, plus the LE-C14K135 135-inch 4K model for ultra-fine detail and comfortable close-range viewing.

Extron | DTP3 T 322 D

(Image credit: Extron)

The DTP3 T 322 D is a two-input wall plate transmitter that sends USB-C and HDMI video, USB data, embedded audio, power, and control up to 330 feet (100 meters) over a shielded CAT 6A cable. It can provide up to 100 watts of USB-C power delivery to charge the connected device when used with the Extron UPI 100 Power Inserter.

iClever | QuietShield Q950 Kids ANC Headphones

(Image credit: iclever)

The QuietShield Q950 Kids ANC Headphones have received the TÜV Hearing Care Protection Certification as well as the 2026 Red Dot Design Award for its child-centered design. Key features include an 80dBA safe-volume limit as per WHO recommendation, Hybrid ANC (up to 35dB noise reduction), Transparency Mode, Wear Detection, Bluetooth Audio Sharing, and up to 60 hours of battery life.

Logitech | Spotlight 2

(Image credit: Logitech)

The Spotlight 2 Advanced Presentation Remote supports: Natural teaching by helping educators move freely through any learning environment, without being tethered to a podium, desk, or screen; human connections as advanced digital highlighting, spotlighting, annotation and magnifying, and a physical laser pointer support presence and more direct interaction with students; and simplicity with purpose through haptic feedback.

Luxor Workspaces | CellGuard Phone Pouch

(Image credit: Luxor Workspaces)

The CellGuard Phone Pouch is a signal-blocking storage solution designed to help schools enforce phone policies while keeping student devices secure and in their possession. The pouch is constructed from reinforced fabric designed for daily use and features a hook-and-loop closure that produces a loud, audible sound when opened, allowing teachers to quickly identify when a pouch has been accessed during instruction. A lockable D-ring allows schools or students to secure the pouch when needed.

Magewell | Director Plus

(Image credit: Magewell)

Director Plus is a broadcast-grade, all-in-one portable 4K production and presentation system for end-to-end live video workflows. Users can connect live AV feeds and media assets from a range of devices, networks, and third-party software platforms. With production features including telestration and instant replay, creators can produce visually engaging content for enterprise communications, education, podcasts and more.

NoteFren | NoteFren

(Image credit: NoteFren)

NoteFren is an iOS study app that turns a student’s own notes (handwriting, PDFs, audio) into flashcards, quizzes, and games in ~10 seconds, built around active recall rather than AI summaries. NoteFren uses scientifically proven methods including spaced repetition (SM-2 algorithm), active recall, and the Feynman method. These techniques are backed by decades of research showing 2-3x better retention compared to traditional study methods.

Philips | Signage 7000 Series

(Image credit: Phillips)

The Philips Signage 7000 Series is designed with a depth of 30mm for the 65” model and 28.5mm on all others, 60 per cent less deep than its closest Philips Signage counterpart – the Philips Signage 4050Q. The 43”, 50” and 55” models are 10 per cent lighter than their 4050Q size equivalents, and the 65” model weighs 20% less than its 4050Q comparison.

Photon Education | Classwise Student Engagement System

(Image credit: Photon Education)

Classwise, a student response system from Photon Education made its official U.S. debut at ISTELive 26, June 28-July 30 in Orlando, Florida. Classwise combines formative assessments, game-based learning, and data-driven instruction in a single platform, providing with a larage library of lessons, educational quizzes and teaching resources, plus a classroom set of Classpad handheld controllers. Students engage in learning in a screen-free way, using the Classpads to answer questions and respond to prompts

Smart | MultiStylus and SoundLift

(Image credit: Smart)

MultiStylus and SoundLift are two new classroom accessories designed to extend the SMART Board experience by supporting collaboration, accessibility and engagement in learning environments. The MultiStylus puts full board control in their hand wherever they are in the room — switch pen modes, advance slides, or activate the air mouse to control the board without walking back to it. SoundLift routes the teachers voice through the SMART Board’s integrated speakers, so no separate amplifiers, mixers, or cabling is required.

Telycam | Explore 100, Explore 300 and Explore 500

(Image credit: Telycam)

Building on the hallmarks of the Explore family, these new models deliver outstanding image quality, precise focus, and smooth mechanical movement across a wide range of production scenarios. Ideal for sports broadcasts, corporate events, educational applications, and live production environments, the new launches reinforce Telycam’s commitment to empowering professional productions with high-performance, reliable, and versatile PTZ cameras.

Vivi | Live Captions and Device Alerts

(Image credit: Vivi)

Live Captions is a new feature that converts speech into real-time captions and translations across classroom displays. It provides students with translations in their native language with just a single click. Vivi Device Alerts has been upgraded to extend emergency notifications to Windows, macOS devices, and Webapp. The feature includes location-based targeting, mandatory acknowledgment tracking, and a complete audit trail to support compliance reporting.

Data Dashboards Aren’t Enough—AI Makes PD Smarter

Technology

Watch above or listen/download below.

For years, the promise of AI in education has outpaced the evidence. But a new research project—funded by the Gates Foundation and anchored by researchers at the University of Virginia and the University at Albany, SUNY—is working to change that equation.

The AI for Advancing Instruction at Scale (AI2S) project, developed in partnership with edtech company Edthena, uses a multimodal neural network trained on thousands of hand-coded classroom videos to analyze both the audio and visual dimensions of math instruction. The result is a system that can classify teacher questioning patterns, assess cognitive demand, and detect student engagement—with an accuracy that rivals trained human observers.

Rather than generating a dashboard of metrics, the system guides teachers through a structured coaching cycle—helping them identify a focus area, review their classroom data in context, and build a concrete action plan. Edthena CEO Adam Geller frames the distinction plainly: “We’re not trying to build teachers a Fitbit. We’re trying to build them a coach.”

Critically, all teacher video and feedback remains private to the teacher. The system does not use classroom data to train its models—an assurance that researchers say has been central to teacher trust and adoption.


You may like

Peter Youngs, professor at UVA’s School of Education and Human Development, sees broader implications for district leaders who have long struggled with the cost and scale of instructional coaching. “If we can show that certain patterns of machine learning output are consistent with how a human would have rated an entire lesson, that could be a game changer—making the process more efficient for principals, teacher educators, and researchers alike,” he says.

With districts in Texas, New York, and Virginia currently piloting the tool, the research team is collecting data on feedback quality, changes in teaching practice, and teacher trust. Plans are already underway to expand the methodology to reading and language arts instruction.

To learn more about the AI2S project and the research behind it, visit the University of Virginia’s School of Education and Human Development, where Peter Youngs leads work on teacher learning and instructional improvement. To explore Edthena’s AI Coach platform — the production tool built on the AI2S research — visit edthena.com. Districts interested in participating in the ongoing pilot can reach out directly through the Edthena site.

Teaching Critical Thinking | Tech & Learning

Technology

Critical thinking really can be taught, suggests a new study led by Michael Bishop, a professor of philosophy at Florida State University.

For the study, published earlier this year in the Journal of American Psychology, Bishop and his collaborators split 397 students into two groups. Students in one group took a critical thinking class while students in the second group did not. The students who took critical thinking saw significant advantages over the students who did not.

As Bishop and his co-authors note, “the results suggest that an appropriately designed critical thinking class can dramatically reduce four common biases in judgment and decision making: honoring sunk costs, inferring causation from correlation, ignoring regression to the mean, and overlooking opportunity costs.”

Bishop is currently working on a book about teaching critical thinking. He discusses some highlights from the study as well as his experiences teaching the topic to students.

Teaching Critical Thinking: Defining What Critical Thinking Is

Attempts to teach critical thinking frequently fail, Bishop says. He believes this is because most approaches don’t follow the proper steps to teaching the topic, the first of which is defining what it means for somebody to be a better critical thinker.


You may like

“A lot of people who try to teach critical thinking go wrong on this first step,” Bishop says. This is because Bishop believes common definitions of critical thinking often focus on the wrong things.

“One wrong answer is that a rational thinker uses good rules or rational methods,” he says. “Or you might think a rational thinker is an expert debater.” But he says these definitions of critical and rational thinking are incomplete. Instead, with students, he focuses on providing them with effective strategies for engaging more deeply and accurately with various topics.

“I think that, really, a rational thinker in the end, it’s not somebody who wins a lot of debates or the person who’s most well-informed about issues,” Bishop says. “It’s somebody who asks helpful and fruitful questions. These are questions that tend to lead to better answers.”

Emphasizing that it’s about learning the proper process, Bishop adds, “I’m not teaching them rules. I’m not trying to teach them to win debates. I want them to ask fruitful questions.” 

Implementing Critical Thinking Lessons

Once you define what critical thinking looks like, you have to accurately assess why your students are not asking fruitful questions.


What to read next

Bishop says that often students can ask fruitful questions in idealized situations yet fail to understand the implications of these strategies in real-world scenarios. For instance, Bishop has a scenario he asks students about in which they have to imagine their country is going to war with an unfriendly country. Students are told that ultimately, the war will be beneficial for their country with rewards outweighing costs.

Putting aside the non-financial costs of war for the sake of this argument, most students say that going to war is a good idea. However, in giving this answer, they’re making a potentially costly assumption that becomes clear if they think about the problem another way.

Instead of going to war, Bishop asks students to imagine they’re given three envelopes and told they can have the contents of one of the three envelopes. If they look in the first envelope and see a $5 bill, they can stop the game then, and they’d be $5 richer than they were before the game started. But since seeing the contents of the other envelopes before making their decision is permitted, students realize that taking the $5 is a bad choice because there could be much more money in the other envelopes. 


Part of what Bishop tries to convey to students is that the envelope problem and the war scenario should be treated the same way. “When I argue that ‘Hey, we should go to war because it’s going to bring us this benefit,’ all of a sudden it’s harder to see. It’s harder to recognize.”

Critical Thinking in Different Contexts

The three-envelope and war example Bishop provides is a variant of the operational cost fallacy in which we tend to ignore the cost of pursuing alternative strategies — for instance, the benefits we miss out on by a course of action we could take instead of going to war. Each of these fallacies can take some time to understand and then implement in the real world.

This is part of why Bishop calls his strategies for overcoming these fallacies in real life “cheat codes.” Once students do the initial work to learn them, they tend to have more informed decision-making.

While this research focused on a handful of fallacies, Bishop says that teaching good critical thinking skills involves teaching additional fallacies and mistakes. For instance, another thing students should look for is confirmation bias. This occurs when people use good critical thinking when opposing ideas they disagree with, but throw all that out the window when examining their side of the argument.

This is so common that Bishop wrote a short ditty about it that serves as a quick and important critical thinking lesson all on its own. It goes: “Low standards for my views and high standards for yours/Make us bad thinkers, extremists, and bores.”

What is Smore and How Can I Use It To Teach?

Technology

Smore aims to solve the problem of poor school-to-home communication by turning school newsletters into visually engaging, mobile-friendly web pages that are easy to create and share.

Newsletters traditionally were blocks of text and a few images. Smore lets teachers and schools build interactive updates that can include videos, calendars, forms, links, images, documents, and more.

The platform is designed as a communication tool rather than a classroom teaching platform. Teachers can use Smore to keep parents informed about class activities, share resources with students, celebrate achievements, publish project work, or create information hubs for events and school projects.

Because everything is web-based, newsletters can be viewed on phones, tablets, laptops, or desktop computers without requiring parents to download a separate app.

So what exactly is Smore and how can teachers make the most of it?


You may like

What is Smore?

Smore is an online newsletter and family engagement platform designed specifically for schools and educators. It allows teachers and admins to create visually rich digital newsletters — using drag-and-drop tools rather than needing web design experience, as some platforms demand.

Teachers can build newsletters from templates or start from scratch, adding text, images, videos, buttons, calendars, documents, forms, polls, and event information. Completed newsletters can then be shared through email, links, QR codes, social media, or embedded into school websites.

Lots of communication tools focus on one-way messaging. Smore is designed to encourage engagement. Features such as polls, event RSVPs, embedded content, and analytics help schools understand whether information is actually reaching families.

The platform is used by individual teachers, entire schools, and districts that want a more modern method of family communication.

(Image credit: Smore)

How does Smore work?

Smore works through a browser and requires very little setup. After creating an account, teachers can choose from a range of newsletter templates and customize one using a drag-and-drop editor.


What to read next

Content is added in blocks, making it easy to insert announcements, photos, videos, links, classroom updates, homework information, event details, and downloadable files. Teachers can rearrange sections as needed without having to touch any code.

Once a newsletter is published, it receives a unique web address. That newsletter can be emailed directly through Smore, shared as a link, embedded into another website, or distributed using a QR code.

One very useful feature for schools with diverse communities is automatic translation support, allowing families to read newsletters in their preferred language on supported plans.

Teachers and administrators can also track readership through built-in analytics, helping them see how many people opened a newsletter and which links attracted the most attention.

(Image credit: Smore)

What are the best Smore features?

One of Smore’s best features is its ease of use. Teachers can create professional-looking newsletters in minutes without needing graphic design skills.

The multimedia support is another highlight. Rather than attaching files to an email, teachers can embed videos, include image galleries, add links to resources, and create a more engaging experience for families.

The event RSVP tools can also be useful for school activities. These help teachers collect responses for trips, performances, parent evenings, and classroom events.

For schools focused on accessibility, Smore includes support for accessibility standards and offers translation options that can help improve communication with multilingual families.

Analytics provide another advantage, allowing educators to see whether important communications are actually being read rather than simply assuming an email reached its destination.

(Image credit: Smore)

How much does Smore cost?

Smore offers a free version that allows you to create up to three newsletters, send up to 200 emails per month, and access basic designs and limited analytics. For teachers who want to use the platform regularly, paid plans are likely to be the more practical option.

The Basic plan costs $99 per year and includes unlimited newsletters, advanced analytics, customizable designs, PDF exports, file attachments, event RSVPs, polls, and up to 5,000 email sends per month.

The Pro plan costs $179 per year and adds automatic translation into more than 130 languages, Canva integration, custom headers, a table of contents feature, logo branding, and a higher monthly email allowance of 15,000 sends.

For larger schools or educators with extensive communication needs, the Premium plan costs $299 per year and raises the monthly email limit to 30,000 while adding priority support.

Schools and districts can also opt for Smore for Teams, which adds multi-user access, shared folders, collaboration tools, branded templates, enhanced analytics, and administrative controls. Pricing is available on request.

Best Smore tips and tricks

Create a weekly class hub
Use a single newsletter format each week so parents know exactly where to find homework, key dates, and classroom updates.

Showcase student work
Embed photos, videos, and project examples to give families a window into classroom learning.

Use analytics to refine communication
Monitor which sections receive the most engagement and adapt future newsletters accordingly.

Best Sites for Blended Learning

Technology

Blended learning is a teaching approach that combines both traditional in-class instruction with digital technologies for lessons, assessments, feedback and more. In other words, face-to-face teaching is supplemented and supported by online lessons and content.

The advantages of blended learning include flexibility, student engagement, and the ability to personalize lessons.

The following blended learning sites, many of which are fully free, provide a variety of features through which educators can implement their blended learning approach.

Best Sites for Blended Learning

FREEMIUM

Newsela
A multiple award-winning platform, Newsela includes ELA, social studies, and STEM topics, and is particularly strong for differentiated reading and current events. A 45-day free trial of premium Newsela is provided to educators with no credit card required. The free version, Newsela Lite, provides a new leveled article each week, standards-aligned skill-building activities, and access to the Binder to review student work.

Pear Deck Learning
From its beginning as a Google Slides add-on, Pear Deck has expanded to now offer three additional services: Pear Start, Pear Practice, and Pear Assessment. Pear Start offers more than 40 AI tools to save teachers time, while Pear Practice allows teachers to build, share, and assign practice sets for individuals or groups, and Pear Assessment enables formative and summative assessments and automatic grading. The original Pear Deck’s free educator plan offers generous features such as lesson creation, differentiated learning, Immersive Reader, and student participation controls. Each program provides a free account for educators and premium accounts for schools and districts. Well worth checking out.


You may like

Parlay
Parlay, a powerful platform for discussion and debate in classrooms, makes it easy for educators to sign up and explore its features. Create a new discussion (written or verbal), browse more than 7,000 discussion prompts, and select grades. Topics can be entered directly as text, or though a link or PDF. The output will feature everything needed for a productive classroom discussion, including learning goals, questions, and peer feedback instructions. Students can be invited via code, roster, link, or Google Classroom. Basic Parley Free for teachers includes up to six roundtables with 50 students per roundtable.

Kahoot
One of the oldest and best-known quiz game platforms, Kahoot offers millions of ready-made gamified quizzes as well as the ability to create your own. Kahoot offers four paid plans ranging from $36 to $228 per year. Kahoot’s free basic account for educators and others allows creating and hosting a limited number of games, as well as joining games and exploring public kahoots.

PREMIUM

Canvas LMS
A complete learning management system providing tools for course creation, grading, collaboration, and mobile learning. Canvas integrates with multiple other platforms, including Microsoft Teams, Nearpod, Google Assignments, Discovery Education, Skyward SIS, and Slate. Unfortunately, the popular Free-for-Teacher accounts are currently unavailable, as Canvas rebuilds the backend, aiming for a fall 2026 launch.

Starfall
Starfall’s easy-to-navigate site and modest membership cost makes it ideal for both home and education, while its gamified interface will engage young users. Aimed at preK-5 students, Starfall’s games are research-based, standards-aligned, and cover reading and math topics from rhyming to factor pairs. While they don’t offer a free trial, each topic provides one or two free games for interested users to try. Education accounts are modestly priced at $70-$355 annually for individual teacher, classroom, or school accounts, and include student access on campus and at home.

IXL
Offering a comprehensive, skills-based K-12 curriculum, the award-winning IXL platform also includes diagnostic, assessment, and analytics tools for language arts, math, science, and social studies. Unlike many other such sites, IXL permits generous exploration of skills and lessons without joining. A full, free 30-day trial is offered for educators.


What to read next

WeVideo Classroom
Designed for education, the video-editing platform WeVideo Classroom includes a wide range of built-in tools for video editing and export, and the ability to upload and integrate text, audio, image, and other files. Teachers can create classes, add multimedia assignments and projects, and provide feedback. Webcam, screen recording, templates, interactive videos, storyboarding and podcasts, and more are all part of the WeVideo ecosystem. Free seven-day trial with no credit card required.

FREE

Khan Academy Kids
This educational app for kids aged 2-8 has earned a five-star rating from the independent nonprofit Common Sense Media. Friendly animal characters and the gamified interface create a welcoming and engaging atmosphere for kids to learn early literacy and math skills, as well as to explore the natural world. Teachers can assign lessons and track progress in the app, which is 100% cost- and ad-free.

CK-12
A robust education nonprofit that started by providing open source digital textbooks in 2008, CK-12 has steadily added digital teaching resources for the past 10 years. Their products include new AI teaching tools and agents, customizable, interactive digital textbooks and science simulations, PLIX (Play-Learn-Interact-Explore) interactives, and much more. A wide range of subjects and grades are covered, from K-5 science to college algebra to adult education. Integrates with Google Classroom, Canvas, and Schoology.

OpenStax
From Rice University, OpenStax claims to be the world’s largest publisher of free, peer-reviewed digital textbooks. Although I can’t confirm that claim, I can attest to the diversity of K-12 subjects for which digital textbooks are provided. OpenStax’s textbooks are written by experts in their fields, peer-reviewed, and standards-aligned. Digital books can be viewed online or downloaded as PDFs. A free educator account with your school email is required for full access. Available in English, Spanish, and Polish.

TEDEd
Not only does TedEd offer a wide range of educational videos, it also offers lessons built around these videos. Even better, educators can customize video lessons according to their teaching goals or upload their own video as a lesson foundation. Each lesson includes questions as well as a discussion forum.

Nowcomment
A free collaboration platform that allows for the discussion and annotation of online documents, Nowcomment offers an easy signup process and a fairly intuitive site. Teachers can upload documents, create private groups of students, and invite them to add comments. Files accepted for upload include Word, Excel, PowerPoint, PDF, image, video, copy-and-paste from HTML, and text entry. For security and privacy, only invited users can comment on documents and private groups are not searchable by search engines.

iCivics Education
Top-notch collection of K-12 civic and social studies games, lesson plans, simulations, mystery-themed curriculum units, and more, iCivics Education allows educators to assign games, monitor student progress, and manage classes in one place. Integrates with Google, Clever, and other single sign-on solutions.

Khan Academy
A free learning platform that allows teachers to create and manage classes, assign courses, and monitor student progress, Khan Academy now also features Khanmigo Tools, free AI-powered tools for education. Courses include math, test prep, ELA, science, social studies, computing, professional learning, and more.

Prodigy
Fully free for teachers, schools, and districts, the game-based Prodigy platform gives educators the ability to create classes, assign lessons, monitor student progress, and identify learning gaps. Students play math and English learning games as individuals or in teams. Integrates with Google, Classlink, and Clever.

5 AI Education Trends According To A Microsoft Executive

Technology

The way schools have adopted AI has been unlike any other tech revolution Microsoft’s Matt Jubelirer has witnessed.

“We’ve always known that technological innovation puts pressure on schools to adapt, but I don’t think we’ve seen anything move at this pace,” says Jubelirer

In his work as General Manager of Education Marketing for Microsoft, Jubelirer is constantly meeting with educators and learning about their needs and how they are using AI these days. As part of that work, he’s seeing innovative AI uses in areas ranging from the classroom to administration in schools.

Here are some of the top trends he’s seeing around teaching with AI.

1. Differentiated AI Use

Even though the pedagogy is constantly evolving, educators are getting better at learning when and where to use AI, and with which students.


You may like

“We’re asking better questions,” Jubelirer says. “It’s not about, ‘here’s an AI chatbot, go nuts.’” Instead, educators are learning which tools might help specific students and how they can strategically use AI to support individualized learning.

Some specific examples Jubelirer points to include tools such as Reading Progress, which helps students practice reading out loud with the help of AI. Another example is Copilot’s study and learn feature, which is built with learning science in mind and asks students questions to promote learning rather than merely providing answers.

2. AI Literacy That Goes Beyond Prompt Engineering

As AI has evolved, so too have the education programs around it for teachers.

“AI literacy is no longer about, ‘Do I know how to prompt? What is prompt engineering?’“ Jubelirer says. “It’s about understanding the capabilities, being better at assessing the problems, and figuring out what context is needed to solve them.” And then learning to better understand whether AI should be used in this context at all.

Classroom educators are actively leading and fostering this conversation, which is increasingly important. Students today, Jubelirer says, want access to AI tools, but they also want to ensure these AI tools are used ethically.


What to read next

3. An Emerging Trust Issue

AI is also causing some tensions between teachers and students that didn’t necessarily exist in the past.

“If you ask teachers what they’re concerned about, cheating and plagiarism is at the top of the list, and if you ask students what they’re worried about, being accused of those things is at the top of their list,” Jubelirer says, suggesting that this demonstrates that “there’s clearly a trust issue.”

He adds, “That’s a real challenge because when trust erodes, learning environments are not as effective as they could be. And I think it’s really important that we move to just more transparency.”

To that end, he advises more openness from educators and students about how they are using AI.

“I have seen examples where teachers literally show the students how they prepared for class using AI and then ask them for feedback, and I’ve seen the same in the inverse, where students are encouraged to try and use AI but then share,” he says.

4. Recognition That There Are Times AI Shouldn’t Be Used

As AI use increases among students and teachers, it has become clearer that there are times when AI should not be used. For instance, when it comes to grading, Jubelirer says AI can be really helpful on the preparation side, whether that’s developing a rubric or devising questions, but there’s a limit.

“We shouldn’t be using AI to grade people, because we need human judgment,” Jubelirer says. He adds it’s important that schools clarify which types of problems AI is suited to help solve, and continue to make sure their AI use emphasizes the human side of things.

5. AI Creating New Opportunities

While Jubelirer acknowledges challenges around AI use and valid concerns students have, he’s also optimistic about the potential of technology for young people who can now come up with an app or other idea and create products and projects at a speed unparalleled in human history.

“I’m really encouraged by how the collection of tools that have emerged empowers individuals to have a higher level of impact faster than we’ve ever seen before,” he says. “If we learn to get that right, and if we build the systems and the culture to support that, there’s really an opportunity for this next generation to change the world in ways that I don’t think any generation before it has had the capability or access to do.”

Tech & Learning’s EdTech to Watch Takeaways: The AI Playbook: 2-Part Webinar Series

Technology

The rapid evolution of AI is fundamentally transforming the educational landscape, offering unprecedented opportunities alongside new responsibilities. This recent two-part webinar series was designed to guide education leaders through this shift, moving from the “what” of cutting-edge innovation to the “how” of workforce preparation and the “why” of data security.

It featured two sessions:

The Cutting Edge: New Features from Top AI Solution Providers: This session explores the most impactful new features from industry-leading AI solution providers that support curriculum, lesson planning, streamlining administrative tasks, and more.

The Integrity Infrastructure: How to Ensure AI Solutions are Safe: This session dives deep into the architecture of safety, exploring how leading AI providers are prioritizing student data privacy and institutional security.

Watch on demand here


You may like

The Cutting Edge: New Features from Top AI Solution Providers

The recent Tech & Learning EdTech to Watch Virtual Playground featured lightning round demonstrations of three influential educational technology tools: Brisk Teaching, Copyleaks, and Inquire.

Hosted by Tech & Learning’s Christine Weiser, the event highlighted how generative AI is being leveraged to enhance curriculum management, ensure academic integrity, and facilitate deeper learning through project-based instructional design.

Brisk Teaching

Presented by Content Marketing Manager Elisabeth Bostwick and Manager of Curricular Solutions Architecture Whitney Noel, Brisk Teaching is an AI education platform designed to assist teachers with creating materials, providing feedback, and adapting instruction directly within existing Google and Microsoft tools.

Brisk Teaching’s central focus is Curriculum Intelligence, which ensures AI-generated outputs align with district priorities and high-quality instructional materials, mitigating the risk of misalignment.


What to read next

The platform’s “Brisk Brain” is built on two foundations:

  • District Guidance: Content-agnostic priorities such as instructional focuses and a Portrait of a Graduate.
  • Curriculum Libraries: Resources mapped directly to a district’s high-quality instructional materials.

“Brisk works where you do,” said Bostwick. “You can always leverage the extension to open up over top of anything that you are creating. You can see how easy it is to open the extension right over top of any YouTube videos, docs, web pages, slides, and more.”

(Image credit: Future)

The Curriculum Intelligence framework ensures generated resources, such as lesson plans and assessments, are aligned to state standards and district-level goals. A forthcoming feature, Planning Mode, will facilitate dynamic conversations between teachers and Brisk, suggesting district instructional strategies based on student needs.

For differentiation, Brisk offers student-facing tools such as Boost activities and a Tutor that apply customizable guardrails and scaffolds. This helps maintain “productive struggle” while meeting diverse learner needs through multi-language support, speech-to-text, and read-aloud functionality.

For curriculum directors, Brisk provides the benefit of one secure AI layer across all adopted curricula, saving time and capacity by customizing static core materials with district priorities. Brisk is safe and secure, adhering to COPPA, FERPA, and GDPR compliance.

Copyleaks

Senior Solutions Engineer John Michael Perla demonstrated Copyleaks, an academic integrity platform designed to guide students in the responsible and ethical use of generative AI. It integrates directly into the LMS environment, such as Canvas.AI Detection and Customization.

Copyleaks’ AI detection settings are customizable by the school—a top-down approach—with three levels available:

  • Level One: Detects content copied directly from LLMs with no modifications.
  • Level Two (Default): Identifies submissions in which minor edits were made to the LLM-generated text.
  • Level Three (Strictest): Designed for high usage of LLM-modified content, including content generated with sophisticated prompts or evasion tools.

(Image credit: Future)

“Within Copyleaks, you can also customize the plagiarism settings,” said Perla. “So if you want to pull in data, we can identify content from the entire Internet, which is like seven billion web pages. We could also create a private cloud hub for your school, which will be all your school’s data, in one cloud repository.”

A key differentiator for Copyleaks is its use of logic to explain the AI detection score, preventing instructors from relying solely on a percentage. This logic is provided through two patent-pending tools:

  • AI Source Match, which identifies specific web pages or articles that the LLM used as a reference to generate the student’s submission.
  • AI Phrases, which detects phrases used with high frequency by AI tools.

Copyleaks is a top-tier partner with Canvas and D2L, and also integrates with Moodle, Blackboard, Brightspace, Schoology, and Sakai.

Inkwire

Dr. Julianne Ross-Kleinmann of Ulster BOCES demonstrated Inkwire, an early-stage, project-based learning (PBL) AI tool that supports deeper learning and accelerates authentic instructional design.

Inkwire consists of two main components:

  • The PBL AI Copilot, which helps educators design PBL experiences aligned to state standards
  • The Portfolio Platform, through which students can capture and showcase evidence of their learning.

(Image credit: Future)

“What stood out for us is that Inkwire is focused specifically on teaching and learning and not just a generic AI tool letting educators figure it out on their own,” said Ross-Kleinman. “Instead, it helps teachers think intentionally about authentic learning experiences.”

The design process utilizes the High-tech High Graduate School of Education kaleidoscope framework, which is customizable to a district’s own instructional frameworks. Teachers can input a design idea, upload files, and then ask the AI to generate core project elements such as essential questions, launch ideas, and assessment types.

The output is a “one-pager report” that includes learning goals, including state-specific standards, competencies (which can be aligned to standards such as Portrait of a Graduate), and a day-by-day or calendar-view plan.

Inkwire is designed for teacher collaboration, allowing educators to co-design interdisciplinary projects. The portfolio section is crucial for assessment, as it can house student work and artifacts, supporting statewide initiatives by following students as they move between schools and tracking seals of alignment.

The Integrity Infrastructure: How to Ensure AI Solutions are Safe

Tech & Learning’s second “EdTech to Watch” webinar, hosted by brand manager Christine Weiser, explored responsible AI integration in K-12 education. The event showcased a pair of product solutions–TrekAI and Lightspeed Systems Insight–and emphasized the importance of safety, governance, and personalized learning. Attendees got to see demos of both tools and ask questions, and then were treated to a discussion of vetting AI tools from AI consultant Greg Bagby.

TrekAI

TrekAI functions as an on-demand, Socratic tutor for students. Designed to replace chaotic or unvetted AI usage, it serves as a “walled garden” that provides students with a supervised “learner’s permit” experience.

“We’re just handing the keys over to our students, and we’re just kind of like, ‘Okay, just go figure this whole AI thing out,’” said Erin Burchik, Chief Growth Officer for TrekAI. “ChatGPT and other platforms kinda feel like this chaotic, overwhelming, unsafe interstate. And I don’t know about you, but when I taught my kids how to drive, we started on back roads and parking lots. We didn’t go straight to the interstate. And so we want to advocate for the time that students are in your care, you give them an environment to learn how to navigate this new world of AI safely.”

(Image credit: Future)

TrekAI aligns with district standards and curriculum, resisting plagiarism by guiding students through problems rather than providing instant answers. It is FERPA and COPPA compliant to protect student data privacy. It also includes social-emotional alerts that notify counselors and administrators if student interactions indicate risks such as self-harm or violence.

Another offering, Trek Adventure, is a hyper-personalized literacy tool that transforms standard curricula into choose-your-own-adventure books. By integrating specific educational standards (such as math concepts involving fractions) into the narrative, the tool reinforces classroom learning while keeping students engaged. It offers accessibility features, such as dyslexic-friendly fonts, and provides teachers with insights into student reading progress, making it a practical tool for guided reading rotations and literacy blocks.

“Almost all of our team are former educators, so when we’re building out new products like Trek Adventure, I think about my sixth grade science class when I was a teacher for fifteen years,” said Joe Edlhuber, account executive, “I would have used Trek Adventure every week during my guided science rotation. It’s really practical, not just fluff tech. It is really something that teachers should be using and students wanna be using every week.”

Lightspeed Systems

Insight from Lightspeed Systems provides districts with total visibility into their digital ecosystem, allowing administrators to identify exactly which AI tools are being used, by whom, and for how long. Given that schools often struggle to manage the hundreds of apps present in their environment, Insight’s analytics hub helps identify usage trends and distinguish between productive AI engagement and potential misuse.

“What people find is whether you’ve built an approval system or not, AI is already in your environment,” said Sergio Villegas, former educator and current regional sales manager for Lightspeed Systems. “What we need to be able to do is answer questions better. So our dashboard is gonna show you everything.”

Insight also offers automated monitoring of vendor privacy policies, alerting districts of changes in terms to ensure ongoing compliance.

(Image credit: Future)

Lightspeed Alert automates safety monitoring by analyzing student interactions in real-time. It focuses on identifying concerning behavior, such as indicators of self-harm or violence, across AI platforms and web activity. When an incident occurs, the system shows evidence—including screenshots and transcripts—to administrators, allowing for rapid, human-led intervention.

“This is kind of the wrap-around story of why having a consistent ecosystem matters because these systems need to talk to each other,” said Villegas. “It’s hard for schools because we’re all being tasked with too much on our plate and not enough people and resources to do it. So having a single ecosystem that can surface information, that can let you search deeper, that can automatically notify you, is important.”

By connecting directly to student information systems, the tool ensures that school staff can reach out to families or take appropriate action quickly, moving schools away from reactive, “he-said-she-said” scenarios.

Strategic Context: The AI Vetting Framework

To complement these tools, AI specialist Greg Bagby outlined a strategic roadmap for vetting AI technologies.

“Before adopting any tools, districts should ask this question: What problem is it solving?” Bagby said. “Is this a tool with clear goals for tech that we need to support? Is it gonna give personalized feedback? Is it for lesson design, assignments, tutoring? And who’s gonna benefit from this tool? Is this for the teachers, the students, the school leaders ? We need to have all this in mind before we start jumping into tools because we have access to many, many tools, and why not understand the why before we jump in.”

(Image credit: Future)

Bagby said that districts should avoid working in silos and instead form inclusive task forces that include stakeholders from IT, curriculum, and, crucially, students.

Bagby’s framework underscores that AI must prioritize human-in-the-loop oversight, cultural bias testing, and rigorous data privacy agreements. He concluded that because AI technology evolves daily, district policies should be viewed as living documents, requiring constant dialogue to ensure they remain safe and reflective of the current learning environment.

“Just make sure that you avoid vendors who won’t disclose how student data is being used and how AI is being trained,” Bagby added. “If it’s using the student data to be trained on, that’s one of those things that we wanna make sure that we always step away from and be cognizant of.”

How Schools Can Stay Safe

Technology

How Schools Can Stay Safe – YouTube

Watch On

Watch above or listen/download below.

Cybersecurity has topped CoSN’s annual State of EdTech report for at least eight consecutive years. For Jeff Carlson, Head of Education Strategy and Advocacy at Clever, that streak is not a failure of imagination — it’s an honest reflection of how hard the problem actually is.

“Even if you’ve solved one thing, there’s another thing,” Carlson said during this week’s Tech & Learning podcast conversation. “K-12 has become one of the most targeted industries for cyberattacks, and the threats keep evolving.”

Clever, which provides single sign-on and rostering services to between 75 and 80 percent of U.S. schools — both public and private — has watched that threat landscape shift in real time. What once centered on credential theft and unauthorized access has expanded to include third-party vendor vulnerabilities, with Carlson citing an eightfold increase in two years of districts worrying about attacks on vendors that then cascade into school systems. The data at risk is not just administrative: it includes student health records, special education documentation, and mental health communications.

“The biggest concern we hear from tech teams is that student data is going to be released,” said Carlson, who spent time as a special education teacher before moving into ed-tech strategy. “You’ve got health data, comments going back and forth about mental health challenges. That’s not just a technical problem.”


You may like

The arrival of AI has added a new layer of complexity. Carlson described a moment that has become familiar to many district leaders: waking up to find that an app updated overnight and now includes student-facing AI features no one vetted or approved. His advice is pointed — focus on enabling AI for educators before enabling it for students, prioritize tools built specifically for K-12 over consumer products retrofitted for classrooms, and establish clear data minimization standards that apply whether or not a vendor calls itself an AI company.

“We’re pretty quickly moving from having AI companies to just companies that are using AI,” Carlson said. “We used to have internet companies. Everybody has a website now. We can’t assume that just because somebody hasn’t told you they’re using AI that they’re not.”

For district leaders feeling overwhelmed, Carlson’s closing message was direct: take a breath, communicate openly with families and staff before a crisis forces the conversation, and treat AI governance as an ongoing dialogue rather than a policy set once and forgotten.

“The best thing you can do with fear is try to understand where it’s coming from,” he said. “And see how you can get over it one step at a time.”

What is zSpace and How Can I Use It To Teach?

Technology

zSpace takes a different approach to VR, offering immersive 3D learning experiences without asking students to strap a device to their faces.

Designed specifically for education, zSpace combines hardware and software to create interactive lessons that allow students to explore complex concepts in a more hands-on way.

From dissecting a virtual heart, to examining the inner workings of an engine, or investigating scientific phenomena that would be impossible to recreate safely in a classroom — the aim is to move learning beyond textbooks and flat screens.

STEM subjects, career and technical education (CTE), and workforce readiness all get a focus. zSpace has found a place in schools looking for ways to make learning more engaging while helping students develop practical skills.

Here’s everything you need to know about zSpace and how it can be used for teaching.


You may like

What is zSpace?

zSpace is an immersive learning platform that combines dedicated hardware with a library of educational software designed for schools, colleges, and training environments.

The company focuses on what it calls experiential learning. This aims to give students the opportunity to interact directly with digital objects and simulations — rather than simply reading about processes or watching videos.

zSpace does not rely on traditional VR headsets. Instead, students use specially designed laptops or workstations that display 3D content that can be manipulated using a stylus. This creates the feeling of interacting with physical objects and dodges lots of the practical challenges associated with headset-based VR.

The platform is popular for STEM (science, technology, engineering, and mathematics), but it also supports health sciences, manufacturing, skilled trades, and career-focused learning programs. The idea here is to help students better understand difficult concepts through direct interaction and exploration.

(Image credit: zSpace)

How does zSpace work?

zSpace is designed to make digital learning feel more physical. Students can pick up, rotate, enlarge, shrink, and examine virtual objects from every angle.


What to read next

Rather than viewing a diagram of the human body, for example, they can pull virtual organs apart, explore anatomical systems layer by layer, and investigate structures that would be difficult to visualize using more standard teaching methods.

The same approach applies across other subjects. Engineering students can inspect machine components, science students can investigate molecular structures, and technical education learners can practice procedures in simulated environments before working with real-world equipment.

For teachers, the platform functions as another instructional tool rather than a replacement for existing teaching methods. Lessons can be integrated into classroom activities, used as part of blended learning programs, or offered in small groups.

Because students are actively interacting with the content rather than passively consuming it, the technology is designed to encourage curiosity, exploration, and discussion.

One of the biggest advantages is the ability to provide experiences that would otherwise be too costly, dangerous, impractical, or simply impossible in a normal classroom setting.

(Image credit: zSpace)

What are the best zSpace features?

One of the most standout features is the headset-free approach. zSpace removes the need to wear VR goggles, as many other immersive tech platforms require, making classroom use simpler and potentially more comfortable for learners.

The platform’s interactive 3D models are another major strength. Being able to manipulate objects directly can help students grasp concepts that are often difficult to understand through static images alone. This is helpful for subjects such as anatomy, engineering, physics, and technical training.

zSpace also stands out because of its focus on CTE and career readiness. Much of the content is designed to teach academic concepts and to help students with skills and scenarios they may encounter in future professions.

The company also provides curriculum resources, implementation support, and professional development for educators, to help schools integrate the technology into existing teaching practices rather than treating it as standalone.

(Image credit: zSpace)

How much does zSpace cost?

zSpace does not publicly list pricing. Costs vary depending on the hardware selected, the software packages required, and the level of support and training a school needs.

As a result, schools interested in adopting the platform will need to contact zSpace directly for a customized quote.

Best zSpace tips and tricks

Use it for concepts students struggle to visualize
The biggest gains are likely to come when teaching topics that are difficult to understand through diagrams, photographs, or written explanations alone.

Build discussion around the experience
Rather than treating zSpace as a solo activity, use it as a starting point for questions, predictions, and classroom conversations that help students process what they have explored.

Focus on experiences you cannot easily recreate
The technology is at its strongest when it enables students to do something that would otherwise be impossible, unsafe, prohibitively expensive, or unavailable in a typical classroom.

Evidence-Based Isn’t Enough for Successful Scaling

Technology

Recent data from the 2024–25 school year continue to illustrate the persistence of academic achievement gaps for K-12 students. In response, headlines have blamed “screen time” and the purported detrimental effects of technology for much of this decline. From EdWeek to the New York Times, articles have presented a gross oversimplification; the story is more complicated.

Digital tools and programs present schools and systems with more durable, sustainable strategies to accelerate learning. During the 2024–25 school year, FullScale (formerly The Learning Accelerator) funded and evaluated 10 innovations through the Accelerating Adoption Network — six edtech tools, three programs, and one microschool model — each designed to scale promising, technology-enabled, evidence-based solutions.

Through this initiative, we learned about the complexities that emerge when evidence-based tools meet reality at scale.

3 Critical Lessons About Scale

The Accelerating Adoption Network sought to evaluate how these innovations scaled in terms of breadth, depth, and durability, as well as the impact on student learning, using a combination of teacher surveys, leader focus groups, and student outcome data (e.g., standardized assessments or course grades).

While the networks successfully scaled their breadth — expanding across 33 states, 130 sites, and impacting more than 3 million students — the depth and consistency of implementation varied significantly both across and within schools. Consequently, though student outcomes showed improvement over the course of the school year, the gains were not statistically significant. Regardless, most educators reported durable changes to instruction, with 62% reporting that the innovation positively influenced their instructional practices and 82% indicating that they wanted the work to continue.


You may like

The networks scaled, but the more interesting question is how. Three core learnings from the evaluation point to barriers that successful scaling need to overcome:

  1. Implementation incoherence: The timing of the rollout, competing interventions, infrastructure challenges, or lack of consistency between the innovation and school or district priorities led to variation in implementation.
  2. System conditions: Teachers largely found the innovations beneficial and easy to use, but system conditions such as from insufficient devices and bandwidth to competing tools and unclear expectations influenced implementation.
  3. Research and evaluation infrastructure: Data-sharing agreements and institutional review processes, combined with rigid study designs, prevented agile and responsive decision-making, and limited our ability to gather interim data or revise research questions based on reality.

Despite current narratives about “screen time” and edtech efficacy, the Accelerating Adoption Network produced evidence of successful scaling. The included innovations reached more students, demonstrated growth on academic outcomes, and led to teachers making durable instructional changes, but this evidence is incomplete.

Evidence-Based Is Necessary, But Not Sufficient

Successful scaling depends on more than just having a high-quality, evidence-based tool. It requires a set of system conditions to be in place.

In our work with the Accelerating Adoption Network, we identified five interrelated elements that enable scaling. These cut across contexts and roles, offering actionable guidance for funders, policy-makers, and system-level decision makers.

  • Strategic Alignment Before Adoption: Decision-making and conversations about edtech should begin with instructional strategy, not procurement. Clearly communicate how an innovation advances priority goals, what it replaces, and what it deprioritizes.
  • Protected Time and Instructional Coherence: Make explicit decisions about when, where, and for whom an innovation should be implemented, not just used, and how it connects to curriculum, pacing, and instructional goals.
  • Implementation Capacity: Build implementation capacity deliberately at multiple levels, ensuring educators have access to timely coaching, technical assistance, and leadership support within sites, while establishing routines that surface implementation patterns across sites.
  • Enabling Infrastructure and Operational Readiness: Before scaling, ensure schools have reliable access to devices and connectivity as well as technical support.
  • Continuous Improvement and Learning: Use formative data such as usage patterns, educator feedback, and interim student indicators to guide adjustments throughout implementation rather than waiting for end-of-year results.

Scale requires conditions that go beyond individual tools to include broader system readiness. As funders, policymakers, and leaders take an ever more critical look at the efficacy of edtech, the focus should include both selecting strong innovations and creating the conditions that allow educators and systems to learn, adapt, and improve over time so that the field can move beyond isolated successes and toward durable, equitable learning for more students. To do so, before adopting or scaling a new tool, it is critical to first ask these three questions:

  • How does implementation of this tool fit coherently into our context?
  • Do the necessary system conditions exist to ensure successful implementation?
  • What research and evaluation needs to occur to support continuous improvement and to determine whether the tool achieves its intended outcomes?

How Highline Public Schools is Humanizing Digital Transformation: The Power of Promise

Technology

Located near Seattle-Tacoma International Airport, Highline Public Schools serves many students and families from around the world, including some who are new to the United States. Families across Highline speak more than 89 languages, reflecting the rich diversity of the Highline community. At the center of the district’s work is the Highline Promise. From classrooms to front offices to transportation and AI committees, staff across Highline play a role in bringing that promise to life.

“Highline Public Schools Promise is that every student is known by name, strength, and need, and graduates prepared for the future they choose,” says Teshon Christie, the Highline’s Chief of Digital Transformation and Innovation, and recent Tech & Learning Innovative Leader Award winner.

It is a statement that Christie refers to not as a mission, but as a living accountability measure. “The amazing thing about that is that regardless of who you go to in our system, you know this promise,” Christie says. “Everyone from our bus drivers to nutrition services workers—everyone at Highline knows this promise and that it is our focus.”

Scaling the Personal Touch

For a district of more than 16,500 students across 34 sites, “personalization” is often a buzzword that loses meaning at scale. For Christie, scaling this promise isn’t about software alone, but about leadership consistency and human connection.

“We scale our promise through humans,” Christie says. “When you break down each part, it’s easy for a person to see what their role is. If a bus driver gets to know their students by name, they can identify strengths and needs during the ride and communicate those back to the office staff. It makes sense operationally and instructionally.”


You may like

This human-centric approach is organized around four board-adopted goals:

  • Culture of Belonging: A culture where all are welcome, valued, and safe.
  • Innovative Learning: Academic experiences that engage, empower, and challenge every student.
  • Bilingual and Biliterate: Multicultural skills that enable students to live, work, and communicate across cultures.
  • Future Ready: Students explore possibilities and develop mindsets that prepare them for a changing future.

As the Chief of Digital Transformation, Christie’s job involves managing everything from data assessment to instructional technology, as well as navigating the ethical and practical implementation of AI.

Highline is now two years into its AI journey, anchored by a group of AI ambassadors who have developed vision and guidance documents. Rather than banning the technology out of fear, Highline is focusing on future readiness.

“We’re really starting to shift the language from ‘cheating’ to a student’s ‘passive vs. active use of AI,’” Christie says. “Cheating is so binary that it doesn’t describe the whole story. If using a tool is seen as cheating, then what needs to change about education in order to support our ability to move forward with any tool?”

One of Highline’s most successful implementations is Colleague AI, a tool developed out of the University of Washington. Highline currently has 300 teachers actively using the platform.


What to read next

Christie is particularly excited about involving students in the policy-making process, noting that their insights are often more nuanced than those of adults.

“I was at one of our high schools where they did a unit on AI policy,” Christie recalls. “The students were very specific. They said, ‘I don’t want to be graded by AI because that breaks the relationship.’ They actually mentioned ‘culture of belonging.’ They want their teachers to have grace and support them in ways that help them get better—things an AI currently won’t do.”

Building Trust Through Authentic Engagement

For Christie, the success of any digital initiative depends on the strength of the district’s relationship with its community. He advocates for authentic family engagement, which moves beyond simply inviting parents to a meeting.

“Just being at the table isn’t enough,” Christie says. “You want people to be able to give input and then see their input reflected in whatever comes out. Even if it’s, ‘We weren’t able to do this because of these reasons,’ you still need to be honest and transparent so that trust is built over time.”

This trust is vital when tackling sensitive topics such as screen time. Christie points out that for many Highline students, a school-issued laptop is their only access to a large-screen device.

“Not every student using a district device after hours is on social media,” he says. “They might be learning how physics works on YouTube in a way that makes sense to them. You can’t just say they spent eight hours on YouTube and assume it was wasted time.”

A System, Not a Set of Divisions

Ultimately, Christie’s goal is to dissolve the traditional silos between IT and instruction. By focusing on shared bodies of work rather than departmental responsibilities, Highline ensures that no stakeholder is left out of the conversation.

“It’s about how we intentionally involve everyone in our system so it feels more like a system rather than divisions, departments, and people who work on separate things,” Christie says.

By keeping the “Promise” at the center of every digital and operational decision, Highline Public Schools is proving that even in a high-tech world, the most powerful tool in education remains the human connection.

Organizing And Running A Tech Camp For Teachers PD Event

Technology

As the founder and director of Tech Camp for Teachers, Eva Harvell, Director of Technology, Pascagoula-Gautier School District in Mississippi, designed and led a multi-day institute that includes multiple presenters, reaching K-12 and higher ed educators from across the U.S.

The program focuses on practical ways to bring digital tools into the classroom, helping attendees move from basic usage to high-level digital pedagogy. By creating scalable learning opportunities, for both school-level and university-level educators, Harvell and her team ensures technology was a powerful tool instructors at all levels felt confident using.

“It started off with us just wanting to provide teachers technology training for those who were not able to get tech training, or who just wanted more than was made available to them,” Harvell says. “The presenters were actual teachers in the field. Vendors were showcasing what they used in the back of the gym where we met. It was just two days of pre-K all the way to higher education professors getting together, talking about edtech and how to incorporate tech tools in the classroom.”

Related: Get 388win app, and claim daily bonus now!

The Pascagoula-Gautier School District spans 19 campuses serving roughly 6,300 students. As Technology Director, Harvell’s commitment to innovation is best seen through her work in empowering others to master new technology. For this and other efforts, she was recently recognized with a Tech & Learning Innovative Leader Award.

Cost-Cutting Creativity Meets Generous Helpers

Eva Harvell preparing for the Tech Camp for Teachers (Image credit: Eva Harvell)

Smart planning and letting a program grow organically builds a budget-friendly way to connect with big impact.


You may like

“Our very first year, I went to vendors we had a very good relationship with and said, ‘Hey, we’re looking to do this for two days and I need to provide food. Can you help me?’” Harvell says. “Our presenters were teachers on contract with us, so we worked with their principals to borrow them. It was a professional learning day for them, so they got some PD time as well. It was zero out-of-pocket for anybody who attended.”

A partnership with William Carey University provided an extra bonus, with teachers from the state of Mississippi earning free CEUs. Educators from other states received documentation to qualify at home.

“This started in our unused former high school building with word of mouth from my emailing tech directors and asking them to share with any teachers who were interested,” Harvell says. “We met in the gym and did trainings in the classrooms. It just stayed very grassroots. Anything we needed, we would ask one of our vendors or just figure out how to do it for free.”

4 Tips for Creating a Tech Camp for Teachers in Your District

Harvell shares advice for others considering such a program.

  • If you’re thinking of doing it, do it. “Don’t be afraid to go for it,” she says. “There can always be hiccups. At the end of the day, you are bringing teachers together and giving them a community so they can have the conversation — that’s what matters.”
  • Build relationships and don’t be afraid to lean on them. “You never know unless you ask, but I didn’t think they would say yes,” Harvell says. “They didn’t even hesitate. I’m not sure that would have been the case if we didn’t already have that communication and established relationship.”
  • Make it a day of fun — not just your normal PD. “Brand it, name it something cute,” she says. “Get teachers excited to attend by thinking outside of the box.”
  • It will grow. They will come. “I was so nervous that first year,” Harvell recalls. “And now we have people driving eight hours to be a part of it. But even if it had been eight people, it would have been worth it. The goal was to provide resources and training. The goal was to help teachers.”

Too Much of a Good Thing is Still a Good Thing

(Image credit: Eva Harvell)

With such an initial resounding success, Tech Camp for Teachers faced a new challenge when they were forced to step away from their in-person model during the COVID-19 pandemic to go remote. Some might have wondered if the infectious, fun element would be too diluted to still draw the crowd.


What to read next

”It really ballooned when we went virtual,” Harvell says. “Everyone from pre-K to university professors across many states signed up. I have two technology integration specialists who help do this. It suddenly became a full-time job above the full-time job.”

All of the Tech Camp for Teacher training videos were pre-recorded for the virtual event. They were scheduled and then presented with a video live chat.

“Leading up to it, getting the presenters, maintaining the branding, getting all the videos ready to go,” recalls Harvell. “We spent hours upon hours getting it all loaded and put together. It was daunting but it was something that we loved doing, because we knew we were helping teachers.”

Harvell and her presenters have discovered that facilitating the camp has raised their visibility in unexpected ways.

“Now, when we go to our Mississippi state conference — people recognize us as ‘those tech camp people,’” she says. “WLOX, the news station here on the coast, even did a story on it. I’m working on my doctorate at William Carey University and I hear from my professors that they sat in on Tech Camp! I thought that was great because they are teaching pre-service teachers.

Harvell says the event is a win-win for everyone.

“Ultimately, providing resources for teachers is what we were all there to do,” she says. “It’s grassroots. It’s not a conference, it is just a big group of teachers getting together and sharing what they do.”

  • Acer and HP Chromebooks
  • Fortinet
  • Incident IQ
  • Clever
  • MagicSchoolAI
  • Google Workspace for Education

Has AI As A Writing Partner Been Oversold?

Technology

Since the early days of ChatGPT, educators have talked about how AI can be used as a writing tutor or coach that doesn’t write for students but helps them organize their ideas and clean up their efforts.

I liked this idea when I first heard it. I’d love to live in a world where every student has access to a high-quality writing instructor. But in practice over the past few years, I haven’t noticed my students’ writing improving; it’s been the opposite. While the grammar has gotten much better, the content has suffered.

Today, in my classes, on social media, and through many emails I receive, I see writing with fewer technical errors, but this comes at a terrible cost. Generally, our writing is more boring, less individualized, and conveys far less meaning than it did a few years ago. The cause is AI, of course, but it’s more than that.

I think many of us have uncritically bought into the idea that AI can be an effective writing tutor. I’m no longer convinced it can be, and here’s why.

AI Is Not Actually Good At Writing

Even though people are taking writing advice en masse from ChatGPT and other AIs, we all acknowledge, subconsciously at least, that AI is terrible at writing anything original. That’s why we call AI-generated content AI slop, and when we read something and say it sounds as if AI wrote it, we are not complimenting it. Why then are we asking it to give us extensive notes, revisions, and suggestions on our writing?


You may like

AI doesn’t transform our writing into William Shakespeare; when it takes on the role of a writing tutor, it’s still that same unimaginative writer. The fact that so many people are taking advice from a robot writer whose writing they hate is just another example of the cognitive dissonance of our times, and I’m genuinely puzzled by it.

AI Doesn’t Partner With You, It Takes The Wheel

A common refrain is that AI can help a student or educator brainstorm or help clean up their ideas. In this way, it can work with you like a good writing tutor, providing instant and unlimited feedback on your work.

This is another concept that sounds okay in theory but doesn’t hold up in practice. Unlike a good writing tutor, AI has a tendency to take the wheel of your writing. Even models specifically tuned toward teaching tend only to start by asking questions before offering detailed examples of what your answer can look like. Often, these suggestions are bland and lifeless, but even if these were more creative, this process is hijacking the writing process.

AI Gives Too Much Feedback

Even if the problems mentioned above could be programmed out of future AI models, I’m increasingly convinced that having an on-demand writing coach on your shoulder isn’t a good thing.

Throughout my career as a writer, I’ve benefited from feedback from editors and mentors who have read my work and altered and strengthened it–productive struggle. Seeing how they changed and improved my writing helped me get better as a writer, and continues to help my work. For example, this article will be better than the one I initially submitted, thanks to changes made by my editor.


What to read next

Some thought AI could mimic this process, but I think that’s a false comparison. If I asked my editor what I should write after each sentence, and he sat next to me and rewrote my work as I was writing it, I wouldn’t be deserving of the byline associated with this story, and I probably wouldn’t earn many more writing assignments. (Editor’s note: You would not!)

Even If AI Was Better At Writing, It Still Wouldn’t Make Our Writing More Engaging

The fantasy author Brandon Sanderson once explained the problems with using clichéd writing in a way that really stuck for me. I’m paraphrasing here, but the idea is that clichés are not inherently bad; in fact, the first time someone hears one, it is often a great way of describing something, which is why it resonates. The problem is that over time and overuse, it becomes stripped of its power and meaning. For example, the first time I heard the phrase “X is like Y on steroids,” it was descriptive and funny. By the ten thousandth time I heard it, I started to groan.

The same thing is now happening with any writing techniques AI uses regularly. Even if it’s non-objectionable to begin with, it starts to be intolerable as it spreads everywhere and everyone is doing the same thing.

Right now, AI writing is lifeless and stale to begin with, but even if it improves its writing voice, without more variation in style and tone, any of its techniques are destined to become overused almost instantly.

I do think AI’s writing will continue to get better, but I’m skeptical it can create the kind of variation necessary to uniquely power the voices of a majority of writers on the planet. And without unique writing voices, I’m not sure why we’re writing in the first place.

How The Arts Help Students Build A Healthier Relationship With Tech

Technology

As education budgets tighten and federal relief funding expires, arts programs across the country once again find themselves on the chopping block. Recent federal and state budget proposals reflect a familiar pattern: when policymakers have to make difficult choices, creative subjects are often viewed as supplemental rather than essential. All the while, educators and district leaders continue making the case that the arts support academic achievement, engagement, and whole-child development.

But at a moment defined by rapid AI adoption and ongoing debates about screen time, the argument for protecting and investing in arts education needs to take on a new tone. The arts continue to be one of the most effective places in school for students to build healthier, more intentional relationships with technology.

In short, in the age of AI, we need the arts more than ever.

What Sets Arts Education Apart

While many conversations about classroom technology focus on access, guardrails, or efficiency, arts classrooms offer something different: a model for how digital tools can serve creativity, deepen thinking, and expand opportunity without replacing human judgment. In an era when AI can generate essays, compose music, and create images in seconds, students need structured environments in which technology is used responsibly and reflectively. The arts already provide that structure.

As a district arts coordinator, I have seen this firsthand. A band student of mine who had been uninterested in traditional instruments completely changed when we introduced digital music tools, becoming not only one of the most engaged learners in the class, but also a composer of original music. The introduction of digital tools didn’t replace musicianship — it revealed it. Technology gave this student an accessible entry point into the creative process, and once they had it, their confidence and artistry blossomed.


You may like

Digital composition software, notation tools, and recording platforms allow students to experiment, revise, and refine their ideas in ways that would have been far more time-consuming a decade ago. Students can layer tracks, hear immediate playback, annotate their own scores, and collaborate across devices. The same is true in other contexts besides music; in visual arts, for instance, a variety of digital drawing and painting platforms enable students to practice with new mediums, styles, and techniques without having to worry about supplies or messes. But in either case, the core intellectual work of looking and listening critically, understanding structure, and making aesthetic choices remains entirely human and part of the learning.

At every step, technology is embedded within a framework of authorship. Even – and especially – with the help of new tech-enabled tools, students are creators, not just consumers or editors of machine-generated content.

Practically speaking, teachers should encourage students to experiment with tech-enabled arts and music tools. For example, how can each student use the same set of sounds, samples, or colors to create a piece that uses their own unique voice? How can technology be an accelerant for creativity, instead of putting a damper on it?

Tech Also Frees Up Time

Technology in the arts also plays a less visible but equally important role: reducing logistical burdens so teachers can focus on higher-order instruction. Platforms such as MusicFirst streamline assignment distribution, submission, assessment, and feedback with a particular focus on the arts. Instead of collecting paper scores, managing physical recordings, or juggling disparate tools, teachers can handle routine tasks—organizing files, timestamping submissions, tracking revisions—which frees us to spend more time on musical interpretation, technique, and creative problem-solving.

Creating such efficiency also allows for more one-on-one conferencing, more targeted feedback, and more opportunities to guide students through complex artistic decisions. Rather than troubleshooting formatting issues or managing classroom logistics, teachers can ask deeper questions: Why did you choose this harmony? How does this dynamic shift change the emotional arc? What alternatives did you consider?


What to read next

Cycles of Experimentation

Perhaps most importantly, arts technology creates safe, structured spaces for iteration and failure. In arts software, students can revise endlessly without wasting materials or losing prior drafts — whether that’s tempo and instrumentation in music or color and line in visual art. The experience of creating art enables students to manage pace, embrace iteration, and develop delayed gratification — skills that are increasingly rare in digital environments built around instant results.

The creative process will always require patience and sustained attention. Arts instruction gives students a structured, supportive space to slow down, revisit their thinking, and understand that excellence emerges from cycles of experimentation rather than immediate perfection. That’s an idea that teachers can encourage by dedicating time for students to review their own (or their peers’) work, or to make changes to tempo, color, or tone just to see what happens. They may very well like the result.

Arts Education: Tech At Its Best?

As education leaders navigate AI policies, digital citizenship frameworks, and technology procurement decisions, they should look to arts classrooms as proof of concept. The arts demonstrate what technology integration at its best can look like when it is grounded in human intention, structured creativity, and professional educator guidance.

If we want students to use technology with intention, creativity, and integrity, we must protect the classrooms that already teach all these how. The future of digital citizenship may depend on keeping the arts in our schools.

Beyond the Classroom: How Esports Spaces Double as Learning Hubs

Technology

Beyond the Classroom: How Esports Spaces Double as Learning Hubs – YouTube

Watch On

Either watch above or listen/download below.

For school districts weighing whether to invest in esports, the conversation often stalls at cost. But according to Jason Bond, who has spent more than 20 years focused on K-12 AV at Extron, the real question administrators should be asking is simpler: what else can that space do?

“It’s dual purpose, and that’s the key to the return on that investment,” Bond explained to me—in person!—at an Extron open house. “You’re going to use that esports space for something like graphics design or cybersecurity training during the day, and then in the evening or after school hours, it becomes the esports playing facility.”

Bond, who has tracked K-12 AV trends since the early days of classroom projectors, sees esports as the latest inflection point in how schools think about technology spaces. Where AV was once primarily about equipping individual classrooms, districts are now investing in large gathering spaces, media centers, and purpose-built esports facilities — all of which require more sophisticated infrastructure including AV over IP, multi-graphic processing, and specialized audio routing.

The engagement returns, Bond argues, are measurable. Esports programs have been linked to improved attendance, better grades, and stronger community involvement. “It keeps kids in school. It keeps kids getting better grades,” he says. “And it’s not just a bunch of kids sitting around playing video games — there’s a lot of team coordination that promotes communication and engagement.”


You may like

For districts just starting, Bond’s advice is to resist the urge to go big immediately. A computer lab retrofit using existing data and power infrastructure can serve as a functional first step. From there, districts can grow incrementally, layering on technology as budgets allow. AV over IP, he notes, is the foundation worth investing in early — it provides the flexibility to scale in directions a district may not yet have anticipated.

What is I Know It and How Can Teachers Use It?

Technology

Repetitio est mater studiorum.

Or to say it another way, repetition is the mother of learning.

And while repetition sometimes gets a bad rap (as in “drill and kill”), properly utilized, repetition can help cement foundational concepts and allow students to advance to more deeper and nuanced forms of learning.

The learning platform I Know It provides a wide range of activities and exercises for K-5 math and English language arts practice, as well as progress reports for educators and parents and gamified feedback for students.

What is I Know It?

I Know It is a math and English language arts practice site that provides extensive, individualized exercises for students in grades K-5.


You may like

The platform includes some of the most engaging features of gamification, such as congratulatory graphics and animations, sound effects, awards, and badges. I think it strikes an excellent balance between fully gamified interactives on one hand and dry data-driven instruction on the other.

I Know It goes beyond simple practice modules by aligning the majority of its exercises with Common Core Standards or selected state standards. Plus, its student-friendly features will encourage timely assignment completion as well as exploration of additional, unassigned problem sets.

How Does I Know It Work?

If the “hint” feature has been activated, students have the option view hints to help them answer the question. (Image credit: I Know It)

I Know It makes it easy for educators to sign up for its generous free trial. Simply provide your name, school name, phone number, and email and you’re ready to explore the site. Once signed in, teachers can set options for the following parameters:

  • Standards (Common Core, Texas or Florida)
  • Hints (none, three or unlimited)
  • Animations (on/off)
  • Students may explore on their own (yes/no)
  • Questions may be read aloud (on/off)
  • Progress report to parents via email (yes/no)

Given the level of control and optimization provided, I Know It has a remarkably clean interface with intuitive navigation. It’s also very easy to edit any of these parameters at any time later.

CREATING A CLASS


What to read next

Create and name your class from the My Students tab. The easiest way to populate your online classes is to use the Rapid Roster feature, which accepts text input, or copy-and-pasted names from a text file, spreadsheet, or email. The system will then create the user names and passwords for you. These can be edited later if you wish. You can also print out a PDF with all student names and passwords.

Fifth grade geometry question focusing on the concept of symmetry (Image credit: I Know It)

GETTING TO KNOW THE EXERCISES

I Know It offers two categories of practice: math and English language arts. To start exploring practice sets, select a category and grade from the top menu or from the teacher dashboard. Now you’ll see the entire range of problems for that grade, with large bold print headings so you can easily find your preferred activities.

To get a quick view of a problem type, mouse over the description and an example will pop up. To try it yourself, click to open the problem. Your view will be identical to the student’s view, so you can see what happens following a correct answer or an incorrect answer.

Note the animation option toggle in the lower right corner. Students who prefer not to have graphic or animated feedback can adjust their own settings.

If you’d like to experience and test the platform exactly as a student would, sign in as a student in a separate browser. First add a student; e.g.; Test Student. Open a new browser (for example, use Edge if your teacher account is open in Chrome) and sign in as Test Student, logging in with user name, the class code and the password. A separate student email is not required.

The Assignment Overview shows two ways to assign a lesson (Image credit: I Know It)

ASSIGNING EXERCISES

To assign activities from the teacher dashboard, select grade and subject (math or ELA), then select the desired exercise. The Assign Lesson window gives you multiple options for the assignment, including number of questions (1-80), which students to assign, display options, auto reassign, and several others.

The Assign Lesson window offers ways to customize lessons. (Image credit: I Know It)

What Are the Best I Know It Features?

Filling in Jane’s math ability level means that she’ll be shown second grade exercise to explore on her own, instead of fourth grade. (Image credit: I Know It)

LESSON DIFFERENTIATION

One of most useful features built into the I Know It platform is the ease with which teachers can differentiate lessons. This can be accomplished in two ways:

  1. Assigning a lesson of a lower or higher grade level to individual students.
    Instead of assigning fourth grade math sets to Jane Doe, you can assign second grade problem sets, since she’s currently working at that level. You can then quickly assign grade-level work to the rest of the students if desired. Importantly, there will not be a grade level displayed on assignments.
  2. Setting the “ability level” to a lower or higher grade.
    The “ability level” is an optional feature that, if set, will guide the level of exploration exercises offered to a student. These are the optional activities displayed underneath the student’s assigned work.

PROGRESS TRACKING AND REPORTING

Student progress tracking allows teachers to see overviews of a class or student, or drill down into details if desired. “Recent Activity” lists students, lessons worked on, and scores, with a link to a detailed view for each student. Here teachers can view all of a student’s questions and answers as well as time spent on tasks.

Teachers may also export a printable PDF progress report for selected intervals, or view awards won by students for completing lessons. Weekly progress reports will be emailed to parents if enabled in Settings.

Progress report showing score, time spent on task and a link to further details. (Image credit: I Know It)

BUILT-IN ACCESSIBILITY TOOLS

Each activity window sports a sound icon in the top left corner, allowing questions to be read aloud. Incorrect answers yield explanations clarifying the correct answer and offering the chance to view the question and answer again.

Does The Robot Have A Name And Why Is It So Much Fun?

Maybe it’s just the fifth grader in me, but I love the animated robot character that responds to answers (if animations are permitted in settings). The variety of playful animations for correct answers—all with apt and amusing sound effects—include: blowing bubbles; barking dogs; flying birds; rain; rainbows; rocket ship taking off, circling the moon, parachuting back to Earth; juggling; a flower garden springing from the head; eating an apple that turns into a pie; and more.

My guess is that most kids will enjoy these animated rewards and hopefully, be more motivated to complete their work. Sadly, the riveting (and no doubt, riveted) robot is nameless.

How Much Does I Know It Cost?

I Know It offers three account types: Family, Single Teacher and School/District, with varying pricing and features. A 30-day free trial, with no credit card required, makes it straightforward to discover if the platform is right for your class.

The Family membership allows one parent and up to four children, using a single login, for $45 annually.

The Single Teacher account includes one teacher and 25 students (each of whom has an individual login) for $150 annually and the option to add additional student licenses at $7.50 each.

The District/School account provides additional benefits, such as a unlimited teacher accounts, a dedicated account manager, teacher training, phone tech support and others. The cost is per student and varies depending on the size of the school or district.

What Schools Should Ask Before Buying An AI Tool

Technology

AI hype keeps getting bigger and the offerings more complex. It’s being pitched to schools from every direction, but what really matters when it comes to choosing the right tool for your school?

Some AI tools promise to reduce teacher workload while others claim to revolutionize tutoring, feedback, or family communication. You’ll also find platforms that use AI focused on district operations, reporting, and data analysis. The common thread is that these all look great when demoed–believe the hype, and you’d think they could transform a school overnight into some sort of tech-enabled teaching utopia.

And this is why it’s important to slow down, ask better questions, and focus on the practicalities.

Sure classic questions such as which platform is best or what are other schools using are fair, but not the right place to start. Schools need the right fit for their students, staff, systems, and priorities. That means being more pragmatic.

Related: Download 345win app, and claim daily bonus now!

So before investing in AI, school leaders should ask different questions. What problem are we actually trying to solve? Who will use it? What data will it store? Do we have the capabilities to use it effectively? How much control will we have? What happens if we get this wrong?


You may like

Those questions matter more than the flashiest demo.

Start with the problem, not the product

The first question is the simplest: What do you actually need an AI for?

Identify your goals. Do you want to reduce teacher workload, support tutoring, help teachers adapt materials for different students, speed up admin tasks, improve family communication, or analyze attendance or grades more effectively?

If leaders can’t explain the problem they’re trying to solve, they’re not ready to buy a solution.

That seems obvious, but it’s an easy mistake to make. A platform may be enticing because it generates lesson ideas in seconds or gives polished responses on demand. But if it doesn’t meet staff and student needs, it will become underused and hard to justify.


What to read next

Build practical use cases first and ignore the peer pressure to bring in AI without good reason.

Ask whether your current ecosystem already covers most of your needs

If your district is already invested in Google, Microsoft, ChatGPT, or another approved environment with AI capabilities, then take stock before adding more tools.

This matters because AI doesn’t exist in a vacuum. It can sit within all sorts of systems from identity, email, and documents to permissions, policies, and support structures. If you already have an approved AI in those systems, then it’s an opportunity to discover what features and functions you might not be using to full potential yet. Identify the gaps that will add real value before considering new solutions.

Adding more tools without a clear rationale can lead to overlap, confusion, and needless costs.

Be clear whether this is for the classroom or the district office

That said, a single AI tool may not be sufficient to meet all your needs. Not every school AI tool does the same job, and schools should be wary of products that claim to do everything brilliantly.

Some tools are geared toward teaching and learning–think MagicSchool, Khanmigo, or teacher-facing uses of platforms such as Google’s Gemini, Microsoft’s Copilot, or OpenAI’s ChatGPT.

Others sit much closer to school and district operations, such as PowerSchool, SchoolStatus, attendance tools, reporting systems, family communication platforms, and products built around data rather than classroom practice.

This distinction matters. A tool that works well at a district level may offer little in the classroom. An AI that teachers love to use in class may be a headache for IT and governance.

Before buying, ask the simple question: Is this mainly for teaching and learning, or for operations? That will help you refine your list of candidates.

Ask whether staff have the knowledge to use it well

School leaders need to think beyond a few professional development sessions when it comes to embedding a new AI tool into existing systems and workflows.

A school can buy the perfect AI tool and still struggle if staff lack confidence or digital skills. Be honest about whether teams and individuals have the basic knowledge to use the tool well, question its weaknesses, and stay within policy.

That includes knowing:

  • What the tool is good at
  • When not to trust it
  • What data should never be entered
  • How to spot weak, biased, or invented outputs
  • When human review is essential

This isn’t just about knowing where to click, but about digital and AI literacy, critical thinking, and understanding AI’s limitations. This will be an ongoing task as new releases and updates will regularly offer new functionality but also potentially new issues.

It’s important to question whether you have in-house knowledge and discipline to use AI responsibly. If your school has clear guidance and confident staff then it will get more value from AI than one with patchy, uncertain usage.

That question applies differently across the organization. Senior leaders, classroom teachers, support staff, IT teams, and students don’t all need the same depth of knowledge, but they do all need enough understanding to reduce risk and use the tool effectively.

Ask data questions early

Privacy and data use needs to be included from the start.

Schools should ask:

  • What data goes into the tool?
  • Where is that data stored?
  • Is it used to train the model?
  • How long is it retained?
  • Who can access it?
  • Can it be reviewed and deleted?
  • What visibility do administrators have?

These aren’t just compliance questions, but trust questions as well.

If staff aren’t sure what they can safely enter into a system, adoption becomes inconsistent very quickly. If leaders can’t explain how the tool handles student data, it becomes much harder to build confidence among teachers, families, and other stakeholders.

AI tools can look simple and user-friendly, but schools still need to understand what’s happening behind the scenes before they commit, especially since student data in these tools is extremely sought after by hackers.

The appeal of AI for some schools goes beyond lesson planning. It’s the potential to spot patterns in attendance, grades, behavior, or assessment data more quickly than staff could on their own. In theory, that means spotting issues earlier and acting faster.

That may be useful, but it’s also one of the riskiest areas.

Schools should ask:

  • What data is being analysed?
  • How reliable are the patterns or predictions?
  • Is the tool flagging signals for staff to review, or is it making clear recommendations that teams might feel pushed to follow unquestioningly?
  • To what extent does it reinforce biases or overstate weak correlations?
  • How transparent is its reasoning and confidence, particularly when it comes to suggestions?
  • Who is ultimately accountable if the AI flags something incorrectly or misses a student who needs support?

While an AI can help surface useful signals about attendance, attainment, intervention, or student support, it should not sit in a technological black box. Human professional judgment still matters. In fact, it matters even more once AI is involved as school leaders need to be clear about where that line sits and ensure an overreliance on tech doesn’t lower standards.

And this is where schools need to be especially careful not to confuse pattern detection with judgment. For example, some AI detection tools used to check whether work has been generated with the aid of AI can be extremely aggressive, leading to a much higher percentage of false-positives than vendors claim.

Look at real-world accuracy, not just the demo

Which leads us into claimed accuracy. AI tools can seem utterly authoritative until you question outputs, which can be unreliable in the situations schools care about most.

The real question is whether the AI meets the school’s requirements. Can it help teachers draft useful classroom materials? Support student revision? Summarize factual information without adding hallucinations or confusion? Can it save time without creating extra checking work?

Schools should also think about the cost of mistakes.

An AI-generated worksheet with a few weak questions may be inconvenient. A tool that mishandles attendance information, behavior summaries, grading, special education support, or safeguarding-related communication creates a much more serious problem.

That’s why buying decisions should be informed by realistic testing. Schools should test tools against real-world scenarios and decide when human oversight has to remain absolute.

Ask whether it improves the work or just speeds it up

Don’t judge AI by how quickly it completes tasks. Instead, ask whether it improves the quality of the work, supports better decisions, and reduces pain points, especially in areas of low-value admin and bureaucracy.

A tool that saves time on paper may still be a poor fit if it encourages generic planning, weak feedback, or an overreliance on samey AI-generated drafts. The risk isn’t just introducing minor mistakes into lesson plans; it’s a gradual reduction of originality and human judgment.

AI should be there to either improve current work or reduce repetitive or time-consuming admin tasks. What it shouldn’t do is replace real value, expertise, subject knowledge, or meaningful interaction with students. Faster isn’t better if the work becomes thinner, flatter, and less human.

Check the admin controls before the marketing claims

One of the least glamorous parts of AI procurement is also one of the most important: control.

Before signing for anything, anyone buying an AI should ask:

  • Who can use the tool?
  • Can access be limited by role or age group?
  • Are staff and student experiences separated?
  • What is logged and flagged?
  • What can administrators turn on or off?
  • How does identity management work?
  • Does it fit with existing sign-on and rostering systems?

A strong school AI product isn’t just one that produces impressive outputs, but one that leaders and IT teams can actually manage.

Think beyond the pilot

Many schools are willing to trial new tools. The harder question is what happens afterward.

How much training will staff need? What guidance will be required? Will policies need updating? How much support does the vendor provide? What will this look like after one term, not one week?

A successful rollout goes beyond choosing the right platform to whether the school has the capacity to use it well over time.

If a tool requires constant explanation, provides unreliable results, or adds another layer of work for already stretched staff, its value may look very different once the initial excitement fades.

Look at the full cost

So you’ve asked all the right questions and made a choice. Now you need to understand the full cost of the solution, and for that you need to look past the headline license fee.

Some costs will be monetary, others related to time and effort. Training, integration work, admin time, support, security review, policy development, and the time staff spend learning a new system should all be considered. A low-cost tool can end up feeling much more expensive if it adds unnecessary complexity or doesn’t end up delivering value.

One of the most useful procurement questions is: “What will this cost in practice over a year, not just on paper at the point of sale?”

Ask what happens if you do nothing

This may be the most overlooked question of all, but before buying an AI, schools should ask: “What would happen if we didn’t buy this?”

Would an existing tool already cover much of the need? Could a simpler process change solve the same problem? Is the issue actually about training, workflow, or staffing rather than missing technology?

This question helps schools test whether the purchase is genuinely necessary or simply feels timely because AI is dominating the conversation.

What happens when schools don’t ask these questions?

When schools rush into AI purchases without asking the harder questions first, the same problems tend to appear: You end up with a solution looking for a problem; staff use it inconsistently; the benefit is overstated; data risks are misunderstood; confidence drops.

The most awkward outcome is that a school becomes dependent on a tool it doesn’t fully trust or understand. By the time the limits become clear, the system may already be embedded.

Leaders may also want to think ahead to related issues, such as parent trust, equitable use, academic integrity, and how they will evaluate impact over time. Those questions may sit beyond the initial purchase decision, but shouldn’t be an afterthought once a tool is already in place.

That’s why the early questions matter so much. These are not there to stunt innovation or slow change but to stop schools from making avoidable mistakes.

Swipe to scroll horizontallyBefore Buying AI, Ask:

Question

A good answer looks like

What problem are we solving?

A clear, specific use case, not a vague desire to “use AI” somewhere in the school.

Who is it really for?

A defined group of users, such as teachers, students, support staff, or district leaders, with a clear purpose for each.

Do we already have something that does most of this?

Evidence that existing tools have been reviewed properly and that a new product fills a genuine gap.

Is this mainly for teaching and learning, or for operations?

A clear understanding of whether the tool is classroom-facing, district-facing, or both, and why that matters.

Do staff have the knowledge to use it well?

Confidence that users understand what the tool does well, where it can go wrong, and when human oversight is needed.

What data does it use and store?

Clear answers on what data goes in, where it is stored, whether it trains the model, who can access it, and how it can be deleted.

If it analyses student data, how reliable is it?

Transparent, evidence-based explanations of how predictions or flags work, with strong human review included.

How accurate is it in real-school scenarios?

Results from realistic testing in the kinds of tasks and situations the school actually cares about.

Does it improve the work or just speed it up?

Evidence that it improves quality, reduces low-value admin, or supports better decisions rather than just producing more output faster.

What controls do leaders and IT teams have?

Strong admin tools, role-based access, logging, visibility, and the ability to manage or restrict use.

What happens after the pilot?

A realistic plan for rollout, training, support, policy updates, and ongoing evaluation.

What will it really cost?

A full picture of licensing, setup, training, support, admin time, and longer-term value.

What happens if we do nothing?

An honest answer about whether the problem truly needs a new tool or could be solved another way.

What is Flint and How Can I Use It To Teach?

Technology

Flint is an AI tool designed to offer personalized learning, and teaching, to students and educators in a very effective way.

Unlike many of the ever-appearing new AI tools out there, this is designed from the ground up as a way to make learning better. That’s where this stands out. Rather than acting as a generic chatbot, it is designed specifically for classroom use, with guardrails, analytics, and structured activities that aim to keep teachers in control.

This is about extending teaching by giving each student something closer to one-to-one support, while still aligning with curriculum goals. Offering AI tutoring, assignment creation, and classroom analytics, this is built to make life easier all round.

This guide aims to lay out all you need to know about how Flint could work in your class.

What is Flint?

Flint is an AI-powered learning platform built specifically for K–12 schools, designed to support personalized instruction across subjects including math, science, English, and languages.


You may like

Two key parts are available here: one in the AI teaching assistant, to help create lessons, activities, and feedback. But there is also the AI tutor part, called Sparky, which helps students by adapting explanations and supporting individual needs.

Centered around class workflows, these tools help teachers make AI-driven assignments, upload curriculum materials, and define how much help the AI is allowed to give, ranging from gentle guidance to more direct support.

Usefully, this can be deployed across schools, with admin oversight and LMS integrations, as well as helpful analytics and engagement tracking, all as part of the package.

Flint (Image credit: Flint)

How does Flint work?

Flint lets teachers create or upload content using items such as worksheets, rubrics, lessons, or external resources as needed. Using that as a foundation, the AI is then able to generate interactive learning activities to be completed.

Students can then interact through the sessions, asking questions, working through problems, or getting writing feedback as they go. This is great for projects, in which structured support can help them work at scale without the need for lots of teacher-based scaffolding along the way — potentially helping build confidence, too.


What to read next

The system uses large language models with tools such as web search, code-based calculations, and translation to improve accuracy and flexibility.

Teachers keep control throughout, since they can design and implement guardrails. This includes preventing the AI from giving direct answers or requiring it to guide students through reasoning instead, for example.

Admins and teachers can also view interaction histories, allowing for transparency and safeguarding, with automatic flagging of inappropriate content.

Flint (Image credit: Flint)

What are the best Flint features?

Flint is all about that AI tutoring for students to feel supported and engaged with at their level — helping high achievers progress at their pace while anyone struggling can be supported to grow comfortably.

The ability to implement guardrails is a huge positive for educators. They can define how the AI behaves, ensuring it supports learning without simply giving answers.

The use of content already available, such as teacher materials currently in use, is a really powerful way that this extends teaching and learning without going from scratch. It can also help sticking to current lesson plans and standards easily.

Feedback is powerful here with real-time looks at student performance and engagement. This is individual but also with a general overview across the class.

When it comes to assignments, this AI can help with deadlines, time limits, and follow-up activities. At the same time it supports multimodal learning tools with text-to-speech, speech-to-text, image processing, and even graphing and code support for STEM subjects.

All that, plus it integrates with LMS and SIS, such as Google Classroom, to make integration and deployment an easy part of the process also.

Flint (Image credit: Flint)

How much does Flint cost?

Flint offers a free tier for up to 80 users, making it accessible for individual teachers or small pilots.

Paid plans are structured by school size, starting at around: $3,000/year for smaller deployments. This scales to custom pricing for larger institutions.

Paid tiers add features including LMS/SIS integration, advanced analytics, and dedicated support.

Flint best tips and tricks

Start with one class
Pilot the platform with a single group to refine how you want the AI to behave before scaling.

Set clear guardrails early
Define whether the AI should guide, hint, or explain, to shape student learning habits from the start.

Upload your own materials
Ground the AI in your curriculum to improve relevance and reduces generic responses.

America’s 250th Birthday: Best Lessons and Activities for the Semiquincentennial

Technology

We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness

These provocative and powerful words are familiar to most 21st-century Americans. But to truly appreciate their radical and revolutionary meaning, we must understand what political and social ideas were commonly held during the Colonial era.

These semiquincentennial lessons and activities provide a broad range of pathways through which educators can teach the founding of our country, its remarkable exceptionalism, and equally remarkable divergence between ideals and practice.

A note about the word semiquincentennial: As the semiquincentennial approaches, you may be feeling nostalgic for the days of the bicentennial, which was easier to pronounce and spell. But the word is actually quite logical in both. Based on Latin roots, semiquincentennial deconstructs as follows: semi meaning half; quin meaning five and centennial meaning hundredth. It’s pronounced sem-ee-kwin-sen-TEN-ee-uhl. Happy 4th of July!

Best Lessons and Activities for the Semiquincentennial

National Constitution Center: The Declaration, the Constitution, and the Bill of Rights
What’s the difference between the Declaration of Independence and the Constitution? And what about the Bill of Rights – how does that fit? Although the U.S.Constitution and Bill of Rights didn’t exist in 1776, it’s best to understand these documents as part of the same striving toward democracy and freedom. This in-depth article, written by constitutional experts Jeffrey Rosen and David Rubenstein, explores and clarifies the similarities and differences among these three crucial founding documents. An ideal place to start for students in grades 6-12.


You may like

American Battlefield Trust: Declaration of Independence Lesson Plan
A detailed, standards-aligned lesson plan for use in middle and high school classrooms. Students will learn about the process of creating and adopting the Declaration of Independence as well as its importance in history. Includes a teaching guide, PowerPoint presentation, student worksheets, and digital versions of primary source documents.

PBS: The American Revolution Learning Resources
Based on video excerpts from Ken Burns’ The American Revolution, these standards-aligned lessons explore topics such as: demographics and economy of the colonies; causes of the American revolution, key events and figures; and consequences and legacies of the era. Lessons are classified by grade and include teacher guides, discussion questions, vocabulary, and handouts. Shareable to Google Classroom with a free PBS account.

DocsTeach America 250 Activities and Documents
From the National Archives, a selection of downloadable digital versions of the key primary source documents related to America’s founding and early years. Each document is accompanied by explanatory text as well as a complete transcript so readers don’t have to try to decipher faded old- fashioned handwriting. Activities for selected documents serve as grade-leveled lesson plans and formative assessments, and include suggested teaching instructions. Sharable to Google Classroom.

Bill of Rights Institute: Declaration of Independence Lesson
What were the philosophical bases and practical implications of the Declaration of Independence? This complete, scaffolded lesson plan takes a deep dive into these questions about our country’s founding document. Includes all required readings, activities, educator answer key, lesson extensions, student handouts, and graphic organizers. A free account is required to download the full lesson plan in a single PDF.

Museum of the American Revolution Mini Lesson Plans
Ten American Revolution lesson plans that while concise, nonetheless include everything needed to cover topics including historical object analysis, dissecting the Declaration, Alexander Hamilton, the people of colonial America, and George vs. George–a comparison between King George III and George Washington.


What to read next

Museum of the American Revolution: Season of Independence
To Americans of our modern era, it may seem “self-evident” that all colonial Americans would have supported their states’ efforts toward independence. While the majority did support independence, this was not universal. Explore how the demographics of Revolution supporters vs. Loyalists changes over the first six months of 1776. Map-based interactive with links to further inquiry about people and places.

Beyond the Battlefield: A Virtual Field Trip to the Museum of the American Revolution
An enthusiastic and engaging virtual visit to the Museum of the American Revolution, hosted by Lauren Tarshis, author of the bestselling I Survived children’s book series. The video appears to be aimed at younger learners but the classroom kit that accompanies the video contains readings for students in grades 2-8. Downloadable PDFs include vocabulary, discussion questions, and answers. An excerpt from Tarshis’ I Survived the American Revolution 1776 is also provided. This would be a great place to start with younger learners or any students who respond well to a people-centered approach to history.

iCIVICS Education Investigation Declaration Game
Oh no! A criminal enterprise, known as Baddies Against Rights and Freedom (B.A.R.F.) has hacked into the Bureau of Ideas with the intent to destroy files related to freedom, democracy, and rights. Enlisted as Special Agents, players will collect clues from 1776 to restore the ideas and damaged files of the Declaration of Independence. This absorbing game is intricate enough to keep older kids involved, while also providing a glossary for younger learners. Available in English and Spanish. A free account is not required, but does allow users to save in-game progress and compete with others.

National Humanities Center: The American Revolution as Civil War
We think of the conflict that led to American independence as a revolution—and we commonly refer to it as the “American Revolution.” But at its heart, wasn’t it actually a civil war? In this lesson for grades 10-12, students will read and analyze a travel journal from 1775, written by a Scottish woman who visited her brother in North Carolina and observed patriot and loyalist activities. Provided are a teacher’s guide, close-reading questions, and a fillable PDF assignment for students. An excellent lesson for advanced students.

Gilder Lehrman Institute: The Declaration of Independence at 250
A wealth of activities devoted to the Declaration’s 250th anniversary. All activities are grade-leveled and include formative quizzes, teacher’s guide, and interactive elements. Explore topics such as whether the revolution was justified, how and why Congress changed Thomas Jefferson’s initial draft, and the reaction of British people to their colony’s assertion of rights.

iCivics: Why Do We Have So Many Governments?
In this inquiry-based, standards-aligned lesson plan, students will learn about the three levels of government, the principle and practice of federalism, and how life in the colonies and the Articles of Confederation affected the founders’ decision making. Includes Google Slideshow, PDFs, and student handouts. With a free account, educators can create a class and assign this lesson.

Abigail Adams and “Remember the Ladies”
Abigail Adams is famous for appealing to her husband John Adams during the months prior to the signing of the Declaration. Students will read her letters and analyze their words in response to close-reading questions. A teacher’s guide, fillable PDF, vocabulary, interactive exercises, and follow-up assignment are all included.

Discovery Education: Free Classroom Resources to Commemorate the U.S.’s 250th Anniversary
Organized by grade level and theme, this downloadable guide offers selected K-12 social studies resources relevant to the semiquincentennial. Topics covered include the Declaration of Independence, origins of the U.S. Constitution, equal protection under the law and more. Video, slideshow and interactive text materials are included.

The AI Bubble Is Deflating, Says One Educator

Technology

AI enthusiasm amongst educators hasn’t evaporated, but it’s not as intense as it once was, says Carl Hooker, educator and author.

The former district tech director regularly speaks to educators around the country (often during Tech & Learning regional leadership summits) and polls them on their feelings about AI. He says that while school leaders are still interested in the potential of AI, they are being more cautious about how they are spending money on AI products. They are also more concerned about AI’s impact on the environment.

In many ways, this waning enthusiasm is familiar to educators from previous tech innovations. It follows the Gartner hype cycle, a graphic of how at first a new technology is embraced, then people pull away from the tool when it doesn’t quite live up to the promise. Ultimately, society learns how to best make use of the new technology.

With AI, Hooker says, there was initially intense excitement. “I think we hit that peak, probably, in the summer of ’24; now we’re in what they call the zone of disillusionment,” he says. AI’s limitations are becoming clearer, and educators are realizing that simply throwing AI at various problems is not always an effective solution.

On top of this, financial analysts are increasingly warning of a potential AI bubble burst based on the scale of investment and theoretical limits to the return on that investment. Time Magazine recently noted that analysts predict more than $5 trillion being invested in AI by the end of the decade, a staggering number that far outpaces the AI industry’s profits. For instance, Time Magazine notes, “OpenAI and Anthropic have annualized revenues of about $25 billion and $19 billion.”


You may like

AI will be a part of education going forward, but the ways schools use it and engage with it is evolving, says Hooker, who is a proponent of using AI in ways that support deep learning.

The AI Bubble: Fewer Screens and Less Screen Time

One reason some districts are focusing less on AI, Hooker suggests, is funding. “We just ran out of all of our ESSER funds a year-and-a-half ago to replace all those devices that we bought, so now we have to figure out what to do with that,” he says. “Schools are shifting away from one-to-one.”

Beyond funding realities, there is a growing effort in many states and districts to prevent students from using their phones during school time. “Cell phones have been banned in 21 states,” Hooker says. “So now you’re saying we don’t have money for more devices, plus you can’t bring your own.”

Generative AI went mainstream at the tail end of Covid, just after most districts had invested in one-to-one devices, which allowed schools to implement the technology in ways they wouldn’t have been able to otherwise, Hooker says. “If that doesn’t happen and generative AI happens, we’re like, ‘Oh, it’s cool. The high school kids get to use it.’”

The Future of AI In Schools

The AI hype cycle reminds Hooker of previous hype cycles around other technologies.


What to read next

“I’ve lived through a couple of different eras with Web 2.0 and then mobile devices. I was a tech director when all of those came out, and everything was the App Store, and everybody was buying apps; it was this huge explosion of everybody spending money on that,” Hooker says. “Then it went from that to software as a service, and everybody needed to get subscriptions to everything, which is kind of where we’re still at.”

He notes that past tech bubbles never burst, “But they definitely deflated.”

That’s what he sees happening with AI: It will remain a thing in education, just not necessarily THE thing.

“It doesn’t mean there’s not going to still be adaptation, because there’s still lots of schools that haven’t adapted it at all,” he says. “I just think the fanfare and the buzz and the hype are probably way past their peak, and we’re going to eventually get to a settling point.”

What that will be like is anyone’s guess. Hooker notes the field is still discovering what AI “looks like in a highly impactful way when it comes to learning. So we’re still kind of figuring that out, because we’re all learning this at the same time.”

In other words, AI is here to stay in education, but the AI gold rush in education may have run its course.

Syracuse University Gave AI Access To 30,000+ Students and Faculty. Here’s What They Learned

Technology

Syracuse University has gone all in on the AI revolution, deploying Claude AI to 30,000+ students, faculty members, and staff. Along the way, school leaders say they’ve developed effective AI use cases both in the classroom and beyond, ranging from test practice to course schedule management.

Syracuse University Chief Digital Officer Jeff Rubin, and Andrew Joncas, Assistant Vice President for enterprise data and artificial intelligence, recently shared how they were able to develop effective uses for AI, get student, staff, and educator buy-in, and talk through and work to rectify some of the concerns around AI use at their institution.

Using AI To Increase Text Scores By Adjusting Questions

Rubin knows firsthand that just adding AI to the classroom doesn’t always enhance learning. When he first started using Claude AI himself, he had the idea of uploading his recorded lectures and then having Claude generate practice questions for students. The thinking behind this strategy was sound as he teaches an intro to information technology course with several hundred students enrolled in it. “Personalized learning is always hard, and really trying to meet students where they’re at is challenging in a large class,” Rubin says.

Students have long wanted detailed and varied practice test questions, but creating enough questions to meet the demand was a challenge. “Without AI, it is actually really hard for my brain to come up with thousands of different ways of asking questions,” Rubin says. But once he shared his previously recorded lectures with Claude AI, the tool was able to generate a virtually unlimited supply of multiple choice questions and work through them with students.

In theory, this seemed perfect. However, in practice, when Rubin surveyed his students, he found that those who were extensively using Claude AI to study weren’t doing any better than the others. After meeting with members of Syracuse University’s education department, Rubin realized that this lack of results was likely because Claude AI was asking students multiple-choice questions that didn’t require them to think. He reworked his prompt to Claude AI so it would ask short answer questions and then engage with students about what they got wrong, all drawing from his lectures.


You may like

“It’ll throw out a term that we’ve talked about in class in the form of a question and ask, basically, what do you know about this?” Rubin says. “Instead of just picking an A, B, C, or D, the student would type out their response. And then what Claude does is it grades the response and basically says, ‘Hey, this is a B type of response. Here’s the things you got right,’ but Professor Rubin also said, ‘These are the things you should know about.’”

This time Rubin saw an immediate impact with initial exam scores jumping by 12 points on average. While he just started using the system this semester with students, he believes the positive trends he has seen so far will continue.

Other AI Uses and Buy-In

Other uses for AI at Sryacuse include Clementine, a recently launched course search tool powered by Claude Opus. This system queries millions of rows of institutional data in real time and provides results tailored to each student’s schedule, grades, and goals. Another tool the university also deploys allows staff members to efficiently search for potential data about university donors.

The university has also launched a pilot program using Claude Code, Anthropic’s agentic coding tool. Joncas says they’ve been surprised and pleased by the interest in this tool from various members of the university community.

He adds that while sometimes there is pushback in using AI among coders who take artistic pride in their work, he says meeting with stakeholders and showing them what the tool can do often alleviates these fears. He’ll often demo it by having Claude Code quickly create a tic-tac-toe game.


What to read next

“It sounds ridiculous, because nobody needs to make tic-tac-toe. It’s already been made a thousand times,” he says, but the demo shows people the tool’s potential. “They see the light and they go, ‘Oh, I could do that now.’”

Handling Academic and Environmental Concerns

AI ethics is a big topic these days, from concerns about the technology’s environmental impact to potential misuse and AI plagiarism from students and faculty members. Rubin and his team have invited conversations around this at various AI training events, including some focused on AI at work more generally and others specifically built around AI and teaching pedagogy.

“We also started a whole AI governance, which is led by somebody in IT but is inclusive of folks from around the university,” Rubin says. “We talked about things like AI and mental health. We talk about AI and data privacy. AI and job loss, AI and sustainability, all things that are big, deep topics.”

As far as concerns around inappropriate AI use by students, right now Syracuse University syllabi include a statement on AI that essentially is either you can use AI in this class, you can’t use AI, or you can use it under these circumstances.

“That, to me, is a band-aid. It’s not an answer,” Rubin says. “The answer is, ‘How do we think about AI from a pedagogy standpoint?’” He adds, “If you integrate AI from a pedagogical standpoint, we’re going to have fewer of these concerns.”

In that vein, instead of having students write essays on some aspect of World War II, he’d like to see more active assignments. For instance, “‘You are a commander of this unit who went into this situation in World War II. What would you do?’” he says.

In the meantime, Rubin also advises faculty members to be forthright with how they are using AI.

“We have a responsibility to let students know if we’re using AI. Are we using AI to generate our lectures? Are we using AI to generate our exams?” he says. “I don’t think there’s something wrong with it. I just think there’s a level of transparency that is needed to show, ‘Hey, we’re still owning this, but I’m using AI in certain aspects of it.’”

Tech & Learning Launches Best of Show at ISTELive 2026

Technology

Tech & Learning’s Best of Show Awards at ISTELive 2026 are back to celebrate the products, and businesses behind them, who are transforming education in schools around the world. The awards have been running for a number of years and have increased in popularity, proving to be a must-have for any companies looking to maximize their exposure at the show.

DEADLINE EXTENDED! Companies now have until 11:59 PM ET on Fri, June 19 to submit their nominations HERE.

We’re welcoming entries from any company that has announced and/or launched an edtech product since ISTE 2025, or any company who has brought a significant new feature, upgrade, or variation to a product since the last show. Entrants are required to have a presence at ISTE, whether this is at the manufacturer’s booth, a partner booth, demo space, or a session.

The Best of Show accolade is awarded to those who show the greatest promise to the industry, judged by some of the U.S.’s most tech-savvy and knowledgeable educators, and awarded by one of the leading names in the education technology industry.

Read more about the awards HERE to begin your nominations today!

Benefits of entering:

  • Winners will be announced during ISTE on techlearning.com. All award winners will be featured in a special digital issue distributed to the Tech & Learning audience, reaching 72,000 school district decision makers.
  • Crystal glass trophies will be sent directly to winners after ISTE, so you can continue celebrating your success after the show.
  • All winners will receive a winner’s marketing package. This will include a fully licensed winner’s badge for in-house promotion, a social graphic, and press release.
  • NEW for 2026! Winners will receive a marketing toolkit, with tips and tricks on how to utilize your winner assets, as well as a template press release.
  • NEW for 2026! Receive a testimonial from our judges for in-house marketing purposes!

Why should you nominate your product?

  • Nominating a product is easy. No shipping of products or setting up guest user accounts. Just complete a simple form that includes your product’s name, image, and a brief description.
  • Winning a Best of Show award signifies that your product has, or will have, an incredible impact on teaching and learning experiences. Our judges are looking for the best of the best in edtech innovation.
  • Winners of the Best of Show award will be featured in Tech & Learning’s digital magazine, reaching industry professionals who will see your product showcased in a special section of educator-endorsed products.

FAQ

What are the ISTE Best of Show Awards?

The program recognizes products exhibited at ISTELive 26 which are believed to be changing the way we educate around the world. Winners are selected by a panel of professional users and editors based on product descriptions provided in the nomination form, as well as on judges’ inspection at the show.

Who can enter?

Entrants are required to have a presence at ISTE, whether this is at the manufacturer’s booth, a partner booth, demo space, or a session. You don’t need a product that’s already shipped — but it must be a product that’s been shown publicly either before or during June 2026. Previous entrants are welcome to enter this year’s program. If you have any questions regarding your eligibility please email beckie.sirs@futurenet.com, and we’ll be happy to assist.

DEADLINE EXTENDED: When are entries due?

All entries must be submitted by 11:59 PM ET on Fri, June 19. A single entry costs $625, with discounts available for multiple entries. We reserve the right to consider late applicants as circumstances dictate

What are the entry categories?

The categories are broken down into Primary (Tools for K-6 grade education), Secondary (7-12), and Higher Education. You may enter the same product into multiple categories.

May I enter more than one product?

Yes, there is no limit to the number of products you may nominate. Each requires a nomination form and entry fee(s).

How are the products evaluated?

All entries are reviewed by a panel of judges and editors – chosen in advance by the editors of our publications – who will review nominations and choose the winners on a points score against a range of criteria. Judges use a combination of on-site inspection and the online nomination information to build their scores.

What do I get if I win?

If selected as a winner, you’ll receive:

  • A physical winner’s trophy shipped directly to you after ISTE
  • A digital winner’s pack, including badges, graphics, and banners for your in-house promotion
  • Features in online articles, social posts, and newsletters with Tech & Learning

Winning a Best of Show award is a great accomplishment for any organization, and the benefits go far beyond just an announcement at the conference. For more information, contact Beckie Sirs, beckie.sirs@futurenet.com.

Navigating the AI Frontier in Education: New Webinar Series

Technology

As artificial intelligence moves from a futuristic concept to a fundamental classroom tool, education leaders face a dual challenge: harnessing its immense potential while safeguarding the students they serve.

To address this shift, Tech & Learning is hosting an essential three-part webinar series designed to move beyond the hype. This series provides a roadmap for building a resilient, AI-augmented academic community, focusing on practical implementation, workforce alignment, and rigorous security.

In this series, attendees will get a sneak peek at some of the newest AI tools designed to improve teaching and learning, and get students prepared for the futures they choose.

Watch how this works:

EdTech To Watch: Tech & Learning’s Virtual Playground Webinar Series – YouTube

Watch On

Phase 1: The Cutting Edge

Date: May 20, 2026


You may like

Focus: New Features from Top AI Solution Providers

This session is a deep dive into the latest innovations from industry-leading AI providers. Rather than focusing on abstract theories, this webinar highlights the high-impact tools currently reshaping the day-to-day operations of schools.

REGISTER HERE

Phase 2: Future-Proofing Students

Date: June 3, 2026

Focus: Solutions That Support Career Readiness


What to read next

As the global economy shifts toward automation and algorithmic intelligence, the definition of “career ready” is evolving. This session addresses the “how”—specifically, how educators can bridge the widening gap between traditional classroom settings and the modern, AI-integrated workforce.

REGISTER HERE

Phase 3: The Integrity Infrastructure

Date: June 10, 2026

Focus: Ensuring AI Solutions are Safe and Secure

Innovation without protection is a liability. The final installment of the series pivots to the “why” and “how” of institutional safety. This session explores the “Integrity Infrastructure” required to maintain trust within a school community.

REGISTER HERE

Whether you are an IT director, a principal, or a district superintendent, these sessions provide the tools and safety frameworks necessary to lead your community into the future with confidence.

Join the Conversation: Equip your institution with the strategies needed for an AI-augmented world. Register now to secure your spot in this transformative series hosted by Tech & Learning.

WITH THANKS TO OUR PARTNERS

Image 1 of 3

(Image credit: Brisk)(Image credit: Lightspeed Systems)(Image credit: Trek AI)

What is Dotstorming and How Can I Use It To Teach?

Technology

Dotstorming is a digital point of centralization for a class to help get everyone contributing as a team.

While real-world voting and brainstorming can leave out the quiet voices, this tool works to help everyone have a say. It’s equal parts digital sticky notes and voting system, all working live in the room.

This is a simple tool at its heart, offering voting to the class, but in a way that’s powerful in its potential output. With the option to span in class use and hybrid learning models, this is a helpful way to keep the class focused as a group.

This guide aims to lay out all you need to know about how Dotstorming could work for your class.

What is Dotstorming?

Dotstorming is a digital tool that is browser-based for easy access across the class and devices available. This works as a brainstorming and decision-making system that lets the group share ideas and vote in real time.


You may like

Use text, images, videos, and PDFs, as the virtual board system allows for a range of materials to be shared in the class for discussion purposes.

This, used in conjunction with the “dot voting” system, allows the students to participate in group decisions instantly. Teachers can then cut the debate and noise when trying to get directly to a group consensus, or gauge of class opinions on a matter.

Easy organization of these “boards,” by popularity, allow for further streamlining of this process for use in class with minimal teacher effort.

Dotstorming (Image credit: Jennifer Casa Todd)

How does Dotstorming work?

Dotstorming offers teachers a space to create boards that can then be shared with students via a link. Since there is no login needed, or special devices thanks to browser access, this can be used across student devices easily.

Students are then able to add their own ideas in a post-style system using text, images, and videos. They can see the contributions of others and vote on preferred ideas using their limited number of votes to pick and choose.


What to read next

For teachers, there is the chance to manage the number of votes each student has before letting them take part. Control over chat and commenting is also available, with the option to disable. Finally, teachers can also lock submissions ready to move onto voting as the only option, for simplicity.

Once voting is all done, the results can be stored and used as part of future discussions or lesson planning. All that helps this become a useful formative assessment tool as well as prioritization pointer.

Dotstorming (Image credit: John Orlando)

What are the best Dotstorming features?

Dotstorming works in real-time so group collaboration, at speed, is possible without getting lost in debate or counting of votes. That can result in high-energy and inclusive lessons while keeping everyone involved in voting.

The rich media support makes this a powerful tool to use across a range of subjects. That means using images, videos, text, and PDFs to help teachers bring in ideas but also to allow students a way to freely express themselves.

The sticky note-style layout on the board makes for a very visually engaging way to share information. It strikes the balance between digital and analogue that feels easy to use while still staying efficient and organized.

The fact students can join in with a simple link and their name, without account creation being necessary, is a hugely powerful part of how easy and effective Dotstorming is for use in classes, even for the first time. It also supports student data privacy.

Dotstorming (Image credit: Ben Johnson)

How much does Dotstorming cost?

Dotstorming works on a freemium model. That means you have two levels:

Free: Limited boards and topics, but fully functional for basic classroom use.

Paid plans: Offer expanded usage and additional features (pricing varies).

For many teachers, the free tier is enough to run effective sessions, especially if boards are reused.

Dotstorming best tips and tricks

Start with a focused prompt
Clear, specific questions lead to better quality ideas and more meaningful voting.

Limit the number of votes
Restricting votes forces students to prioritize rather than select everything.

Use it for checks
Have students post what they don’t understand, then vote to surface key gaps.

4 Ways Teachers Are Using AI

Technology

A recent analysis from Stanford University looked at more than 150,000 prompts from more than 4,400 K-12 teachers interacting with AI. The research provides a rare look at how teachers are actually using AI in practice, and most of these uses are fairly positive.

Teachers, the research suggests, are generally using the tool to help them build curriculum content and as a sounding board, all with an eye toward better helping students.

The research was conducted in partnership with SchoolAI, an AI-powered educational platform. Though it was based on data from Fall 2024, it still provides a compelling snapshot of how, where, and when many students are turning to AI.

Cynthia Chiong, Principal Research Scientist at SchoolAI, recently shared some of the highlights of the research with me.

1. Ways Teachers Are Using AI: More Than 40% of Teacher Prompts Focus On Curriculum

Chiong says this is a good sign, as it suggests teachers are using the tool to explain learning and not just automate tasks. In separate conversations with educators, she has found that many of these efforts are geared toward personalizing learning for students.


You may like

“For example, these three students here really want to focus on the sun,” she says. “While these other students are struggling with something else or are interested in another topic.”

Chiong says that for a lot of teachers, being able to meet all these students where they are is the biggest draw of using AI.

2. AI As A Sounding Board

The research found that about 1 in 7 prompts involved a teacher reflecting or processing without making a specific request. This includes sharing a frustration, thinking through a challenge, or working something out.

Chiong says that these types of conversations and others teachers had with AI show that it’s an active process for educators. They might start with a question such as, “’How might I assess this math project that we’ve been working on?’ but then they immediately go to a next thread of, ‘Okay, now, how do I put this back into a lesson to teach?’” she says.

Chiong adds, “So it’s not like a one-and-done, but they’re really thinking through the trajectory of learning for their students, and that was really cool to see.”


What to read next

3. More Than 50% of Prompts Ask It To Generate Materials Such as Lesson Plans, Assessments, or Feedback

Teachers obviously find AI helpful when it comes to generating class material, but Chiong suggests that the data also shows teachers are not just plugging in a prompt and settling for the first output.

“The teachers are really driving the content,” she says. “It’s not that the AI is like, ‘Oh, here is a lesson, this is how you should teach it.’ But rather a teacher is saying, ‘Hey, I really want to teach something about evolution or whatever,’ and that idea of how to teach it is still coming from that teacher entering that prompt.”

4. Half of Teacher AI conversations Include Fewer Than 10 Prompts

Teachers, by and large, are keeping their conversations with AI short, sweet, and to the point.

“They have a good sense of what they want to teach, and they have the curriculum already,” Chiong says. “So it’s more a matter of translating what they already do into this new AI platform, and so it shouldn’t take all that much time, and it is meant as more of a time saver and not a time taker.”

Edtech Show & Tell May 2026

Technology

Welcome to the May 2026 Edtech Show & Tell, in which our editors share some of the new edtech products that have caught our attention this month. These are not reviews or endorsements, but a showcase of education-friendly items, platforms, and more that we think might be noteworthy for you.

May’s edtech roundup features several AI-powered offerings, from Google’s AI Educator Series to a multi-touch interactive display to edtech monitoring and more. AV standouts include an interactive 3D AV planner, a USB extender and a media hub for managing networks in real time.

BenQ | Pro RP05 Interactive Display

(Image credit: BenQ)

The RP05 is BenQ’s most advanced AI-ready interactive display, featuring a dedicated 10 TOPS Neural Processing Unit. Powered by Android 15 and Google EDLA certification, the display offers secure access to Google Workspace and the Play Store. Key features include AI-assisted whiteboarding, automated transcription, and a 50-point multi-touch interface. Additionally, ClassroomCare technology provides germ-resistant surfaces and Eyesafe 3.0 certification.

Extron | UCS 910 Series


You may like

(Image credit: Extron)

The UCS 910 Series of twisted pair USB 5Gbps extenders send USB data signals from peripheral devices to a host computer up to 330 ft over a CAT 6A cable. Compatible with USB 3 and previous standards, 910 Series extenders support data rates up to USB 5Gbps. The UCS T 911 features a USB-C host connection and can be powered from the receiver or locally. The UCS R 912 receiver features a two-port USB hub with USB-C and USB-A ports for connecting remote peripherals.

GoGuardian | Discover

(Image credit: GoGuardian)

GoGuardian Discover gives district technology leaders a unified, trusted view of their entire edtech ecosystem. It addresses three critical needs for district administrators: automated compliance and risk management; AI-powered identification of cost savings; and clear, actionable insights across the entire district. GoGuardian is offering free use of Discover for up to 60 days through July 31 for new and existing customers.

Google | AI Educator Series

(Image credit: Google)

Google has teamed up with ISTE+ASCD to create the Google AI Educator Series (GES)—a free, ISTE standards-aligned program designed to help use tools such as Gemini and NotebookLM. In just 15 minutes for K-12 and 45 minutes for Higher Ed, learn a classroom-ready Gemini use case and earn a badge to demonstrate your new skill.


What to read next

Kiloview | AVX24-4 Media HUB

(Image credit: Kiloview)

The AVX24-4 MediaHub enables operators to visualize, control, and trust their networks in real time. It provides full visibility of network topology and device status, intelligent diagnostics, and media routing with prioritized NDI streams and synchronization. AVX24-4 features broadcast-grade hardware design, built-in redundancy, and optimized cooling architecture.

Learning.com | K-8 AI Literacy Curriculum

(Image credit: Learning.com)

Learning.com is making a free AI literacy experience available now: 18 lessons across grades K-8, open to educators, students, families, and district leaders. Districts using EasyTech can begin foundational AI awareness instruction immediately, with professional learning embedded to support students and teachers learning AI together. The full AI Literacy curriculum is available to schools and districts through EasyTech, Learning.com’s digital literacy platform.

LearningSpring | LearningSpring

(Image credit: LearningSpring)

LearningSpring is an end-to-end school choice management platform. Co-founded by Cecilia Retelle Zywicki and Alex Paul, the company aims to empower families to discover and access their best-fit learning options by providing the critical infrastructure required to turn complex school choice laws into functional, auditable programs for states, and transparent programs for schools and families.

Lexia | Science of Reading Classroom

(Image credit: Lexia)

Science of Reading Classroom by Lexia provides aligned literacy instruction grounded in the science of reading, including LETRS-aligned explicit instruction embedded into daily student activities; flexible, modular learning paths that target skills; real-time insights and integrated assessment data; professional learning, including LETRS Coaching and LETRS Connect, alongside core ELA instruction; and systemwide visibility that helps monitor progress and inform decisions.

McGraw Hill | AI within McGraw Hill Connect

(Image credit: McGraw Hill)

The new AI capabilities within McGraw Hill Connect, the digital learning and course management solution for higher education, offers extended personalized support for students, featuring Learning Coach; tailored reading experiences, including a translation tool; and AI literacy modules to help students learn how to apply GenAI thoughtfully and effectively.

Pleneo | Planner

(Image credit: Pleneo)

Built on standards from AVIXA, Pleneo Planner allows users to enter room dimensions and generate a fully designed space. The system automatically places microphones, cameras, loudspeakers and processing based on optimal coverage, sightlines and performance. The result is an interactive 3D environment. Users can visualize microphone pickup zones, speaker coverage and camera fields of view and even step into the camera perspective to see what participants will see.

ProjX360 | AI Assistant

(Image credit: ProjX360)

The ProjX360 AI Assistant is integrated into the platform, giving users immediate access to answers, guidance, and best practices directly within their workflow. Whether users need help navigating features, understanding processes, or finding information quickly, the AI Assistant acts as a real-time support resource—eliminating delays and reducing dependency on traditional support channels.

swXtch.io | swXtch.ai and the swXtch AI Router

(Image credit: swXtch.io)

swXtch.ai and the swXtch AI Router combine to bring AI into live media production through a chat-driven interface. The AI Router acts as a virtual broadcast engineer by translating operator intent into production-ready AI pipelines without requiring AI or networking expertise. The platform integrates with Microsoft Fabric and NVIDIA AI infrastructure to connect enterprise data and real-time AI inference directly into live workflows.

Typing Agent | Blizzard Type Essentials

(Image credit: Typing Agent)

Blizzard Type Essentials is a significant evolution of its core typing platform for students grades 3-12. The update preserves the standards-aligned curriculum teachers rely on while introducing a modernized interface, rebuilt Chromebook performance, and a new adaptive learning engine called SummitPath. Current Typing Agent schools and districts have free Beta access through the official summer release.

Vivacity | V Guide

(Image credit: Vivacity)

V Guide provides schools with expert, consultative support that helps districts confidently navigate, secure, and optimize Google Workspace and ChromeOS environments without adding pressure to already stretched IT teams. It assists with all aspects of Google environment management, support for configurations, long-term strategy, deployments,audits, and training.

In An AI Classroom, Content Knowledge Matters More Than Ever

Technology

Artificial intelligence has rapidly shifted the instructional landscape. Tools that can generate explanations, draft essays, and summarize complex topics are now readily available to students. This accessibility has led some to question whether deep instructor content knowledge still holds the same importance. The answer is an unequivocal yes.

AI amplifies access to data, but it does not replace the need for human expertise to validate, structure, interpret, assess, and model disciplinary knowledge. In many ways, the instructor’s role becomes more dependent on strong content knowledge because they serve as the critical mediator between AI-generated information and meaningful learning. Many generative AI tools even articulate it at the end of a response, such as what Google’s Gemini recently told me: “AI may provide inaccurate information, so double-check its responses.” It is not a piece of window dressing; it is a sincere and serious warning.

For instance, in a recently published text about using AI in the classroom, I found an example in which AI was comparing the concerns around excessive civilian deaths in Gaza in 2024 with those at the Battle of Gettysburg. The example made it through the editorial process, but it lacks historical analysis. Someone with a strong historical knowledge base would know that, though Gettysburg remains the bloodiest battle in the Civil War and the Civil War was the bloodiest war in American history, only a single civilian death has been documented. Many historians articulate that the number is most likely underreported, but Jennie Wade remains the only documented civilian death in a three-day battle that caused 50,000 military casualties. The concerns about Gaza included that the military and civilians were often interspersed, and most of the fighters were not regularly uniformed troops; therefore, opposing troops were often unsure of their enemy. This was not an issue at Gettysburg, a battle between two regularly uniformed and disciplined armies, making the AI comparison factually inaccurate.

Information Itself Does Not Equal Understanding

One of the most persistent misconceptions in AI-rich environments is the assumption that access to data equates to understanding. AI tools can produce fluent, coherent responses across nearly any subject area. However, these outputs are fundamentally probabilistic, often reflecting patterns in data rather than verified truth or disciplinary consensus.

Students often lack the background knowledge needed to distinguish between accurate synthesis and plausible error. Without a strong knowledge base, they are vulnerable to accepting AI output at face value, which creates a new instructional imperative. Teachers must understand their content deeply and be able to identify subtle inaccuracies, omissions, and misrepresentations in AI-generated material.


You may like

Content knowledge becomes the filter through which AI is evaluated. Without that filter, both instructors and students risk confusing fluency and responsiveness with accuracy.

From Content Delivery to Knowledge Architecture

As with the advent of previous technologies, it seems that some believe AI will reduce the need for instructors to function as primary sources of information delivery, not unlike how a speaker at the opening of Heidelberg University in 1500 anticipated teachers being replaced by books. Obviously, that has not come to pass, and instead, new sources of information delivery have reframed the role of the teacher.

Effective instruction now centers on the design of coherent knowledge systems. Strong instructors sequence content intentionally, emphasizing foundational concepts and building toward more complex applications. This structured progression is not something AI inherently provides. AI delivers fragments, and instructors need to construct the architecture for the overall arc of any content. Fully understanding vertical and horizontal curricular alignment (how courses fit into the bigger picture) is essential to effective instructional development.

Students require guidance in understanding what matters within a discipline, how ideas connect, and why certain knowledge is foundational. These decisions depend on deep familiarity with the field. In this sense, content knowledge is about knowing how knowledge within a given subject is organized.

Interpretation and Context in an AI Environment

AI responses often lack context and may provide correct information but fail to situate it within appropriate contexts. This limitation becomes especially significant in disciplines in which interpretation is central.


What to read next

Instructors with strong content knowledge bring nuance to the learning process. They can explain competing perspectives, highlight areas of debate, and connect ideas to real-world applications. They can also help students understand when AI outputs oversimplify complex issues. This interpretive role is essential and ensures that learning moves beyond surface-level engagement and into deeper disciplinary understanding.

Assessment in the Age of AI

Assessment practices are under increasing pressure in AI-rich classrooms. Traditional assignments that rely on recall or basic synthesis are easily completed with AI assistance.

This reality demands a more sophisticated design. Instructors must create tasks that require application, judgment, and contextual understanding, which are areas in which content knowledge is indispensable. Designing meaningful assessments requires a clear sense of what constitutes deep understanding within the subject area.

Evaluating student work also becomes more complex as instructors must distinguish between superficial correctness and genuine comprehension. This distinction is only possible with a strong grasp of the content. AI raises the stakes of assessment since it makes shallow tasks obsolete and elevates the importance of disciplinary expertise.

Modeling Disciplinary Thinking

Students do not just need information but also to learn how experts think. AI can generate answers, except it does not model the reasoning processes behind those answers in a way that supports learning.

Instructors play a critical role in making their thinking visible by demonstrating how to approach problems, analyze evidence, and construct arguments within a discipline.

This modeling extends to the use of AI itself. Students must learn how to question AI outputs, refine prompts, and evaluate responses–all skills are grounded in content knowledge. Without this, students cannot effectively engage in this process.

Equity and Access to Knowledge

The implications of content knowledge extend beyond instructional effectiveness and are deeply connected to issues of equity. Students who enter classrooms with a strong background knowledge are better positioned to use AI tools effectively. They can ask better questions, recognize stronger answers, and build on existing understanding. Students without that foundation are more likely to rely on AI passively.

This dynamic risks widening existing gaps. Knowledge-rich instruction becomes a critical lever for equity by ensuring that all students develop the background knowledge necessary to engage meaningfully with AI and other information sources.

Instructors’ expertise allows them to identify essential knowledge and ensure it is taught systematically and coherently.

The Reinforced Role of the Instructor Moving Forward

The net effect of AI integration is a reinforcement of a teacher’s role, as it increases the premium on content knowledge because it raises the stakes of interpretation, validation, and meaningful use. Instructors are now becoming validators of accuracy, designers of knowledge systems, interpreters of complexity, and architects of assessment. The presence of generative AI makes these roles more visible and more critical.

Educational conversations about AI often focus on tools, policies, and academic integrity, but none of this should overshadow a more fundamental truth: Strong instruction in an AI-rich classroom depends on strong content knowledge.

Investing in teacher expertise is essential. Professional learning, curriculum design, and instructional planning must all prioritize deep disciplinary understanding. Technology will continue to evolve, and as it does, strong teachers remain key to effective instruction.

What is ClickView and How Can I Use It To Teach?

Technology

ClickView is a video-learning platform that’s been designed specifically to work in education class scenarios. That means this is a safe, classroom-appropriate resource that’s loaded up with educators in mind.

Unlike the mine-field that can be YouTube, this is filled with curriculum-aligned content that is well-organized so teachers can find and use what they need with ease — saving on time and effort.

Thanks to the vetted and curated content, along with interactive tools, this can be used as a powerful way to deepen or introduce learning in class and beyond.

This guide aims to lay out all you could need to know about ClickView as a potential tool for your class.

What is ClickView?

ClickView is all about video, specifically school-based video viewing. This education-focused video platform offers access to thousands of curriculum-aligned, curated videos that cover a range of subjects and topics.


You may like

Since this is built for education specifically, the content is all age-appropriate, curriculum-linked, and vetted for classroom use.

Usefully, it’s all well-organized too. Teachers can browse by subject, topic, or learning level to get to video content that relevant and high-quality — ultimately saving on search time. Plus, it’s possible to add interactive, assessment elements to make this even more engaging.

Students can access this via a single sign-on, class code, or school credentials — all meaning access through a secure and school-friendly system.

ClickView (Image credit: ClickView)

How does ClickView work?

ClickView is made to work as a tool that teachers can use to make their planning easier, more rich, and ultimately, faster — while still giving students the most engaging experience.

Teachers start by logging in to their school account. They can then immediately search by topic, subject, or keyword as needed. Filters help to narrow results with results focused on level, content type, and topic.


What to read next

When the video has been picked, it can be played in class, shared with students directly, embedded into lesson plans, or assigned for independent study at another time.

Teachers can give student access via a class code, or students can get in using their own login, depending on how the school is setup. This can mean in-class use but also at-home learning, if a hybrid model is being used with this setup.

Usefully, teachers can also add interactive layers to follow after the video has been watched. These include questions, annotations, and interactive timeline elements. All that should make for a more active learning experience that sticks.

ClickView (Image credit: ClickView)

What are the best ClickView features?

ClickView has thousands of videos that are all curriculum-aligned, so teachers can search by specific topic to quickly find ideal materials without the need to vet it themselves.

The interactivity of videos is a big draw here as it allows teachers to tailor the follow-up experience. That can lead to a more engaged viewer, knowing they need to answer questions after.

The search functionality is a big draw here as it allows for direct keyword searches but also a browse function. This can help stimulate lesson planning by browsing what’s available, or offer direct results to save on time.

Since students can access these videos via a shared code, or school login, it makes for easy access across devices. Sharing these for in-class or at-home use is just as easy either way.

Analytics tools allow teachers to see how students have engaged with the videos and interactive elements. This should be useful in guiding help for students, adapting lesson plans, and generally tailoring support.

Teachers can even upload their own videos and resources to help build the customized library available across the school or class.

ClickView (Image credit: ClickView)

How much does ClickView cost?

ClickView pricing is not publicly listed and is typically offered via a school or district subscription model.

Costs vary depending on school size, region, feature access, and licensing requirements.

Schools usually need to request a quote or demo to get specific pricing details.

ClickView best tips and tricks

Use clips instead of full videos
Short segments keep attention high and allow for more targeted discussion.

Add questions directly into videos
Embedding quizzes help check understanding in real time without extra worksheets.

Flip the classroom
Assign videos as homework so lesson time can focus on discussion and application.

Edtech’s Big Tobacco Moment Is Here. Schools Can’t Afford to Miss the AI Reckoning That Follows

Technology

EdTech’s Big Tobacco Moment Is Here. Schools Can’t Afford to Miss the AI Reckoning That Follows – YouTube

Watch On

You can watch the video above or download/listen below.

Andrew Marcinek remembers the moment social media stopped feeling like a community. It was around 2015 and 2016, when he was finishing a stint at the U.S. Department of Education and coming back into schools. He was also headlining Tech & Learning events. I’ve been lucky enough to keep in touch with Andrew since then. He continues to keep a keen eye on this incredibly complicated and harrowing landscape.

His personal reckonings from that time became the foundation for his book Teaching Digital Kindness, and it’s the lens through which he’s watching the current wave of lawsuits against Meta and other social media companies. For Marcinek, these cases aren’t a surprise — they’re a long-overdue reckoning. The comparison to Big Tobacco, he argues, is apt: years of denial, a product engineered to be addictive, and mounting evidence of harm to the most vulnerable users.

The burden of dealing with that harm, he notes, has fallen almost entirely on schools — institutions that were themselves manipulated by the same algorithms and given no roadmap for what to do.

Marcinek’s prescription isn’t a phone ban or a screen purge. It’s intentionality — building technology programs in schools with deliberate purpose, communicating transparently with parents about how and when devices are used, and treating the current AI moment as a second chance to get the foundational work right.


You may like

“Schools need to lean in and have conversations around AI,” he says. “If you’re not, you are doing your school community a disservice — sending kids out into the world without knowledge of probably one of the most powerful technologies in anyone’s lifetime.”

He points to employer signals as the clearest argument for AI literacy: companies, including Microsoft and Anthropic, are explicitly looking for workers who understand how to use AI alongside strong soft skills. Schools that treat AI primarily as a cheating threat, Marcinek contends, are asking the wrong question — and risking the same institutional failure that defined the social media era.

A second book, tentatively titled Untangled, is in progress — it focuses on how individuals and institutions can find their way out of the algorithmic knots of the last two decades. I’m looking forward to it.

Prioritizing Executive Functioning in K-12: From “Portrait of a Graduate” to “Portrait of a Learner”

Technology

In a recent interview with child and adolescent development expert Ellen Galinsky, we discussed why developing executive functioning in our youngest learners is the “secret sauce” to lifelong success. To see how these theories translate into the classroom, I spoke with Michelle Miller, Superintendent of the South Fayette Township School District, about how her district is operationalizing this mindset.

South Fayette is currently one of 10 pilot sites testing a new curriculum focused on executive functioning, developed in partnership with Galinsky and the School Superintendent Association (AASA).

Miller, an educator with nearly 30 years of experience, notes that while these foundational skills have always been important, these became vital following the social isolation of the COVID-19 pandemic. In the younger grades, Miller observed a visible gap in regulation skills.

“Kids missed a year or two of critical social development,” Miller says. When schools returned to in-person learning, she and her colleagues found students who were capable of memorizing facts but struggled to navigate social friction or manage their own cognitive loads.

By prioritizing executive functioning—the mental processes that allow us to plan, focus, remember instructions, and juggle multiple tasks—students (and adults) can better manage emotional well-being and academic rigor. As the global workforce shifts its demand toward adaptability and self-regulation, these are no longer soft skills but the tools students need to navigate the futures they choose.


You may like

The Case for Early Intervention

Michelle Miller, Superintendent of the South Fayette Township School District (Image credit: Michelle Miller)

Miller agrees with Galinsky that the foundation for these skills must be laid long before high school. While elementary environments naturally embrace the whole child, Miller notes a common disconnect as students move up the academic ladder.

“If we wait to start talking about these skills in high school, we’ve missed nine years of schooling and opportunities,” Miller explains.

Valuing executive functioning is one thing; operationalizing it within a complex school system is another. Miller suggests districts move away from the traditional “Portrait of a Graduate” toward a “Portrait of a Learner.” This subtle shift ensures that goals such as collaboration, communication, and grit apply to a kindergartner just as much as a senior.

Here are three ways South Fayette Township School District brings their “Portrait of a Learner” to life:

1. Building a Common Vocabulary

Systemic change begins with linguistics. Miller’s district uses a shared vocabulary to create a culture that supports their strategic plan.


What to read next

“Our plan is rooted in being ‘future-focused,’” Miller says. “We are always looking at what our students need to be successful beyond our walls. Strong executive functioning aligns perfectly with the attributes companies look for in their employees.”

The district’s focus centers on two key pillars:

  • Student-Centered: Keeping the “whole child” at the center to ensure well-being in all areas of life.
  • Innovation-Driven & Embracing Failure: “As an innovative district, we want to be a model for failure,” Miller says. “When we fail, we fail fast and fail forward. We celebrate failure here. That’s a tough thing to instill in families used to measuring success by traditional grades, but it’s essential for the growth of our students’ executive functioning skills.”

(Image credit: South Fayette Township School District)

2. Creating Space: “Flex” and “WIN” Time

Executive functioning requires the ability to self-assess and prioritize. To foster this, Miller builds intentional time into the school day:

  • WIN Time (What I Need): At the elementary level, this allows students to work through academic struggles before any trigger paralyzing anxiety.
  • Flex Periods: In high school, these periods allow students to choose their focus—whether visiting a math lab, collaborating on a project, or taking “down time” to regulate.

3. The HEART Curriculum

The district is planning a course titled HEART (Health, Emotion, Awareness, Relationships, and Tech Safety). It addresses the physiological roots of executive functioning—such as nutrition and sleep—alongside emotional regulation.

Miller shares an example of helping a student reframe anxiety before a football game: “I told him, ‘Getting butterflies is okay. That stress is just a chemical reaction to doing something important to you.’ We need kids to identify that being nervous doesn’t have to be paralyzing.”

Advice for District Leaders

For leaders looking to implement similar shifts, Miller offers a roadmap rooted in intentionality:

  • Start With Why: Ground initiatives in brain research. When stakeholders question the shift away from traditional metrics, cite the science: regulation and attention are prerequisites for learning.
  • Focus On Specificity: You cannot be everything to everyone. “If we focus on one skill, such as dysregulation at the elementary level, I bet we’ll see attention, social interaction, and persistence increase,” Miller says. Pick one or two skills to start; these will serve as a foundation for all other cognitive growth.
  • Support Educators: South Fayette uses tools such as TeachFX, an app that gives teachers real-time feedback on high-leverage instructional practices such “teacher talk time” versus “student talk time.” When teachers reflect on their own engagement practices, they are better equipped to mentor students in theirs.

“Executive functioning skills are not soft skills anymore,” Miller emphasizes. “They are essential skills.”

5 Ways To Use Technology to Help With Summer Reading

Technology

Since I was young, one of my favorite things to do was read. So naturally, as I got older, I more or less stopped doing it. Part of the problem was that I was waiting for the perfect time and place to read. I wanted a quiet spot with a comfortable chair and enough time to read a chapter or so.

However now, as a father of two young kids juggling multiple teaching and writing experiences, these types of perfect reading moments don’t really exist for me—I’m sure other educators can relate.

Over the years, I’ve had to abandon this idealized reading mindset and adopt a more I-thrive/read-in-chaos mindset. Technology has helped with this, and the combination of using ebooks and audiobooks has allowed me to average about three to four books per month.

I’m certainly no super reader, but as the summer approaches and we all look to get in extra reading, here are some ways in which technology has helped me keep up with my reading.

1. Reading Ebooks

I truly prefer to read a real paper book over an ebook as there’s just something about the way the paper crinkles as you turn the page that can’t be duplicated in a Kindle or other digital reader.


You may like

Even so, I read much more when I read ebooks. Unsurprisingly, this is all about convenience. Real books require two hands to hold and proper lighting to see. They also have a habit of getting lost or left at home when you need them most.

Ebooks are always with you. I’ve tried dedicated ebook readers, such as a Kindle, but the best bet for me is just to use a reading app on my phone. This way it’s always with me, and when I’m tempted to go online and start scrolling through social media, I remind myself to read for five minutes instead. Often this five minutes turn into 10 or 15 minutes, and little by little, I work my way through more books.

2. Listening to Audio Books

I love going to live author events and listening to them read from their work, but I will admit that during a live reading, my mind often wanders and I can’t follow the plot details. This used to happen to me with audiobooks as well.

To stay engaged, I eventually started adjusting the playback speed. I start at 1.25 speed and then go up from there based on the speed of the narrator. When I’m really dialed into a story, I’ll often listen at 1.7 speed, which approaches the speed at which I actually read.

I also find that audiobooks lend themselves particularly well to nonfiction, first-person narratives, and/or stories with fewer characters. Sprawling multicharacter epics still tend to confuse me a bit when listening. But overall, when we listen to books, we retain about as much information as when we read them, research shows, and that’s what I’ve found.


What to read next

3. Reading Audio and Ebooks Together

Some worry that when we listen to audiobooks instead of reading, it encourages us to stop reading altogether. This isn’t the case, according to most reading experts. In fact, some have told me that listening to books supports reading books.

I’ve certainly found this to be the case personally, and I’ve discovered a great strategy to increase my reading is to listen to and read the same book.

Amazon offers Whispersync, a feature that allows you to seamlessly toggle back and forth between your audiobook and Kindle without losing your place. Even if you prefer to use a more independent bookstore-friendly platform such as Libro.FM, I find that with a little effort, it’s not too hard to go back and forth between the two and keep moving forward through the narrative. If I’m listening to an audiobook and want to find my spot in the ebook I’m reading, I just search a particular phrase.

One of the biggest hurdles to me finishing a book is momentum. If I spend too long reading any book, I tend to get tired of it. Listening and reading the same book really fights this and helps me get to 50 pages or so of progress without too much effort.

4. Chunking

As teachers, we are often encouraging our students to make small manageable goals and then start completing those. I believe the same sort of principle is behind what makes social media so addictive. It comes in bite-sized servings. We don’t have to commit to reading any particular text or watching any video, it doesn’t matter if we get interrupted.

I’ve tried to apply this to my reading habits and be less concerned about interruptions. If I have a few minutes to read, I’ll take that opportunity rather than scroll on social media. Audiobooks and ebooks lend themselves well to this technique because chapter and section breaks are less prominent as you read or listen, but the same idea holds true for traditional books as well.

Another lesson from social media I try to apply to reading is the idea of scrolling past something in which I’m not interested. On social media, the scroll never ends, and if what the algorithm is showing me isn’t interesting, there’s always plenty more to read. The same is, of course, true of regular reading. And those who study literacy say the idea that you must finish every book you start can halt reading progress.

Personally, I’ve started abandoning ship or scrolling past if I find my reading focus waning while reading a book. What I try to do is revisit the book after reading two or three other books, just to see if it was a matter of my being in the wrong mindset. This is occasionally the case, but more often than not, if I don’t finish a book, it’s because it is just not for me. Unless it is something I need to read for research, once I’ve given a book a second try, I move on for good.

A part of me still hates not finishing a book, but I’ve learned to silence that part of me and figuratively scroll past the book I don’t like. This is one of the most effective ways I’ve found for continuing to read overall.

Using Gemini AI To Prepare For Standardized Tests

Technology

Google is attempting to position Gemini as a leader for AI tutoring when it comes to standardized test prep for the SAT and other tests. Earlier this year, they announced a partnership with the Princeton Review to allow practice tests followed by instant feedback from Gemini that can tell a student where they excelled and highlight areas they might need to study more.

The feature builds on Gemini’s learn mode. Previously called “Guided Learning,” this is a tutoring mode built on a collection of AI models called LearnLM that were specifically designed with teaching in mind and built with principles of education science.

Here’s a closer look at Gemini’s tutoring and test prep abilities.

Using Gemini To Prepare for Tests

For SAT prep, Gemini can generate full practice tests for free. All you need to do is enter a prompt such as, “I want to take a practice SAT test,” and Gemini will generate a test on it. This test will utilize resources from the Princeton Review, a test-prep company that draws on real SAT questions to generate practice tests.

In my experience, this feature works just as advertised. It took me only minutes to generate a quick practice test, and I also had the option of having Gemini create sample SAT questions. It quizzed me and offered encouragement when I got questions right and great explanations when I got questions wrong. This is a tool that seems like it would be helpful for students preparing for this test.


You may like

This type of access to high-quality practice tests and tutoring is a great way to increase access to better test preparation methods for people from all economic backgrounds as Gemini is available for free. I also suspect Gemini’s AI coaching could be helpful even for those who get one-on-one tutoring.

Google Wants Gemini To Be A Tutoring Leader

This recent foray into test prep is part of Google’s larger effort to make Gemini the go-to AI for tutoring. So far they seem successful in these efforts to me.

Gemini in learn mode has outperformed other similar tools in certain studies. For instance, researchers compared Google Gemini’s and ChatGPT’s effectiveness for enhancing the academic writing skills of English learners in two Thai universities. The study found “both tools effectively improved linguistic accuracy and essay structure,” however, “Gemini was found to work better than ChatGPT in multimodal feedback and source integration.”

This tracks with my own experience using both tools. While any AI tool has its limitations and subtle inaccuracies can be a big problem for test prep, Gemini in learn mode is the best AI tutor with which I have interacted. And Gemini continues to improve its tutoring features. In addition to the SAT test, Google recently announced Gemini can provide vetted tests for the Joint Entrance Examination, a standardized engineering entrance exam used in India. It also seems likely Google will expand Gemini’s data set to include other standardized tests going forward.

Overall, I’m once again really impressed with Gemini’s tutoring abilities. My graduate school options were somewhat limited because I was so afraid of taking the GRE that any program that required its completion was ruled out. It’s possible had a tool such as Gemini been available when I was younger, I would have felt differently, though I am very happy with the graduate program in which I ended up attending.

As regular Tech & Learning readers know, I have mixed feelings about AI. But I’m impressed by this feature. Using Gemini to prepare for standardized tests feels as if it could have been a game-changer for me personally and may indeed be a game-changer for many students today.

What is ClassPoint and How Can I Use It To Teach?

Technology

ClassPoint is one of those tools designed to perfectly blend other software that teachers, until now, have been using separately. The idea being that this can save time and effort with one do-it-all solution.

The combination here is of the ever-helpful slides-based tools, such as PowerPoint, with quiz-style apps that allow for more measurable engagement.

This does plenty more though, thanks to AI and the ability to gamify learning, all while offering real-time feedback to educators.

This guide aims to lay out all you need to know about ClassPoint to see if it could save you time and enhance your instruction.

What is ClassPoint?

ClassPoint is a digital tool that combines slide-based teaching with interactive assessment options to offer a more dynamic class experience.


You may like

This integrates directly with Microsoft PowerPoint so teachers can use current tools and slides to make it all more interactive.

The app offers quizzes and polls that allow educators to measure student answers, live. This also helps teachers to turn slides into interactive whiteboards, with slide annotation live as the class works through materials.

To be clear, this works within PowerPoint, so existing class materials can be reused rather than doing everything from scratch.

ClassPoint (Image credit: ClassPoint)

How does ClassPoint work?

ClassPoint works as a PowerPoint add-on, so you can get this installed and then work on your slide decks directly.

Teachers can work with the interactive elements right there from within the slides. Students are sent a join code that allows them to interact using their own devices. Everyone can be working on the main whiteboard screen, with interactions sent live from their devices.


What to read next

So while teachers are presenting as normal, students are able to respond with answers to quizzes, annotation drawing, or even uploads from their devices. The results of all this can be shown immediately on screen at the front of class.

Also integrated is an AI quiz generator. This scans the slides you’re using and automatically offers questions that will work with that presentation. That can mean a huge saving on preparation time for teachers as well as the ability to get into a quiz on any slide section, even if previously unplanned.

ClassPoint (Image credit: ClassPoint)

What are the best ClassPoint features?

ClassPoint is all real-time so feedback from students is live, allowing teachers to adapt their teaching — stopping longer on a topic or moving on — as the lesson progresses.

That AI quiz generator is a really big value as saves time, offering more spontaneity and the ability to adjust these to suit different ability levels.

Teachers can gamify everything as there is the option to award stars, track progress, and even display leaderboards to help with motivation and participation.

Thanks for the ability to annotate directly, this allows any PowerPoint slide to become an interactive whiteboard canvas. This is for teachers, live, but also for students that want to add text, images, audio, video, drawings and more.

Usefully, for teachers, this can help with tracking of participation, with built-in reporting tools.

ClassPoint (Image credit: ClassPoint)

How much does ClassPoint cost?

ClassPoint offers a tiered pricing model that includes a free plan. The levels break down into:

Free (Basic): Limited features, small class sizes, and capped quizzes.

Pro: Around $8/month (billed annually), unlocks larger classes, unlimited questions, and more advanced tools.

Premium: Custom pricing for schools, with features such as unlimited AI credits and deeper analytics.

The free tier is functional enough for trying it out, but most of the more powerful features, especially AI and analytics, sit behind the paid plans.

ClassPoint best tips and tricks

Turn slides into instant quizzes
Add interactive questions directly into your PowerPoint to check understanding without switching tools.

Use live responses to guide teaching
Adjust your lesson in real time based on how students answer polls and quizzes.

Gamify participation with points
Reward correct answers and engagement to motivate quieter students to get involved.

The Southern Surge Proves Science of Reading Works. Why Aren’t More Districts Listening?

Technology

The Southern Surge Proves Science of Reading Works. Why Aren’t More Districts Listening? – YouTube

Watch On

Watch above or download/listen below.

Karl Rectanus has a new mission: change the trajectory of U.S. literacy. The edtech veteran — best known for founding Learn Platform, the evidence and edtech management company — has taken the helm as CEO of Really Great Reading (RGR), one of the country’s oldest and most established science of reading organizations.

I was lucky enough to catch Karl for a few minutes. He made it clear that his arrival at RGR is not simply a leadership transition — it’s a strategic pivot toward accountability. “Two-thirds of our kids cannot read by the end of third grade,” he says. “And they’re not reading at grade level by the time they graduate.”

RGR was doing science of reading before it became a buzzword, Rectanus notes, tracing its roots to Learning Without Tears around 2005–2006. The organization has evolved from print-first materials — letter blocks, syllable boards, classroom posters — into a full suite of digital tools, professional learning, and coaching. Now, under Rectanus, the organization is going further: positioning itself as the first literacy outcomes company in the space.

Central to that ambition is outcomes-based contracting, a model Rectanus says has never been applied to literacy at scale. Rather than selling books or apps and hoping for the best, RGR will tie its agreements to measurable student progress. “We will be holding ourselves accountable,” he says, pointing to more than 5 million foundational skills learned by students using RGR tools in the current school year alone.


You may like

Rectanus cites Mississippi’s dramatic rise in reading scores — from 49th to 18th nationally — as proof that the model works when implemented with fidelity. “It’s not a miracle,” he says. “It’s a Southern surge. They focused on three things: aligned curriculum, a caring adult, and a feedback loop.”

He also addresses the pending federal Read Act, cautioning that legislation alone won’t move the needle. “Unless states and districts do something with whatever happens there, it will not mean anything,” he says.

His prescription for tech directors and curriculum leaders: stop asking for content, start asking for outcomes.

When Highlights Are Easy to Fake With AI, Integrity Matters More

Technology

A recent Sports Illustrated article described how some high school football players are using artificial intelligence to fabricate highlight plays in recruiting videos. Generative tools can now insert touchdowns, tackles, or explosive runs that never actually occurred, creating a misleading picture of an athlete’s performance.

At first glance, the story reads like another example of technology being used to gain an unfair advantage. But in many cases, these videos are not as convincing as students might think.

Experienced recruiters, coaches, and even knowledgeable fans can often tell when something is off. The flow feels wrong. The movement does not match the context of the game. What appears impressive at first glance can quickly raise questions.

The real problem is that students may not realize how easily these videos can be spotted. They may overestimate how convincing these tools are and underestimate how quickly credibility can be lost. When that happens, it is not the technology that carries the consequences, but the student–and their integrity.

The Stigma of Consequences

To be fair, authenticity challenges in sports are not new. Highlight reels have always been curated, with athletes and coaches selecting the best moments, angles, and plays. Recruiting videos have never been neutral.


You may like

At the same time, experienced evaluators bring a trained eye to the process. They understand the rhythm of a game, the timing of movement, and the mechanics behind each play.

Manipulated clips raise immediate suspicion as it is not that hard for trained adults, and even knowledgeable fans, to recognize one. And when one is exposed, students are the ones who carry the consequences. The loss of trust, the damage to reputation, and the stigma of being caught can follow them well beyond a single video.

In that sense, integrity and reputation are not secondary concerns, but the foundation of the entire process.

Discouraging Shortcuts

AI did not create this challenge, but it has made it easier to act on poor judgment. What once required significant effort can now be done quickly and with little technical skill. The tools are more accessible, and the temptation is greater.

And that makes the response even more important.


What to read next

Since I am not a recruiting expert, my suggestions here may be overly simple or not fully informed. Still, it seems reasonable that technology could help protect integrity. For example, recruiting platforms or video services might use AI tools to detect manipulated footage or verify highlights against full game recordings uploaded by schools. If AI can generate fabricated highlights, it can also flag these or confirm authentic ones. Even a basic verification layer could serve as a deterrent. Technology alone, however, is unlikely to solve the issue.

Coaches and athletic programs play a critical role in shaping how athletes understand the purpose of highlight reels. AI can be used to analyze performance, break down game film, and identify areas for growth, which support student development. Fabricating plays does none of that, so helping athletes understand that distinction is part of the work.

The cultural layer also cannot be ignored. Highlight videos now live on social media, where attention can become its own reward system. Likes, shares, and visibility can create pressure to produce more impressive content. When attention becomes the incentive, exaggeration can follow.

Coaches and programs can push against that pressure by reinforcing that highlights are meant to reflect real performance, not manufactured moments. Clear expectations and consistent messaging can discourage shortcuts before any take hold.

Opening Doors

Integrity in high school sports is not enforced by rules alone, but is shaped by culture, expectations, and the adults who guide young athletes. When those signals are clear, athletes are more likely to understand that how they represent their performance matters as much as the performance itself.

AI did not create the integrity challenge in high school sports, but has made the consequences more immediate and visible. The real question going forward now becomes if student athletes will understand how easily manipulation can be detected and what is at stake when it is.

In high school sports, performance may open doors. Integrity and reputation determine whether those doors stay open.

What is Edcafe AI and How Can I Use It To Teach?

Technology

Edcafe AI is a rare tool in the world of AI as it, unlike many others out there, is specifically designed to support classes through the entire teaching cycle.

Built for educators, this AI tool works to offer support across the full teaching process, from lesson planning to assessments — all in one easy-to-access platform.

The idea here is to offer a more time-efficient way to work, without jumping around between tools. From building a lesson from scratch — differentiating for mixed abilities — to tracking student progress, this tool should streamline that process for ease.

This guide aims to lay out all you need to know about Edcafe AI for use in your class.

What is Edcafe AI?

Edcafe AI is a digital AI-powered assistant for teachers to help across planning, teaching, and assessing lessons. By combining multiple tools, this offers a single platform for teachers to create, organize, deliver, and evaluate learning.


You may like

This allows teachers to plan curriculum-aligned lessons and then create classroom-ready learning materials. Assigning these to students, and assessing as well as tracking progress, is also built into the platform.

That all should mean teachers only need to open this one tool to get everything done, saving on time and effort — so they can focus on more valuable teacher-student time.

Edcafe AI (Image credit: Edcafe AI)

How does Edcafe AI work?

Edcafe AI combines the power of artificial intelligence with the materials already being used by teachers. Current and sourced materials can be uploaded for use, all being enhanced to work with the AI ecosystem.

What that actually looks like is a teacher uploads a document, slides, or curriculum content. The AI then generates lessons, quizzes, or activities that can be shared using links or QR codes. Students can then work with these materials as teachers track engagement and performance in real time.

Usefully, there are feedback loops that allow teachers to see how students are responding, so as to refine future lessons based on student ability.


What to read next

Since students don’t need accounts, this is all super simple to setup and share so students can begin working with the materials right away.

Edcafe AI (Image credit: Edcafe AI)

What are the best Edcafe AI features?

Edcafe AI uses artificial intelligence to make the creation of materials fast and easy from full lesson plans, slides, and quizzes to reading activities.

Chatbots can also be created, with custom inputs, which are then able to assist students as they work through topics. They then can get personalized feedback and help as they work, without it costing teachers on time.

Those quizzes that can be generated are also able to be auto-graded, saving even more teacher time. This can be a quick way to assess student ability with any learning gaps easy to identify and work on improving.

Since Google Drive can be used with this system, it makes for an easy way not only to access and enhance current materials, but to generate and share more across the school.

Everything is end-to-end here, so teachers can work in one platform to get everything done. This is not only helpful for saving on time, but can also be far less mentally straining.

Edcafe AI (Image credit: Edcafe AI)

How much does Edcafe AI cost?

Edcafe AI offers a tiered pricing model, including a free option. The plans break down like this:

Free plan: Limited AI generations and core tools.

Pro plan: From around $7.99/month (annual billing) with expanded features.

Premium plan: From around $14.99/month with unlimited usage and school-level tools.

Custom options are also available for schools and districts, including onboarding and integration support.

Edcafe AI best tips and tricks

Start with your own materials
Upload existing lesson content to get more accurate, curriculum-aligned outputs.

Use chatbots for differentiation
Set up different chatbots for varying ability levels or topics to personalize support.

Generate then refine
Treat AI outputs as a starting point and tweak for tone, accuracy, and class context.

Blueprint for Strategic AI Integration and Student Empowerment

Technology

The transition from traditional instruction to AI-enhanced learning is often met with a mix of excitement and trepidation. However, for Dr. Gyimah Whitaker, Superintendent of the City Schools of Decatur (CSD), the path forward isn’t about racing to adopt the newest tool. It’s about moving “slowly to go fast”—building a foundation based on intentionality, policy, and, most importantly, the amplification of student voice.

Located just outside Atlanta, CSD serves a population of 5,400 students. The district faces a unique challenge: it was identified by Stanford University as having one of the greatest wealth achievement gaps in the nation. For Whitaker, integrating AI is an equity imperative.

To ensure all students graduate ready for a world that includes AI, leadership must be thoughtful, secure, and collaborative.

Moving Slowly to Go Fast: A Policy-First Approach

While many districts might jump straight into purchasing AI-driven curriculum tools, Whitaker and her team took a step back to focus on the framework. In collaboration with the national ILO Group, CSD chose to prioritize AI from a policy standpoint rather than just a curricular or workforce one.

“We have come along slowly because we have the safeguards in place around privacy for students and student data and what we call the ‘Swiss cheese’ for cybersecurity,” says Whitaker. “But at the same time, we understand our students need to graduate ready to engage in the world, and the world does include AI.”


You may like

By focusing on policy first, the district ensures that safety and privacy concerns—raised by teachers, parents, and students alike—are addressed before tools are deployed at scale. This intentional movement allows the district to vet filters and privacy protocols, creating a secure environment in which innovation can eventually thrive without compromising data integrity.

(Image credit: Day Of AI)

Fostering a Symbiotic Workforce

Integrating AI also requires a shift in how the district views professional development. Whitaker envisions a symbiotic relationship between the digital natives who are more comfortable with AI entering the profession and the veteran educators who hold deep pedagogical expertise.

“My greatest hope is that we will begin to recognize that our newest teachers are able to help us and our veteran teachers are able to grow,” says Whitaker. This reverse mentorship model acknowledges that while AI can assist with lesson differentiation or administrative tasks, it cannot replace the human element. Even as the district explores AI agents for cybersecurity and administrative support, Whitaker remains a staunch advocate for human connection, noting that while an AI might manage a calendar, it lacks the emotional intelligence to know when a colleague needs a break or a little encouragement.

3 Tips for District Leaders Implementing AI

For administrators looking to begin their own AI journey, Whitaker offers three pillars of advice:

  • Don’t Be Afraid of the Unknown: “Understand that you don’t know what you don’t know,” she says. “This is a work of unknown. But that’s okay. Be comfortable in that.”
  • Lean into the Tension: Every district feels the pull between the benefits of AI and the doom scroll of digital distraction. Use that tension to spark honest conversations with stakeholders.
  • Identify Your Entry Point: Whether you start with a curricular focus, a workforce support strategy, or a policy framework, ensure it aligns with your district’s specific needs.

(Image credit: Day Of AI)

A National Stage for Student Voice

One of the most innovative aspects of CSD’s strategy is the elevation of students into high-stakes leadership roles. By appointing both a Student Representative and a Student Apprentice to the School Board—a rarity in Southern school systems—CSD has sent a clear message: students don’t just observe; they lead.


What to read next

This commitment to student agency served as the perfect prerequisite for an invitation from the National Superintendent Association (AASA) to join the National Leadership & Innovation Fellowship Focused on AI and the Future of Learning. Hosted in partnership with Day of AI and MIT RAISE, this fellowship invites designated superintendents from every state to receive cutting-edge AI training at MIT, and allows them to bring two students to the Edward M. Kennedy Institute in July for an immersive experience focused on ethical AI use, systems-level leadership, and policy.

The Edward M. Kennedy Institute features a full-scale replica of the U.S. Senate chamber. Participating students will act as “senators” for their respective states. Their objective? To develop a National AI Policy.

To prepare, students are completing 8 to 10 hours of pre-work, analyzing artifacts that the Institute will synthesize into a working template. This sets the stage for an authentic legislative process, mirroring the deliberation of the Senate.

The resulting student-developed policy will be distributed nationally to all superintendents by AASA. This model holds the potential to be replicated in local districts, providing a framework for involving parents and stakeholders in governing this powerful technology.

“I think the most amazing part about this event is I honestly have no idea what the kids are going to come up with,” says Jeff Riley, Executive Director of Day of AI and former Massachusetts Commissioner of Education. “Kids are digital natives. This is an opportunity where their voices can really be heard as leaders in the field.”

Whitaker was thrilled to receive the invitation, viewing it as a natural extension of CSD’s core mission. “The stars really aligned,” she says. “This experience will take the work we do at CSD to elevate student voice to the next level.”

By giving students a seat at the table both locally and nationally, CSD ensures that AI policy isn’t just something done to students, but with them. This leadership experience ensures that the district’s Portrait of a Graduate includes the ability to navigate and actively govern the technologies of the future.

As Whitaker says, the ultimate goal is both simple and profound: “To ensure you’re graduating students who are ready to engage in the world knowing that AI is there.”

Navigating The Move Away From 1-2-1 Devices For Sake of Social Skills

Technology

The recent trend of pushback against tech in the classroom is seeing schools across the country moving away from emphasizing 1-2-1 digital devices and focusing on old-fashioned classroom and group activities.

Dennis R. Willingham, superintendent of Walker County Schools in Alabama, recently realized how this trend has touched his own district when a principal told him about witnessing student behavior that had not been seen in years: the passed note.

“A little tear came in my eye that the kids were actually writing instead of texting,” this educator told Willingham.

In addition to reviving the once-extinct practice of students writing notes to one another, the new trend is cutting back on distractions in the classroom and helping support student learning, Willingham says. It’s been pushed by a combination of events, including decreased funding for 1-2-1 programs in the post-COVID era and a general fatigue among teachers and students that we’re all spending too much time looking at screens.

Willingham discusses the benefits of screen-free time he’s seen in his district as well as the challenges around continuing to provide device access to students, which remains a necessity.


You may like

Less Screen Time, More Social Interaction

Back in 2018 and 2019, there was a big push to provide every student access to a digital device, Willingham says. That intensified during the pandemic, but now many in the education world are realizing the embrace of digital devices may have been a little too enthusiastic.

“Now the trend seems to have shifted back the other way, and people are calling for more direct instruction from the teacher, going back to more cooperative learning groups, and more student engagement within the classroom,” Willingham says. “The big reason for that is for the sake of social skills. Because not only in the schoolhouse but also outside of school doors, kids are absorbed by electronic devices, with their phones, with laptops. And so we are seeing that students are lacking in social skills.”

In Willingham’s district, this movement has been facilitated by state legislation banning cell phones in schools, which went into effect at the start of the academic year. Most people, including Willingham, have applauded the new policy.

“We’re receiving positive feedback from just about every stakeholder about these electronic devices being banned in our schools,” he says.

The Need For Devices

Despite the benefits of cell phone bans, the larger movement away from 1-2-1 devices isn’t all positive. Walker County Schools still has a 1-2-1 policy in place that is needed, Willingham says, but funding for the program long-term is in question since COVID-era funds have dried up and federal funding for education is currently uncertain.


What to read next

“We have state-mandated assessments starting in second grade. And those state-mandated assessments are electronic,” Willingham says. “It’s kind of a Catch-22. The trend now is going away from 1-2-1, but at times you need the 1-2-1.”

Federal funds are crucial to continuing to provide that access in Walker County Schools.

“It is going to be a challenge going forward. It is not feasible to continue finding 1-2-1 because of the upgrades and updates. That’s not only with the hardware, but also with the computer systems and the software as well,” Willingham says. “We are a poverty district. We are about 70% poverty. And so we do rely on federal funding to keep our heads afloat.”

Advice On Going Device-Free

Ongoing uncertainty about federal funding notwithstanding, Willingham believes there is real benefits right now for teachers to provide more screenless activities in the classroom.

“Cooperative learning and student engagement, that’s really where it’s at. It’s proven to be effective for learning, and it’s also great for social skills, which we’re seeing that our students greatly need,” he says.

Perhaps ironically, AI can help educators prepare more old-fashioned, pen-and-paper and group activities.

“It’s fantastic you can type in, ‘I want to teach a lesson on standard A3, and I want to involve cooperative learning and group activities,’ and boom, you’ve got all of that at your fingertips,” Willingham says. “All you’ve got to just tweak it and make it your own.”

These types of group and in-person activities have the added bonus of limiting students’ increasing tendency to rely on AI themselves in unproductive ways, such as making it write a paper for them.

In a less digitized classroom, for instance, when students are writing notes back and forth to each other, you know, regardless of the content, that at least the students wrote the notes themselves.

Why District Communications Should Start in the Classroom, Not the Central Office

Technology

If districts want to strengthen trust, improve engagement, and protect their reputation, communication strategy can’t start in the central office — it has to start in the classroom.

In district communications, it’s tempting to focus on what the central office sends: board updates, emergency alerts, strategic initiatives, press releases, policy changes. These messages matter. They shape public perception and provide essential information to families and staff.

But ask most parents how they actually experience their school district, and the answer is far simpler: through their child’s teacher.

For many families, their perception of a district begins and ends with classroom communication. They may never speak with the superintendent or interact with district administrators. Trust is built — or eroded — through the daily interactions between teachers and families.

Start With the Base Layer

Communications leaders across the country consistently describe the same challenge: keeping a pulse on what’s happening across schools. Major events are easy to track, such as athletic championships, large theatre or concert performances, board recognitions, and grant awards. But the daily classroom wins that quietly build trust are harder to surface–and those small moments matter!


You may like

When teachers regularly share classroom successes such as a creative writing project, a science experiment, a milestone achievement, or even a joyful themed dress-up day, they create consistency, demonstrate transparency, and reinforce partnership. Over time, those seemingly small updates build a reservoir of trust that becomes critical when more serious or complex conversations arise.

From a communications perspective, these moments also provide the most authentic storytelling opportunities. These reflect culture in action and humanize the district in ways that top-down announcements cannot.

Seeing What Families See

One of the most promising developments in district communication tools has been the ability to virtually “walk the halls.” With a tool such as ClassDojo for Districts, I have a real-time view of classroom activity across our schools—without requiring additional reports, extra submissions, or new workflows for teachers.

I can see all those little moments as they unfold. I’ve watched a student-written novel project take shape chapter by chapter. I’ve seen transitional kindergarteners celebrate the 101st day of school dressed as Dalmatians. I’ve spotted creative science experiments, collaborative art displays, and the everyday interactions that define the heart of a school community.

Instead of waiting for a principal to forward a story idea, I can see classroom learning and engagement in real time. Instead of missing a joyful milestone quietly happening in one grade level, I can elevate it while enthusiasm is high. Instead of relying solely on formal submissions, I gain organic insight into the daily experiences shaping our district’s culture.


What to read next

For a geographically large district like ours, that virtual presence is especially powerful. I can stay connected to multiple campuses without physically traveling between them. The result is more timely storytelling, stronger relationships with our school sites, and a greater sense of cohesion across the district—because we’re not just sharing the big wins. We’re celebrating the small moments that truly matter.

Balancing the Narrative

Another overlooked benefit of classroom-level visibility is equity in storytelling.

High schools naturally generate attention through athletics, performances, and large-scale events. Elementary classrooms often have fewer headline-making moments, even though extraordinary learning happens there every day. Without intentional effort, district communications can unintentionally skew toward the most visible campuses and programs.

A districtwide classroom feed allows communications leaders to intentionally balance representation, across grade levels, across schools, and across student groups. It ensures that the joy of a transitional kindergarten celebration receives as much attention as a varsity championship.

From Duplication to Alignment

Many districts face communication fatigue, not because they communicate too much, but because they communicate across too many disconnected platforms–teachers use one tool, the district uses another, and emergency alerts are on yet another. Freestanding websites and social media just add more layers. Families are asked to download multiple apps and monitor multiple streams of information.

When district announcements are aligned with platforms families already check daily, engagement improves naturally. Leaders report stronger read rates and more immediate responses when communications build on existing habits rather than trying to create new ones.

Today’s communications environment is increasingly complex. Social media policies continue to evolve, privacy expectations are heightened, and misinformation can spread quickly in public forums.

Closed-loop communication environments offer a compelling alternative for everyday updates. Families experience a familiar, feed-based interface, but one that is limited to their school community. Teachers benefit from appropriate oversight and documented communication histories. District leaders gain visibility without intrusion.

The goal becomes smarter communication, rooted in relationships that already exist.

Bottom-Up Strategy Is Sustainable Strategy

For communications leaders rethinking their approach, the most important shift may be philosophical. Instead of beginning with the question, “What should the district office send this week?” consider asking, “How are families already receiving communication every day?

”Strengthen that foundation first: support teacher-family communication; increase visibility into classroom moments; and use those authentic stories to inform broader district messaging. Then layer strategic announcements on top of that established trust.

When communication starts in the classroom and scales outward, it feels cohesive rather than imposed and relational rather than transactional. And in K–12 education, in which trust shapes everything from engagement to attendance to community support, that distinction matters.

District communication is most powerful when it reflects what families already see and experience daily. Sometimes, the most strategic move a central office can make is simply to walk the halls.

Handling Toxic Staff Who Use “Spying” To Disrupt School Culture

Technology

As school is almost out around the country, I think a great deal about transition and change opportunities, knowing a new path forward can present our choice of solutions over persistent problems. I can remember when I started my leadership journey, handling a faculty that was carved out of the “us against them” mentality . . . .

School leaders need to leverage change when faced with this. Considering challenges like this remind me of a hit dystopian show, The Handmaid’s Tale. In it, The Eyes are the secret police of Gilead—ubiquitous, invisible, and terrifying. They don’t just enforce laws; they create a climate in which everyone becomes a volunteer spy, terrified that a coworker, friend, or neighbor is documenting and reporting their every “indiscretion.”

When a school culture mirrors this, we are stuck in our own dystopia; it becomes a place where teachers and leaders look over their shoulder instead of at their students.

Here is how that toxic dynamic manifests, and how a principal can act as a buffer to disrupt–or better yet–dismantle it.

The Faculty Lounge as a Surveillance Hub

In a toxic school environment, “The Eyes” are not a formal department but rather a culture of lateral surveillance through which staff members monitor each other’s clock-in times, lesson plan quality, curriculum delivery, or management styles.


You may like

This is rarely done to help; instead, it is used to gather “intel.” In these places, gossip serves as a weaponized currency used to gain power, influence, or divert attention from personal insecurities. When mistakes occur—whether it is a parent complaint or a botched lesson—the immediate instinct is not to solve the problem, but to find a scapegoat.

The Principal as a Protective Shield

School leaders need to own this problem even if they didn’t create it. They must consistently and respectfully manage these “blamers,” responsibilities, problems, and complaints back to their rightful owners.

Principals must act as a shield that absorbs negativity from those attempting to weaponize others’ vulnerabilities so it doesn’t crush the staff morale, or worse, hamper their impact on children.

This process begins by actively filtering the “intel.” When a staff member attempts to “report” a colleague’s minor infraction, formally or informally, a protective principal shuts it down, redirecting rather than using that perceived, or worse, real power to build a file on a peer.

The principal must redirect by shifting the focus from who made a mistake to what went wrong with the system. For example, if an assembly fails because of a technical error, the leader pivots others from blaming an individual to analyzing how to make the technical checklist more transparent for everyone.


What to read next

By practicing accountability and absorbing the shock for others’ mistakes, the principal removes the incentive for staff to blame one another. If the leader says, “That’s on me,” the staff no longer needs a scapegoat, unless that scapegoat becomes twisted into the principal to blame (more on that later).

Building a Sanctuary of Practice

Disrupting this culture requires an intentional focus on psychological safety. School leaders must move the environment away from a system of surveillance and secrecy toward one of support and transparency. Instead of monitoring for mistakes, the leader transforms the organization to monitoring for needs. This shift replaces finger-pointing with process analysis and ensures equity, through which everyone is held to the same clear standard rather than utilizing toxic informants.

When a principal refuses to allow staff to throw each other under the bus, the “Eyes” eventually lose sight of the cause. If snickering, spying, and sabotage no longer result in social or professional capital, the behavior is minimized, or better yet, stops altogether.

By serving as a filter, the principal can build a safe practice space. Teachers begin to take risks and innovate because they know that if they stumble, their leader will catch them rather than let the “Eyes” report them.

If All Else Fails: Dismantling “The Eyes”

Sometimes, despite your best efforts to empower decent people, a toxic culture has taken deep root. If all else fails, you have to look at the climate of surveillance that the police state has built and act to dismantle it. Break up the group!

The vocal, negative minority rarely perform their negativity in a vacuum and thrive on a specific kind of fuel: an audience. These cliques require the middle-of-the-road teachers to watch, nod, or remain silently compliant.

Neutralizing a negative clique is about protecting the classroom for those who are there for their kids. This process starts by identifying the ringleaders—often veterans with high informal influence—and addressing them with surgical precision. By dealing with these bad actors individually and privately, the leader prevents the public access to the theater of their “gotcha” moments, removing their ammunition of derailment, ensuring the oxygen in the room remains focused on student growth rather than adult grievances.

As the leader works to shut the “Eyes,” systems thinking becomes a silent form of cultural reorganization. Because negative energy is highly contagious in close quarters, the architect of a “win-win” faculty thoughtfully disperses these magnets away from one another, breaking up the echo chambers in which gossip acts as a weapon.

When the focus shifts from the challenging individuals to the majority who stand together for children over power, the social capital of the negative group begins to deteriorate. By giving the best teachers the loudest voice and the most significant influence, the principal makes it socially “uncool” to join the surveillance culture. If spying and sabotage no longer result in proximity to power, the “Eyes” eventually go blind.

Administrative transfers are equivalent to retirement and other “miracles,” when relocating individuals to different departments, grade levels, or schools permanently disrupts the clique’s daily operational power.

In the end, the goal is to curate a faculty in which every member is invested. By removing these final toxic roadblocks, the leader ensures that the negative individuals move on to environments better suited for them, while the remaining staff finally finds the psychological safety they need to thrive, innovate, and look forward instead of over their shoulders.

How A Cooperative Drone Program Is Taking Community Partnerships Higher

Technology

The high school tech department of RSU 22, located along the Penobscot River near Bangor, Maine, offers traditional programming, such as woodworking and shop, as well as a bringing variety of engineering tech tools and an extremely well-equipped makerspace secured through grant funds. However, through a series of community partnerships and funding opportunities, it was able to launch its Higher Vision Drone Program.

“One of the things that appealed to me is that we already have nine community partners, which represent a range of businesses and organizations,” says Jennifer Nickerson, the district’s Director of Curriculum, who saw an opportunity to add drones to its career pathways. “A little local blueberry farmer in one of our four towns uses the drone to inspect her crops and plan what she needs to do for work that day. The Maine Forest Service visited, sharing stories about their advanced, expensive drones. But they use the same skills our kids are learning to use the drones to find missing people or protect forests and Maine’s natural beauty.”

ESSER funds enabled the school to create an esports lab, tech which served perfectly to accommodate the drone program’s flight simulators. Nickerson worked with Charlie Huff, a technology teacher at Hampden Academy and the department head, Todd Moore, to implement the Higher Vision Drone Program. Title II funds secured out-of-state training for the pair to get certified to teach the young prospective pilots.

(Image credit: Jennifer Nickerson)

“Each certified instructor can have eight kids fly under their license,” says Nickerson. “The first year, they co-taught the intro class together with 16 kids in the program for the fall semester. Of the 16, 14 continued on to take the Commercial Drone course for the spring semester. We have 11 students scheduled for their FAA Part 107 tests, with two passing this week.”

And from there, the program has taken flight.


You may like

“Now other students are seeing all this hard work pay off and next year’s course enrollments have jumped up,” says Nickerson. “To be fair, some of it is probably because when you are sitting on the second floor in your English class and you see a drone fly by outside, it’s pretty good advertisement.”

For this and other efforts, Nickerson was recently honored with a Tech & Learning Innovative Leader Award. She shares her “Higher Vision Drone Program” implementation successes and tips for those interested in creating a similar program in their district.

Jennifer Nickerson and the aspiring drone pilots. (Image credit: Jennifer Nickerson)

Enrollment, Enlistment, Employment

RSU 22 dates back to 1803, and Nickerson’s family has long been a part of it.

“We like to say, ‘We’re rooted in tradition, but focused on the future,’” says Nickerson. “My kiddos are fifth-generation Broncos, I joke that I bleed purple. The success of RSU 22 is really personal to me and my family and to the four towns in our district. One of which is more affluent than the other three, which can cause issues with programming. However, it was also an inspiration to seek out the Teach with Tech grant from the Maine DOE, which includes a requirement to support underserved students.”

Nickerson saw it as a real way to level opportunities within her district.


What to read next

”We have tons of AP classes in our high school, Hampden Academy, and we add to them every year,” she says. “But we wanted exciting opportunities for kids who don’t fit in that AP niche. I went to a conference which leaned heavily on the concept of three paths for kids, all being equally valuable. Enrollment, enlistment, employment — we need to honor those kids by supporting them with a clear path to success. This was a great motivation to create our drone program.

One very exciting opportunity has presented itself from Cianbro, a nationwide construction company.

“They learned about our program and told me, ‘If you get kids to take and pass the FAA Part 107 test to earn their drone license, we will hire them the day of graduation,’” says Nickerson. “We want those opportunities for our students, because not everyone is going to go to college.”

(Image credit: Jennifer Nickerson)

A distinctive feature of Hampden Academy’s drone program is its collaboration with nine community partners who share their expertise directly with students. These partnerships include:

  • Hampden Public Safety: Demonstrating emergency response applications and public safety uses for drone technology.
  • Cianbro: Showcasing industrial applications in construction and infrastructure development.
  • News Center 2: Illustrating journalistic and media applications of drone photography and videography.
  • Haley Ward Civil Engineering: Providing insights on surveying, mapping, and engineering applications.
  • American Forestry Management: Highlighting environmental monitoring and forestry management techniques.
  • Matt Thomas Media Productions: Sharing expertise in commercial drone photography and cinematography.
  • Allan Gordon Jr Surveying: Demonstrating precision mapping and land surveying applications.
  • United States Military: Offering perspectives on drone operations and career opportunities in defense.
  • Maine Forest Service: Showcasing thermal imaging and precision aerial surveillance in public safety and natural resource management.

These partnerships provide students with real-world context for their learning and exposure to potential career pathways within their own communities.

“You can’t just do it alone,” says Nickerson. “When your community gets behind you to share their expertise and open kids’ eyes to possibility, that culture can be one of your greatest resources even in small, rural, less affluent parts of the world. That’s one way this drone program will be sustainable for the future.”

Ultimately, Nickerson’s goal is just to do the right things for her students by securing the best tools for success.

“No one wants to build a house with a hammer that doesn’t have a handle,” Nickerson says. “We need to have the best tools to do the best by our kids. Fortunately, this district has always put technology at the top of their priorities. We have a really supportive superintendent and assistant superintendent who believe in thinking outside the box. It’s just really great, because we need to prepare them. They are going to leave us one day, so we need to help them learn how to fly.”

4 Tips When Starting a New Tech Initiative

Nickerson offers advice to others who might be interested in launching a similar initiative:

  • Don’t let lack of funds stop you. Think outside of the box and be creative and you will find the support.
  • When securing grants, read the fine print. Some funds require specific choices in tech, such as drones that need to be made in the USA.
  • Find your North Star and stay true to it. Think about what is most valuable to you and persevere. Don’t let setbacks stop you.
  • Lean on your community. Resources don’t have to be financial, expertise is invaluable.
  • Parrot ANAFI Drones
  • Claude
  • MagicSchool
  • Google Suite
  • Kibo Robots (Kinderlab)
  • zSpace
  • edWeb
  • Chalk
  • Smore
  • SWIS/PBIS Apps
  • Canva

Here Are 7 Of My Kids’ Favorite Education Apps

Technology

As a journalist who writes about education tech, my kids’ favorite education apps are those that have been tested and stand out above the rest. Over the many years of doing this there are some that really jump out, are loved by my kids, and get used continually over longer periods of time. Crucially, these also have a noticeable effect on their schooling and progress.

The apps I’ve written about have largely fallen across a few categories, some feeling too like homework, others repetitive when the novelty wears off, and some which strike the balance between playful and instructional while staying engaging. That last category is from where these app recommendations are coming.

So these are the apps that my kids genuinely returned to, out of choice, over the last year as I’ve been trying them out in our home.

Best of My Kids’ Favorite Education Apps

Best overall

Wayground

Wayground (Image credit: Wayground)

Wayground is one of our favorite apps, bar none. This manages to combine the best of quiz-style platforms in a way that plays to the needs of the child.

So, in my house for example, one child was drawn to using it in a competitive way while the other was a lot more exploratory. It supports both, allowing them to enjoy it their way while still getting the learning from being on here.


You may like

While a lot of apps can feel built for the classroom and teacher-first, this is also good as an at-home app. It’s easy enough to setup and use for parents and children, but that it can also be a bridge between class and home use.

Since this works across devices, using a browser, I could have one child on the laptop and another on my phone so they get their own experience, at their level. The pre-built quizzes make it as easy as handing over the device and letting them explore.

That said, the addition of AI now makes adapting to each child far more accessible as an option that’s easy. Crucially, for me as a parent and for teachers, this isn’t time consuming so you actually use it and — as a result — so do the kids.

To be clear, this is designed for teachers to setup and use, and works best that way. So if this is something your child’s school is offering, or considering, I’d very much encourage you to take advantage of this and have your littles ones give it a go.

Best for literacy

IXL (Image credit: IXL)

IXL

IXL is a literacy app that’s far less repetitive than many similar platforms by breaking learning into smaller, achievable chunks that build confidence steadily over time. Covering everything from spelling and vocabulary to grammar and reading comprehension, it offers a huge amount of structured practice while still feeling approachable for younger learners.


What to read next

What worked well with my kids was the sense of progression. They could complete shorter activities, earn rewards, and immediately see improvement. The adaptive system also helped keep frustration levels lower by adjusting difficulty as they worked, which made it easier to maintain engagement.

The platform’s clean layout and focused exercises keep distractions to a minimum. While it still feels academically solid underneath, IXL avoids becoming overly classroom-heavy, which helped it slot naturally into home use. It became very useful for quick daily practice sessions that never felt too demanding.

Best for math

Buzzmath (Image credit: Buzzmath)

Buzzmath

Buzzmath feels much closer to puzzle-solving over traditional drills, which immediately made it more appealing in our house than many worksheet-style alternatives. Designed for middle school learners, the platform combines interactive challenges with visual learning tools that encourage experimentation and problem-solving — rather than memorization alone.

One of the strongest features is how it handles mistakes. Instead of simply marking answers wrong, Buzzmath encourages students to retry, rethink, and work through problems independently. That helped reduce frustration levels, particularly with more difficult topics.

The game-inspired structure also works well without overwhelming the educational side of the experience. Progression feels rewarding, but the learning remains central throughout. Visual explanations and interactive feedback helped make more abstract concepts easier to grasp, especially for anyone that struggles with text-based instruction.

For kids who normally disengage quickly from math practice — my daughter — Buzzmath offers a far more approachable and confidence-building alternative that still delivers strong educational depth underneath the playful presentation.

Best for STEM

NASA Space Place (Image credit: NASA)

NASA Space Place

NASA Space Place stands out because it captures the sense of curiosity that great STEM learning should inspire. The platform introduces complex ideas through playful activities, bright visuals, games, videos, and short articles that make science feel approachable and exciting.

Space is naturally engaging for my and most other kids, and this platform uses that brilliantly to pull learners into wider STEM topics, including engineering, climate science, physics, robotics, and astronomy. One minute my kids were exploring planets, the next they were learning about satellites or weather systems without really noticing the educational shift.

The platform also feels refreshingly straightforward. Plus, no subscriptions, pop-ups, or overly gamified distractions competing for attention. Instead, the focus remains firmly on exploration and discovery.

For younger learners especially, NASA Space Place strikes an excellent balance between education and accessibility. It offers great STEM learning while still maintaining the excitement and imagination that often gets lost in more formal educational platforms.

Best for gamification

Roblox (Image credit: Roblox)

Roblox

Roblox may not look like a traditional education platform at first glance, but the creative side of the experience offers far more learning potential than many parents initially realize. Beyond simply playing games, children can build environments, experiment with coding concepts, design interactive experiences, and collaborate creatively with others.

What stands out most, watching my kids use Roblox, is how naturally problem-solving becomes part of the experience. Whether adjusting game mechanics, building worlds, or figuring out systems together, there is a constant layer of experimentation underneath the entertainment. It encourages creativity in a way that feels self-directed rather than instructional.

That said, Roblox still benefits from active parental involvement and sensible controls, particularly given the scale of the platform. The educational value depends heavily on how children engage with it.

Used thoughtfully, though, Roblox can become a surprisingly effective gateway into coding, digital creativity, collaboration, and design thinking. For children already interested in gaming culture, it offers opportunities to shift from passive consumption into active creation, which is where its strongest learning potential can emerge.

Best for AI

aiEDU (Image credit: aiEDU)

aiEDU

aiEDU offers one of the most accessible introductions to artificial intelligence I’ve seen for younger learners, managing to explain a fast-moving and often intimidating subject in a way that feels clear, balanced, and genuinely useful. As AI tools increasingly become part of everyday life, helping children understand the technology behind it all feels more important than ever.

Rather than focusing purely on flashy demonstrations, aiEDU places a strong emphasis on digital literacy and critical thinking. Lessons explore how AI systems work, where biases can appear, and why understanding the technology matters, all without becoming overly technical or difficult for younger people.

The platform also offers a clean design that keeps the focus firmly on learning rather than distractions. My kids engage particularly well with the real-world examples and discussion-led style of the content, which encourages curiosity rather than passive consumption.

Considering the quality of the material available completely free, aiEDU feels really valuable for families and schools looking to introduce AI concepts without adding yet another expensive subscription service into the mix.

Best for video

ClickView (Image credit: ClickView)

ClickView

ClickView takes the strengths of video-based learning and packages it all into a far more focused educational experience than the open-ended chaos of general video platforms. With curated educational content, interactive quizzes, and classroom-ready resources, it creates an environment in which children can stay engaged without constantly being pulled toward unrelated distractions.

What works particularly well with my kids is how effectively video helps unlock topics they might normally avoid in text-heavy formats. Complex ideas often becomes easier to understand once presented visually, especially through shorter clips and structured explanations designed specifically for learning.

The platform also feels thoughtfully designed for both school and home use. Teachers can integrate lessons easily while parents benefit from knowing the content has been curated with education in mind.

Importantly, ClickView avoids making video learning feel passive. Interactive elements throughout encourage participation and reflection rather than endless watching. The result is a platform that manages to feel engaging and educational in equal measure, which is surprisingly difficult to achieve consistently.

What is Vibe Coding? Creating Code with AI Explained

Technology

Vibe coding might sound like a hipster on a surfboard with a MacBook, but it’s actually a simple way to describe creating computer code using artificial intelligence.

Instead of writing every line of code yourself, you describe what you want created and the AI generates the code for you. The “vibe” part comes from the idea that you may not actually know exactly how the code is working. You are guiding the AI by feel, asking for changes, testing the result, and moving toward something that works.

While vibe coding can be looked down upon by some in the development community, its popularity is growing fast, as are its capabilities.

When people, including myself, first started vibe coding, they would ask a large language model (LLM), such as ChatGPT, Claude, or Google Gemini, to create the code for a specific app or tool, then copy and paste that code into a code editor and run it manually.

When an error appeared, you would copy that error back into the LLM and it would, hopefully, provide a fix that you would then dutifully copy and paste back. You still needed to be relatively technical, even if you were not a developer, to get all these systems set up and working. It wasn’t elegant, but it could help create simple tools, fix website issues, and build early prototypes.


You may like

Things have moved on a lot over the past few years, though. Vibe coding is now much more powerful and can complete more complex tasks and create feature-filled applications. It has also become much more accessible, with bespoke tools now doing much of the heavy lifting and setup work required to get an app or website working.

Lovable, for example, uses a variety of LLMs to create a one-stop vibe coding shop using credits as AI currency. It allows people with very little, or even no, knowledge of how to develop apps to create something quickly just by describing it. Of course, as with everything AI, understanding how to prompt well makes all the difference.

(Image credit: Lovable/Evan Kypreos)

I like using Claude with VS Code when I vibe code, as I know a bit of the programming language Python and want to be able to see what’s happening to the code and do some manual troubleshooting. It’s also relatively cheap.

To be brutally honest, though, AI is far more capable than I am at writing code, and I quickly have to defer to it if and when things don’t go as expected.

(Image credit: Lovable/Evan Kypreos)

The difference between the two approaches is significant. With a tool such as Lovable, the “guts” are hidden and dealt with automatically, whereas with more traditional vibe coding tools you will need to set up your own environments or run programs directly on your computer to get something you can use.


What to read next

What are the risks of vibe coding?

This leads into one of the biggest risks of vibe coding: you don’t fully hold the reins.

An LLM can misunderstand what you want. It can also make mistakes, confidently create code that does not work, or create fragile systems that look good but are hard to change or maintain. As complexity increases on a project, you might find yourself losing control of it. This can be particularly problematic when the AI ties itself up in knots trying to understand what you want or fix something it does not know how to fix.

This is where choosing the right AI tool can help a lot. In my experience, some AI coding tools can get stuck and claim to have fixed an issue when clearly it has not, or even worse, created a new one somewhere else.

As with all LLMs, you need to be able to decipher the language when it tells you something such as, “Oh sorry, I see what I need to do now, let me fix that,” so you know when it is genuinely correcting the problem and when it is just trying to be helpful but is actually more stuck than Winnie the Pooh in a jar of honey. Best-case scenario this can lead to wasted time or credits being used up without the issue being resolved.

It’s good to be aware of the recent horror stories, such as AI coding tools deleting databases or removing whole features from a product. It’s also worth being careful with the idea that vibe coding means anyone can now create an app. That is true up to a point, particularly for simple prototypes, experiments, and personal tools. But creating a safe, reliable app that other people depend on is a different thing altogether.

You might be able to describe what you want in plain English and get the AI to generate the code, but that does not remove the need to check, test, and understand what has been created. The easier AI makes it to build something, the easier it also becomes to build something fragile without realizing it.

This is why relying solely on a vibe-coded program that is integral to your work can be risky. But there are areas where vibe coding is, frankly, a bit magical.

What are the benefits of vibe coding?

Vibe coding feels like a genuine shift because it lets people who are not developers start making software, in the same way the early web let people publish without owning a printing press.

One of its most powerful benefits is that it allows someone with an idea to create a working proof of concept quickly. That does not mean the end result is ready to be used by hundreds or thousands of people, but it can be enough to show what is possible.

Creating a visual and working prototype can also help guide a development team and stakeholders. Instead of simply describing what you want, you can show an early version of the tool or app and use that to shape the discussion.

Vibe coding can also help you learn by doing. You can ask the AI questions and ask it to explain what it is doing and why. Over time, this can start to give you a better understanding of how the code works.

One of the most powerful uses of vibe coding, in my opinion, is creating small tools or programs that are very specific to your needs. Whether that’s a simple game you want to create for your students, a classroom quiz, a revision tool, or an app that helps keep parents up to speed on school changes, vibe coding can help you get there more quickly and at far less cost than using a development team or, in some cases, paying for a third-party provider.

Vibe coding can also be useful for experienced developers. They might not use it in quite the same way as a beginner, but it can still help them move faster. Sometimes the AI is useful for getting the first rough version of something working, even if the developer then has to go back through it, tidy it up, and make sure it is actually safe and sensible.

The important point is that vibe coding is strongest when it is used for experimentation, learning, and prototyping. It is less suitable when the software needs to be secure, reliable, long-lasting, or used by lots of people without proper review.

How to explain vibe coding to students in class

The best way to explain vibe coding to students is to say that it is giving instructions to an AI and seeing whether the AI can turn those instructions into a working program.

The student is not writing every line of code in the traditional way. They are describing what they want the software to do, then testing whether the AI has understood them correctly. That’s the key difference.

In normal coding lessons, students often start by learning syntax: the rules of the programming language. They learn how to write a variable, a loop, a function, or a condition, and then use those building blocks to make something.

With vibe coding, the starting point is often the idea instead. The student might begin with, “I want a quiz about volcanoes,” or “I want a game that helps me practice spelling.” The AI then creates the first version of the code.

That does not mean the student has finished. In many ways, that is where the learning starts. The student has to work out whether the AI understood the task. Does the program do what they expected? Is the information correct? Does the scoring work? What happens when a user makes a mistake? Can the student explain why the code behaves the way it does?

This is the part students need to understand. Vibe coding can feel instant, but it is not simply pressing a button and getting a finished app. It is a process of describing, testing, questioning, fixing, and improving.

Edtech Show & Tell June 2026

Technology

Welcome to the June Edtech Show & Tell, in which our editors share some of the new edtech products that have caught our attention this month. These are not reviews or endorsements, but a showcase of education-friendly items, platforms, and more that we think might be noteworthy for you.

This month’s new offerings include online tutoring, HD/4K projectors, payment collection solution, ad-free streaming educational platform and more.

Ace Scholarships | EmpowerEd by ACE Scholarships

(Image credit: Ace scholarships)

EmpowerEd by ACE Scholarships is the only white-label, end-to-end scholarship management technology built by a national SGO. The platform handles the administrative complexity behind the scenes, including application processing, eligibility, awards, donor tracking, secure compliance, and reporting. With scholarships and contributions managed in one place, partners have a clear, real-time view of scholarship and donor operations.

Acer | Swift Spin 14 AI


You may like

(Image credit: Acer)

The premium Swift Spin 14 AI convertible is a military-grade 360-degree powerhouse delivering an industry-leading 80 TOPS of AI performance and up to 23 hours of battery life. Alongside this premium ultraportable, Acer makes history as the first PC maker to introduce a laptop powered by the all-new Snapdragon C processor, bringing affordable, efficient, everyday computing to the mainstream market.

ClassDojo | Dojo Tutor expansion

(Image credit: Class Dojo)

ClassDojo is expanding access to its private, online Dojo Tutor, which connects students with more than 2,500 certified and vetted teachers for one-on-one tutoring tailored to individual learning needs. The focus is on helping students make meaningful academic progress as tutors begin by understanding where each student is, identifying gaps, and building a plan to move them forward.

Cobalt | blueCORE Multi-Function Standalone Signal Processing

(Image credit: Cobalt)

The new Cobalt blueCORE family of fully featured standalone signal processors is designed to bridge SDI and ST 2110/IPMX environments with exceptional versatility. blueCORE combines the audio and video processing functions required for live production and AV signal management into a single 1RU device. The self-contained architecture makes deployment fast and simple: power up the unit, connect signals, and it is ready to operate with or without a computer.


What to read next

Common Sense Media | Youth AI Safety Institute

(Image credit: Common Sense)

The Common Sense Media Youth AI Safety Institute is an independent research and testing organization dedicated to ensuring the AI that children use is safe and developmentally appropriate. The Institute will establish safety standards, build open-source evaluations that AI developers can run against their models, independently test AI products, and publish the results to provide transparency and accountability.

Epson | PowerLite and BrightLink projectors

(Image credit: Epson)

Epson now has 10 new PowerLite and BrightLink projectors, offering Full HD and 4K Enhancement, across standard throw, ultra short throw and portable options. Built on Epson’s proprietary 3-chip 3LCD technology, the new lineup delivers higher resolution and brightness with larger image sizes, enhanced connectivity, intuitive software, updated controls, and improved casting to simplify installation and maintenance while enabling collaboration and larger-than-life visuals.

Extron | XTP II 8K Fiber Series

(Image credit: Extron)

Extron’s new XTP II 8K Fiber Series takes performance to the next level with industry-leading capabilities for XTP Systems. Four new products are now available: XTP II FT 402 8K – Fiber optic transmitters for HDMI and DisplayPort; XTP II FR 401 8K – Fiber optic receivers with local HDMI input; XTP II CP 4i F 8K – Input boards with assignable XTP Fiber or HDMI inputs; and XTP II CP 4o SF 8K – Output boards with scaled fiber and local, unscaled HDMI outputs. These new boards leverage the 50 Gbps backplane of XTP II CrossPoint Series matrix switchers to deliver the highest level of performance and reliability in the industry.

iCEV | Certification Readiness Tool

(Image credit: iCEV)

The Certification Readiness Tool allows educators to view readiness indicators for students enrolled in aligned coursework for certifications that are tested for on the iCEV Platform. Teachers can view student reports to understand performance, identify skill gaps, and take action before students sit for exams. The tool analyzes patterns from previously successful test-takers alongside current student data to provide meaningful readiness insights.

Lightspeed | Redcat and Topcat updates

(Image credit: Lightspeed)

The Redcat and Topcat systems now feature updated designs that simplify classroom use. Additionally, the company’s wireless Media Connector now pairs directly with Bluetooth devices, enabling wireless audio streaming from phones and tablets, making it easier to integrate classroom multimedia audio sources. The Redcat all-in-one speaker system is ready for use right out of the box, while the Topcat’s all-in-one integrated design and wireless audio capabilities make installation simple.

Parentsquare | Cashless Guide playbook

(Image credit: ParentSquare)

ParentSquare’s Cashless Guide playbook for K12 leaders offers best practices and strategies to help districts reduce cash handling, simplify payment collection, and improve family response. Many districts are looking for ways to streamline payment collection for school activities, from field trips to extracurricular fees. This new guide provides a step-by-step framework to help districts transition to online payments without disrupting existing workflows.

PlayKids Learning

(Image credit: PlayKids Learning)

PlayKids Learning is an ad-free streaming educational platform for young children, bringing together favorites like Paw Patrol, CoComelon, Numberblocks and Alphablocks alongside interactive games and learning content designed around skill development. COPPA-compliant, and kidSAFE-certified, the platform combines 250+ hours of children’s TV with 150+ games and activities focused on communication, creativity, emotional learning and problem-solving, while also encouraging offline activities like drawing, dancing and singing.

TeacherForge

(Image credit: TeacherForge)

TeacherForge is an AI-powered material generator for language teachers. It produces structured, print-ready worksheets across grammar, vocabulary, reading comprehension, writing tasks, listening sets with audio, and multi-domain exams, all with answer keys. Teachers configure CEFR level, topics, and exercise types. Teachers choose specific exercise types per section, adjust difficulty per CEFR level, and get professionally formatted output ready for the classroom, not raw AI text to clean up.

Turnitin | Google Classroom Add-On

(Image credit: Turnitin)

Turnitin’s new integration with Google Workspace for Education brings Turnitin Feedback Studio features directly into Google Classroom. The new integration helps educators incorporate AI responsibly into written assessments, while building students’ AI literacy, critical thinking, and writing skills. Educators gain visibility into students’ writing process, and students learn to use AI thoughtfully, ethically, and transparently.

Zedbud | Unified Platform

(Image credit: Zedbud)

Zedbud now offers a unified learning and communication platform designed for K–12 schools. Zedbud brings learning, communication, collaboration, and family engagement into a single FERPA-compliant environment. Key highlights include: communication embedded directly within assignments and learning materials; real-time translation in 50+ languages; district-level oversight and role-based controls; integrations with tools such as Google Classroom and Google Drive; and support for family engagement from pre-K through graduation.

4 Strategies For Teaching With AI Effectively

Technology

University of Central Florida associate professor Humberto López Castillo was recently looking at a student project when he saw that it cited a paper by Castillo himself. There was, however, a problem with this citation: López Castillo couldn’t remember ever writing this paper or conducting the research it referenced.

“It was a hallucination,” López Castillo says.

The student had clearly used AI, and López Castillo shares the story as an example of how not to use AI in the classroom. Still, he has plenty of counterexamples.

López Castillo, a trained pediatrician and associate professor in the Department of Health Sciences, has also seen students use AI in creative ways to promote public health understanding, and as a research tool. For one project, López Castillo asks students to explain health concepts from class to non-experts, and since he started encouraging students to use AI, he’s seen the projects get better. Students have created health-themed board games and Hamilton-style rap songs. Others have designed AI to aid in health research in ways that wouldn’t be possible without the technology.

This compassionate and student-centered approach to AI use is part of why López Castillo was named Superhuman (formerly Grammarly’s) 2026 Educator of the Year. The student who nominated López Castillo for the award, Vardhan Avaradi, is a bioscience major, who with López Castillo’s mentorship, is using AI to try to comb through massive data sets with the goal of predicting people who are at risk for cardiovascular disease.


You may like

López Castillo shares some advice for other educators on how they can use AI in their classes.

Teaching With AI Effectively: Set Expectations

Associate professor Humberto López Castillo encourages students to use AI to research health and explain concepts to the general public. (Image credit: University of Central Florida)

The first step to positive AI use in a classroom is making it clear to students when they can and can’t use the tool, López Castillo says.

“Perhaps my most important advice is to set expectations up front around what is allowed, what is not allowed, what you are expecting to see, and what is a big no-no for your classroom,” he says.

He adds that at the University of Central Florida, “We have several policies on the menu that we could use. We can say, for example, ‘AI is absolutely not allowed in the classroom,’ all the way to ‘AI is absolutely encouraged in this classroom,’ as long as you specify there’s a critical thinking component.”

López Castillo leans toward the permissive approach but makes sure that student AI use is human-driven.


What to read next

Model Proper Use

Part of encouraging proper AI use is modeling the types of uses you want to see.

For example, for a summer course López Castillo is teaching in Barcelona, he is asking students to share regular blog posts. He tells students, “You may generate some content through AI, but you still have to put in your human element.” He models exactly what he means in his introduction post in which he shares photos, talks about his hobbies, and makes it clear the post was written by a human.

“Without even giving them guidelines on what their introduction post should look like, they just take that as their model, and they go with it,” he says. They can use AI to help generate their posts, “but of course they have to tweak it, and they have to provide their own input on who they are.”

Learn From Students

López Castillo is not afraid to admit that when it comes to using AI in the classroom and health science more broadly, he is frequently as much a student as those he’s teaching.

“I learn a lot from students,” he says. “Teaching and learning is a two-way street, so they are teaching me new tricks, I’m teaching them new tricks on how we use AI, and it has been very collaborative.”

His students, for instance, encouraged him to use AI to code, which, with proper oversight, has been really helpful, López Castillo says. They’ve also used the tool in unexpected ways, from the aforementioned projects looking at cardiovascular health to a virtual escape room in which participants had to correctly diagnose a patient with diabetes in order to escape.

Embrace Teachable Moments

López Castillo has long allowed open-book tests because that is what the clinical world is like.

“I don’t think real life operates like, ‘We’re gonna lock you down in a room without resources, and you have to produce everything from your brain,’” he says. “I’d rather make sure that you have a fair balance of the tools that are available to you.”

He feels the same way about AI, but that doesn’t mean he doesn’t have to work with students to ensure they are using AI correctly. For instance, when that student cited a paper by López Castillo that didn’t exist, he met with the student.

“We sat down, and it was an interesting moment, where I was like, ‘Tell me more about this paper by me that you incorporated in your reference list,’” López Castillo says. The student immediately got nervous because he couldn’t provide any details since the paper wasn’t real. When the student admitted to not checking his sources, López Castillo reminded him that even with AI, humans are still in the driver’s seat.

“You are the one who’s responsible for that writing,” López Castillo tells his students. “Your name is the only name that’s going to be among the published authors, so you are the one who needs to verify those sources.”

He adds that rather than being a drawback, allowing students to make these types of mistakes with AI use in the college setting has value.

“It is a teaching opportunity,” López Castillo says. “This is the moment to make those mistakes.”

Time to Clean House | Tech & Learning

Technology

Due to a technical issue, this podcast is only available in audio format, which you can “watch” above or listen to/download below.

Kris Hagel has a blunt take on the state of educational technology in his district — and probably yours. “Ed Tech Got Away From Us—and It’s Kind of Our Fault” is the title of a talk he delivered at a conference the same afternoon he sat down with Tech & Learning. It’s also a pretty accurate summary of where a lot of districts find themselves right now.

Hagel—a K-12 CIO with 25-plus years in education and CoSN Board Member— returned from this year’s convention energized by two conversations dominating the hallways: the screen time debate and the growing interest in districts using AI to build their own edtech tools. Both, he says, are wrapped in fear—from parents, from teachers, and from edtech vendors watching their clients start to build around them.

His prescription for the fear? Communication, transparency, and a hard look in the mirror. Hagel’s Washington State district of nearly 10,000 students is in the middle of a deliberate pullback from what he describes as a pandemic-era “whatever works” posture toward technology—one that left his team with thousands of approved apps and no clear rationale for most of them.

“I look at our catalog of approved edtech apps and I’m like, ‘oh my gosh, that is way too many things,'” he says.


You may like

Working alongside his chief academic officer, Hagel has begun re-establishing what purposeful technology use actually looks like in a classroom. He is also planning a district-wide transparency report, using AI to aggregate and synthesize usage data across grade levels and share it publicly with families.

On the parent communication front, Hagel credits ParentSquare as a key partner, citing its ability to route messages to different constituent groups in whatever format they prefer — app, text, phone, or push notification.

“You’ve got to get out there in front of it and tell the story,” he says. “Once you tell those stories, parents get behind it.”

He also draws a distinction that more district leaders would do well to internalize: consumer technology and education technology are not the same conversation. Conflating them, he argues, is a big part of how fear takes root — and how trust erodes. The average student, he noted, spends roughly 70 minutes per day on a device in school. Not six hours! Seventy minutes — mostly purposeful.

That number alone, he says, changes the tenor of almost every parent conversation.

Devices Down Is the Wrong Goal

Technology

In their new vision for public schools, Randi Weingarten and the American Federation of Teachers (AFT) are right: students need more active, human, hands-on learning. They need projects, movement, collaboration, civic engagement, career-connected experiences, and chances to tackle real problems.

That is the strongest part of the AFT’s 10-point plan. The emphasis on career and technical education (CTE), experiential learning, and preparation for the future of work deserves attention. If we are serious about preparing students for modern careers, students need learning experiences that reflect the tools, practices, and expectations they will actually encounter beyond school.

The 10-point plan’s name, “Devices Down, Eyes Up, Hands-On,” may sound appealing, especially to adults exhausted by distraction, low-quality screen use, and Big Tech overreach. The problem is that it aims at the wrong target. Devices are not the enemy of active learning. Passive, drill-and-kill learning is.

A drill-and-kill worksheet on a Chromebook is still a worksheet. A lecture with a slide deck is still a lecture. A multiple-choice test on a screen is still a multiple-choice test. Technology did not create passive learning. In many cases, it exposed how much passive learning was already there and made it easier to scale.

Not every lesson needs a device. Rather than considering whether screens are up or down, the better questions are: what are students doing, why they are doing it, and whether the tool helps them learn, create, connect, solve, or demonstrate understanding.


You may like

The AFT plan includes several worthwhile ideas: stronger privacy protections, independent research, limits on manipulative technology, more hands-on learning, and adequate public school funding–all of which is important. But when the frame becomes “devices down,” schools risk confusing a management strategy with a learning strategy.

While the plan’s name is misguided, it is worth looking at each of the 10 points directly. Some parts are right, some need a better frame, and others would create the opposite of what our students and schools actually need.

What follows is where the plan gets it right, where it falls short, and why “devices down” is not the path to meaningful learning.

Point 1. No screens for pre-K through second grade

The AFT calls for no screens for students in pre-K through second grade unless there is a compelling reason, such as support for a student with special needs.

The instinct is understandable. Young children need play, language, movement, stories, relationships, manipulatives, exploration, and hands-on learning. They do not need to spend large parts of the day watching videos or completing low-level digital tasks.


What to read next

But “no screens” goes too far. A child passively consuming content is not doing the same thing as a child using literacy tools to hear a story, build vocabulary, practice phonics, illustrate writing, translate a word, enlarge text, or share a recording with family. Those are different experiences and policy should treat them differently.

Accessibility should not be treated as an exception or afterthought. Some students read, write, listen, speak, translate, caption, enlarge text, dictate, or produce work more effectively with digital tools. That includes students with disabilities and multilingual learners, but it also includes students who may not have a formal accommodation. A policy that says “no screens unless you have special needs” can unintentionally stigmatize the students who benefit from access.

The standard should be higher than “screen or no screen.” Screens should be purposeful, adult-guided, developmentally appropriate, and never allowed to crowd out human interaction, play, movement, stories, and hands-on work. That is more demanding than a ban. It requires educators and policy makers to consider thoughtful choices.

Point 2. No student-facing AI in elementary schools

The AFT also calls for no student-facing artificial intelligence in elementary schools, supervised AI use for older students, and a ban on social companion chatbots for students under 16.

Most would agree that social companion chatbots do not belong in elementary schools. Schools should not help companies simulate relationships with children. But banning all student-facing AI in elementary school is too broad. There is a difference between a child forming an emotional attachment to a chatbot and a teacher using an AI-supported tool for translation, accessibility, vocabulary support, feedback, or differentiated practice under supervision.

There is also a difference between using AI to avoid thinking and using AI to strengthen thinking. Responsible AI use should start with the learning goal, not with the tool. Teachers need to help students understand when AI supports learning and when it gets in the way.

Young children should not be using AI freely. However, that does not mean they should learn nothing about AI or never encounter an AI-supported learning experience. They need age-appropriate digital and AI literacy: this includes what responsible and appropriate use is, how it should be questioned, and how to think critically before tools are placed in front of them without context.

Avoidance is not preparation. Guardrails, judgment, and age-appropriate instruction are.

Point 3. Redesign schooling around active and career-connected learning

This is where the AFT plan is strongest. Active learning, project-based learning, experiential learning, and career-connected learning should be at the center of the conversation.

If students are bored, distracted, and disengaged, the answer is not simply removing devices. The answer is to design learning worth paying attention to..

This matters most in CTE. Students preparing for healthcare, media, construction, design, engineering, business, computer science, culinary arts, public service, or green energy will not enter device-free workplaces. They will use digital tools to research, design, diagnose, communicate, manage projects, analyze data, create media, document work, collaborate with teams, and solve problems.

If we say we value career-connected learning while making “devices down” the default, we are sending mixed messages. Modern CTE requires meaningful technology use. Students should not just learn about careers, but practice with the tools of those careers in authentic ways.

Every lesson does not need a screen. But when a device helps students do the work more authentically, collaboratively, creatively, or effectively, putting it away makes no sense.

Point 4. Build literacy, numeracy, and civic engagement

Students need strong literacy, numeracy, and civic engagement. But “devices down” is not how students build those skills for the world in which they live.

Students need to read deeply. They also need tools that support vocabulary development, translation, accessibility, feedback, publishing, and access to high-interest texts at different reading levels. Learning to write in a world with AI, or using a strong digital reading platform well, is not the same as random screen time.

Students need number sense. They also need opportunities to explain their thinking, use data, create tutorials, and learn from one another. When students create a video explaining a math concept, they are not just answering a problem. They are making their thinking visible.

Students need civic knowledge. They also need to understand how algorithms, misinformation, surveillance, platforms, AI, and online communities shape public life. Digital citizenship is civic education now. It cannot be treated as an extra lesson after something goes wrong.

A device-down approach does not teach students how to evaluate information, protect their privacy, manage their digital footprint, communicate responsibly, or participate thoughtfully in online spaces. Schools should recognize students are in these spaces.

Point 5. Focus on well-being

The AFT is right to connect learning with student and family well-being. Students do not learn well when they feel unsafe, unsupported, isolated, anxious, sleep-deprived, or disconnected from school.

But well-being is not simply a screen-time issue. If students are struggling, schools should look at schedules, relationships, homework loads, sleep, movement, food insecurity, school climate, mental health support, family communication, social media, and the habits students are developing in digital spaces.

Digital well-being belongs in the curriculum, not just in the device policy. Students need to understand how notifications affect attention, how platforms are designed to keep them engaged, how to protect their privacy, how to communicate respectfully, when to disconnect, and when a face-to-face conversation, movement, rest, or quiet focus is the better choice.

A ban can make adults feel as if they acted meaningfully while leaving the deeper issues untouched. The goal should be healthier learning environments and healthier digital habits, not simply less device access or fewer minutes with screens.

Point 6. Protect academic freedom, intellectual property, and educator judgment

Educators should not be handed technology because a vendor made a good pitch. They also should not be blocked from safe and useful tools because policymakers are scared. Academic freedom matters. Teachers should have the professional judgment to decide how their students learn best. That includes the ability to choose when a digital tool supports learning, when it gets in the way, and when a mandated curriculum or platform is not serving their students well. A district-approved tool is not automatically good instruction. A required platform is not automatically the right fit for every learner, lesson, or classroom.

Educator judgment should be central, but teachers should not be left alone to evaluate every app, platform, privacy policy, accessibility claim, AI feature, and instructional promise. That is not sustainable, and it is not fair.

Schools need trusted public-facing reviews, privacy ratings, accessibility information, safety indicators, AI risk assessments, and quality signals that help educators make better decisions before tools reach students. Common Sense Media, ISTE+ASCD, Digital Promise, and similar organizations have all contributed pieces of this infrastructure, but the work is fragmented, unstable, and unevenly known.

Teacher judgment matters most when it is supported by reliable information and respected in practice. The answer is not to tell every educator to vet everything alone, but to build stronger, transparent systems that help educators understand risk, quality, accessibility, privacy, and instructional value, while still trusting teachers to make the final instructional call for the students in front of them.

Point 7. Establish a gold standard for AI safety and privacy

Schools should demand strong safety and privacy protections from AI providers. Companies that cannot meet those standards should not serve K-12 education.

Student data should not be the price of participation. Schools should know what data is collected, how it is used, who has access to it, how long it is retained, whether it is used to train models, and what happens when a tool is discontinued or sold.

This is where clear standards matter. Schools need transparent contracts, strong data rules, parent communication, accessibility review, bias testing, security review, educator training, and ongoing monitoring. They also need the will to say no to tools that do not meet the standard.

Safety and privacy standards should not become a back door to blanket avoidance. The right response to risk is governance. If AI is going to affect the future of work, schools need to teach students how to use it safely, ethically, and critically. That starts with adults making informed decisions before tools are placed in front of students.

Point 8. Create an independent research consortium

There needs to be independent research on AI, screens, and educational technology, research that is not funded by the industries selling the products. Schools have been flooded with products that make big promises and provide thin evidence. Too often, districts are left to figure out impact on their own while vendors move on to the next sale.

Some useful work already exists through organizations such as Common Sense Media, ISTE+ASCD, Digital Promise, and the EdTech Evidence Exchange. Again, the issue is that this work is scattered, unevenly used, and not always connected to the decisions schools make every day.

The research questions also need to improve. “Are screens good or bad?” is too shallow. We should be asking which kinds of screen use support learning, which kinds undermine learning, for which students, at what ages, under what conditions, with what teacher support, and for what goals.

Passive consumption and active creation should not be treated as the same thing. A student scrolling through entertainment content is not doing the same work as one using a device to interview a community member, analyze data, produce a podcast, translate materials for a family audience, or document a science investigation. That is why the goal should not simply be more research. Educators do not need another disconnected report that treats all screen use the same. They need trusted evidence they can actually use to make better decisions about tools, teaching, and learning.

Point 9. Adequately fund public education

Public schools need adequate funding. That includes staffing, facilities, professional learning, mental health supports, libraries, arts, athletics, career pathways, accessibility tools, modern infrastructure, and technology that works.

It also includes the basics too many people skip over: reliable WiFi, adequate bandwidth, devices that function, enough technical support to keep systems running, and clear guidance on how to use educational technology well. It is not enough to hand schools devices and platforms and then blame teachers when the infrastructure, support, or instructional guidance is not there.

Too often, schools are told to prepare students for the future while being funded for the past. That is especially damaging for CTE. Students need access to current tools, not outdated simulations of work. They also need educators who have the training, support, and time to use those tools in ways that strengthen learning rather than digitize old assignments.

The AFT is right to warn against AI and vouchers becoming another excuse to defund public education. But this is also why the “devices down” frame is risky. Wealthier families will still provide access, tutoring, devices, AI tools, enrichment, internships, and networks outside of school. If public schools pull back from teaching students how to use modern tools well, students with less access outside school lose the most.

That is not equity. That is retreat.

Point 10. Tax Big Tech

The AFT calls for a tech tax on Big Tech earnings and some business operations to address harms and disruptions caused by technology and AI.

A real argument exists for that. Technology companies have profited enormously from public attention, public data, public infrastructure, and public institutions. If their products create costs for schools, workers, communities, and the environment, they should not get to externalize those costs while public systems clean up the mess.

But a tech tax should not become a substitute for better education policy. If money comes from Big Tech, it should support public-interest goals: independent research, educator professional learning, privacy enforcement, accessibility, digital citizenship, AI literacy, CTE infrastructure, and public accountability.

It should not become another funding stream that sends public dollars back to the same companies with minimal oversight.

The better frame is purpose first

The AFT is right about a lot. More hands-on learning. Stronger privacy protections. More scrutiny of Big Tech. Better protection for children from manipulative platforms and simulated relationships. A renewed insistence that education is human work.

But “devices down” is the wrong goal. It makes the device the problem when the deeper issue is often learning design, adult guidance, infrastructure, privacy, safety, and support.

Devices can distract students. Notifications distract. Poorly designed platforms distract. So do boring lessons, unclear tasks, weak relationships, irrelevant assignments, and classrooms where students are asked to comply rather than think.

Removing the device may solve an immediate classroom management problem, but it does not prepare students to manage attention when the device comes back. And it will come back. In college, at work, in civic life, in relationships, and in nearly every modern career, students will need to focus, create, communicate, and make good decisions in technology-rich environments.

Students need explicit practice with digital well-being, attention management, purposeful tool use, and knowing when technology helps and when it gets in the way. They need to learn when to close the screen, when to use it, when to silence notifications, when to collaborate face-to-face, when to use AI, when to question it, and when to do the thinking without it.

Sometimes devices should be down. Students should discuss ideas face-to-face, build with their hands, play outside, conduct experiments, write privately, make art, and listen to one another without a screen in sight.

Other times, devices should be up. Students should use them to research, create, collaborate, publish, translate, document, code, communicate, design, get feedback, and solve problems.

The goal is not more technology or less technology, but better learning, healthier habits, and students who know when and how to use the appropriate tools to think, create, communicate, collaborate, and solve problems.

How AI Can Make Graduation Memorable–For The Right Reasons

Technology

It is graduation season, which also means it is time to remind busy school leaders and administrators about what families actually remember most. Families may appreciate the speeches, decorations, music, and venue, but what they truly care about is the moment their student walks across the stage and hears their name announced properly. That is what they record on their phones, celebrate with relatives, and fondly look back on years later.

Recently, an Arizona community college faced intense backlash after an AI-powered system reportedly malfunctioned during commencement and skipped several graduates while reading names. Too quickly, the conversation shifted toward blaming “AI system failure.”

No, I see this less as a technological issue and more as a failure in school leadership and planning. And candidly, if this critique sounds harsh, it is because this feels like such an avoidable and unforced leadership error. No one should have been asking AI to handle this responsibility in the first place.

The reason this failure resonated so strongly is because commencement is not simply an operational event, but a milestone centered on recognition, dignity, and belonging. Names carry culture, history, sacrifice, and identity, particularly for multilingual families, immigrant families, and first-generation graduates whose educational journeys often represent years of perseverance and hope.

Pronunciation is part of inclusion as names matter. Culturally responsive leadership includes taking the time to learn and say names correctly. That is why this responsibility should receive more care, not less.


You may like

Using AI to Support, Not Replace, People

Schools spend months preparing commencement ceremonies. Leaders rehearse speeches, coordinate seating charts, organize music and photography, and carefully plan countless operational details. Yet somehow in the example cited above, the reading of student names was treated as a task that could simply be handed off to automation. Even more troubling was the apparent absence of a meaningful backup plan.

Every experienced administrator understands that technology can fail, which is exactly why safeguards and human oversight should have been built into the process from the start. Graduation season is not the time to experiment with new AI systems in ways that directly impact students and families.

Ironically, AI could have supported this process in far more thoughtful ways without replacing people. Institutions could have used AI tools to:

  • Help announcers practice difficult pronunciations
  • Review student-submitted recordings of their names
  • Identify names that may require additional preparation
  • Support multilingual pronunciation coaching
  • Give human announcers more confidence and accuracy before the ceremony

This is the kind of AI use education should embrace: technology that supports people rather than replaces them.

The best uses of AI in education should help educators and leaders become more thoughtful and prepared. Instead, too many organizations are using AI to distance themselves from the moments that deserve the greatest care. In the process, schools risk damaging traditions and violating the rightful expectations families bring to these ceremonies.

Ultimately, this was leadership failure rooted in poor judgment, poor planning, and the mistaken belief that a deeply personal moment could be outsourced to automation. Graduation did not fail because of technology, but because leaders failed to protect the experience students and families deserved.

What is ispring and How Can I Use It To Teach?

Technology

ispring Free is a specific version of the larger ispring ecosystem that’s designed to help make courses, and lesson creation, a simple process. Crucially, this offers a way to help teachers make digital interactive lessons using their own skills.

The idea here is to work as an add-in with Microsoft PowerPoint so that educators can build slides into lessons easily. This means using a platform that may already be familiar, only now with the option to add questions and more before outputting to an LMS for use.

The powerful free version lets you get going with lesson making right away, but you also have some other paid features including AI-driven tools to enhance the offering even further.

This guide aims to lay out all you need to know about ispring Free, primarily, with those extra paid tools mentioned later on so you know what else is available too.

What is ispring?

ispring is an elearning creation tool that works directly within Microsoft PowerPoint. This adds extra teaching and publishing features right there within a tool that many educators already know how to use.


You may like

Teachers can create lessons using standard slides, then enhance those with quizzes, embedded video, audio, YouTube clips, web objects, and interactive elements. Once finished, the presentation can be exported as HTML5 content or packaged as a SCORM course for use within an LMS.

You can also use PowerPoint animations, transitions, triggers, and layouts as these are preserved during conversion. Consequently, existing classroom presentations can often be repurposed rather than rebuilt from scratch.

The free version includes three quiz types: multiple choice, multiple response, and short answer. These are enough for many classroom assessments and knowledge checks, plus you can pay for the more premium features if needed.

ispring (Image credit: ispring)

How does ispring work?

ispring Free appears as an additional tab inside PowerPoint. Teachers build lessons as they normally would, then use ispring’s tools to add interactive and assessment elements.

To publish, educators can export lessons as SCORM 1.2 or SCORM 2004 packages for upload into LMS platforms, or simply create HTML5 lessons that can be shared via links or websites.


What to read next

Courses are responsive, so these automatically adapt for phones, tablets, and desktop devices without extra work. That’s very useful for homework, remote learning, or flipped classroom teaching so students can then access content on different devices.

Teachers can track learner progress when using an LMS. Quiz scores, completion rates, and learner participation data can all be monitored through these systems.

This is built to be quick and easy to pick-up and use. So while there are limitations in terms of complexity, for a lesson building tool that works with ease, this does the job well.

ispring (Image credit: ispring)

What are the best ispring features?

ispring is integrated into PowerPoint, which is one of the main appeals here for ease of uptake and simplicity of creation. No training is going to be needed here in most cases.

SCORM publishing is another major appeal. Lots of other free tools struggle with LMS compatibility, but ispring Free supports SCORM 1.2 and 2004 output, allowing courses to work with platforms such as Moodle and Blackboard.

Courses automatically resize for different screens, which helps students access lessons on phones or tablets — something that’s rare to find in free tools such as this.

Quiz creation is simple but effective, with built-in knowledge checks that can include timers, shuffled answers, and feedback. In addition, there’s support for embedding web objects and multimedia directly into lessons, helping otherwise less engaging slide decks feel more interactive and enthralling.

The biggest limitation is depth. The paid ispring Suite adds far more advanced interactions, branching scenarios, drag-and-drop tasks, AI tools, narration features, and richer quiz options.

ispring (Image credit: ispring)

How much does ispring cost?

ispring Free is just that, without any cost to use. It has no limits on time or slides, and does not include forced branding.

It’s worth noting that the free version is very much intended as a gateway into the paid ecosystem. Those who want advanced quiz types, video creation tools, AI features, role-play simulations, or content libraries will need to upgrade to ispring Suite.

Individual accounts for the full suite start in the hundreds but for education institutions there are bespoke prices available on request.

ispring best tips and tricks

Reuse old presentations
Convert existing PowerPoint lessons into interactive online resources rather than rebuilding content from scratch.

Add quick knowledge checks
Use the built-in quizzes after key slides to reinforce understanding and keep learners engaged.

Publish for mobile learning
Export lessons as responsive HTML5 content so students can revise on phones and tablets.

Navigating the Noise: How 2026 Market Dynamics Will Reframe District-Vendor Partnerships

Technology

Education budgets are tightening, screen-time debates are intensifying, and AI has dominated every industry headline. How can today’s education companies break through the noise?

One word: relationships. As in humans talking to humans. And listening to humans. In a crowded marketplace, the vendors who survive and thrive are those who stop pitching and start partnering.

This theme is at the heart of Tech & Learning’s EdExec Summit, taking place in Chicago September 10-11. While the agenda will focus on the key components of developing a strategic plan–including sales, marketing, research, and compliance–what makes this event different is the opportunity for education company executives to have deep conversations with their buyers and create meaningful relationships.

To offer a sneak peek into these conversations, Tech & Learning has partnered with the Ed-Tech Leadership Collective to present an Industry Briefing that will explore how current market pressures are fundamentally reshaping how districts choose—and stay with—their vendors.

Event Details

What You Will Learn

By attending this briefing, education executives will gain actionable insights on how to align their strategies with district realities:


You may like

  • Understanding District Priorities: Discover how current district challenges directly shape their buying decisions and partnership expectations.
  • The Relationship Pivot: Learn how to transition your sales approach from cold, transactional outreach to value-driven, relationship-focused engagement.
  • Network Maximization: Strategies to leverage your current district successes to build organic exposure across peer networks.
  • Pilot Programs with Purpose: How to structure pilots that deliver clear ROI and cultivate long-term partnerships rather than forcing a heavy, upfront investment.
  • Flexible Commercial Models: Creative ways to think about pricing, packaging, and budget alignment in a tight economy.
  • Proving Impact: Why vendors must demonstrate measurable, high-quality outcomes rather than superficial engagement metrics to retain district business.

Hear directly from the leaders who make the purchasing decisions:

  • Joe Ayala | Director of Information Technology, Santa Clara Unified School District, CA
  • Trina Reaves | Director of STEM and Innovation, Clayton County Schools, GA

Joe Ayala

Image credit: Joe Ayala

Trina Reaves

Image credit: Trina Reaves

REGISTER FOR THE WEBINAR NOW

Join us for this conversation on June 16 to learn how your company can become an indispensable district partner, and in Chicago on September 10-11 for the Tech & Learning’s EdExec Summit to meet one-on-one with buyers and put those relationship-building strategies into practice.

How One Educator Returned to Her Childhood District To Lead Its Edtech Efforts

Technology

For Lauren Harwood, becoming Director of Instructional Technology and Operations at

Dighton-Rehoboth Regional School District in Massachusetts has truly been a homecoming.

“My dad was a science teacher here for 40 years, and in the summer while my mom was at work, I was always with him when he’d come in,” Harwood says. “So, I would be roller skating in these hallways in the summer! It’s just such a part of my life.”

And it even continues to be, as in addition to supporting the district she grew up in, her oldest daughter teaches science in the classroom across the hall from where her dad’s classroom was.

(Image credit: Future)

Still, returning had its bumpy moments. At Harwood’s previous position, she had been a “one-man band” tech director at an agricultural school, which meant she was constantly on call and responsible for resolving any and all issues. Changing that mindset has been a work in progress.


You may like

“One of the hardest parts for me in the transition was not jumping up to fix everything because I now have people to do that,” she says, adding that the rural district of 2,600 students poses a mixed bag of new challenges, from coordinating route changes with bus companies and learning about HVAC systems. “I now get to learn something new every day and I enjoy that.”

Harwood, recently recognized by Tech & Learning with an Innovative Leader Award, has focused her energy on three primary areas: creating an AI strategy for the district, expanding its CTE programs, and boosting security and communication.

AI Strategy

(Image credit: Lauren Harwood)

Under Harwood’s leadership, DR (as the district is known) has taken a stance against immediately blocking AI sites, choosing instead to focus on teaching students and staff how to use AI responsibly.

“We need to make sure that we’re teaching responsible use and that we’re teaching respect for it,” she says. “Just because you ask ChatGPT a question, you need critical thinking skills when you look at the response. You still need to know how to find the answers. You can’t just assume it can do your work for you.”

Like many districts, vetting and finding the right AI tools and platforms also continues to be a challenge.


What to read next

“That’s what drives us when we’re looking at tools, you know, ‘How good is it?’ ‘How can we learn to use it in a mindful way?’” Harwood says. “Being mindful of how we’re using it is probably the biggest key. Keeping in mind that potentially everything that it spits out is incorrect. I do think there’s a lot of misunderstanding around that. Like, people think, ‘Oh, this is what AI told me, so this must be right.’ And it’s not always.”

That includes being constantly vigilant and aware as AI continues to be added to tools that have been already vetted, which requires making sure that security and data privacy is always part of district-wide education efforts.

AI is also a focus during the district’s “DReam Seminars,” PD events featuring teacher-led sessions on using tools such as Brisk AI and Google Gemini, as well as external training on appropriate tool use.

CTE Program Expansion

Harwood is also helping to spearhead expansion of the district’s recently reimagined career and technical education (CTE) program, which is going to include three new career tracks: medical assisting, criminal justice, and culinary arts.

“When our freshmen go through exploratory, they do that for the first half of the year. They try all the different programs and then if they find one that they would like to continue in, they do so,” says Harwood. “This year, 100% of the kids that went through exploratory stayed in a program, so the retention is growing.”

Harwood has also been involved with upgrading all the support tech. For example, the engineering track recently received new computers, monitors, 3D printers, and projectors, which the engineering students used to design the spaces for the new tracks, a hands-on exercise that included real-world implications.

“We had a blizzard and they lost a week of school and they came back in and they said to the engineering teacher, ‘Are we going to get an extension on our deadline?’ And she said, ‘No, this is real. We need these plans,’” says Harwood. “And they did them and they presented them and they were so creative!”

Harwood was involved in the district’s recent purchase of VR headsets for the medical assisting track, which students use to learn how to draw blood.

“The software requires them to go through all of the steps–washing your hands, putting on your gloves,” says Harwood. “It’s not real, but it’s also not like just, ‘Oh, I’m looking at it in a textbook, I’m watching a video.’ They’re practicing it even though it’s virtual. And it’s pretty powerful.”

(Image credit: Lauren Harwood)

Security and Communication

Like all school districts, cybersecurity remains a priority for DR and Harwood. The district employs various security measures, including multifactor authentication, but understands that no system is foolproof.

“We’ve all learned that, sometimes the hard way,” says Harwood, who adds that she is constantly discussing potential issues with teachers and staff. “We do provide PD on scams as they come up, but a lot of times if I see a new phishing scam that’s going around, something I know people are going to fall for because if it’s almost catching me, it’s definitely catching others. So I’ll send out an email and illustrate what’s happening.”

In addition to stressing constant vigilance and educating staff on how to look for warning signs, such as incorrect email addresses in scams, and noting that even large companies such as Cloudflare and Amazon Web Services can experience attacks, Harwood focuses on being engaging with her cybersecurity messaging. “I do try to do it with a little bit of humor like or or just make them a little more personable so people know when I send an email, maybe they want to read it or see what dumb things she’s going to say now,” she laughs.

‘Make The Most People Happy’

Ultimately, Harwood sees technology as a tool that should empower teachers and students. “It’s not that we should be working toward supporting it,” she says. “It should be supporting us.”

She also emphasizes the need to be transparent with everyone as to the “why” behind any edtech or PD she implements.

“I get a lot more buy-in when I say, ‘This is why I would like you to do this, and when I am buying it or trying to do something with a new tool,’” she says.

For example, she cites the recent implementation of a communication platform. She created a committee of teachers and administrators from every school, vetted numerous tools, and then as a group decided on one. Consequently, those who participated in the process were able to go back to their colleagues and champion buy-in, which supported a successful implementation.

“You’ve always got resistance,” Harwood says. “And those people might come around or they might not. You can’t please everybody. And I think in my career, I’ve finally had to learn that I can’t make everybody happy, but I’ll try to make the most people happy that I can.”

  • ParentSquare
  • Apptegy/Thrillshare
  • Google Education Suite
  • Aspen SIS
  • Open Architects
  • Operations Hero
  • Lexia
  • ST Math
  • Wonders
  • Renaissance
  • Brainpop
  • Noodle Tools
  • Edpuzzle
  • Kahoot
  • IXL
  • CrisisGo
  • Verkada

Preventing AI Plagiarism | Tech & Learning

Technology

A recent book review in The New York Times generated controversy after readers noted it echoed certain passages from a previously published review of the same book in The Guardian. After investigating the incident, New York Times editors revealed the writer who wrote their review admitted to using AI and was unaware the chatbot was lifting ideas.

This is a mainstream example of a new type of plagiarism that has become increasingly common in the classroom. I’ve started calling AI plagiarism to distinguish it from both traditional plagiarism and overall AI cheating.

What’s striking is that it emerges both from clearly inappropriate AI use, such as students entering prompts directly into an AI chatbot, as well as from using AI as a brainstorming partner. As such, it has significant implications for how educators think and talk about appropriate AI use and prevent inappropriate use, at least when it comes to writing assignments.

Thinking about these policies recently has changed my approach as a writer and professor. Here’s how I’m overcoming AI plagiarism.

Warning Students About Dangers of AI As A Thought Partner

Since generative AI emerged as a mainstream force in education, the use of AI as a brainstorming tool has been recommended by many educators as an appropriate way for AI to assist the writing process.


You may like

Though I was initially open to this idea, I recently became skeptical of its ability to truly help as a writing partner. Students I work with have not improved their writing by asking AI for advice, and if anything, the writing I read, both in and out of class, has gotten much worse in recent years.

Beyond quality concerns, using AI as a “thought partner” places the user at a high risk of committing plagiarism. Also, if everyone is using it for the same assignments, there’s potential for a lot of overlap, intentional or not.

I’ve started to tell students that taking advice from AI is like buying art from an unscrupulous art dealer. You can never be certain that the painting you purchased doesn’t belong to someone else.

Focusing On The Plagiarism Part

One positive about AI plagiarism is that it’s frequently easier to catch using an old-fashioned plagiarism detector such as SafeAssign and Turnitin, which search the internet for papers submitted by other students and similar content in general.

In the writing courses I teach, when multiple students start using AI to write their papers, similar setups and phrasings start appearing. It’s easier to confront students about this than it is about potential AI use, which is more difficult to prove.


What to read next

I’m all for giving students more chances and treating these infractions as teachable moments, but I’m taking a harder line than I once did because AI has made this problem more prevalent. The first time I catch students with a line or two of text that’s identical to another student, they might get off with a warning and a conversation with me. The next time, the penalty will be reported for an academic infraction.

Being Less Strict About Small Mistakes

Another way to discourage AI use in general is to let students know that I won’t be taking them to task for little grammatical mistakes as long as what they write sounds like they’re actually writing.

I never thought I’d say this, but I miss the run-on sentences and tortured, passive sentence construction, and all the other common grammar mistakes I used to see constantly. I’d rather flawed human writing than the flat, passionless, and generic owner’s manual-type pieces that too many students are submitting these days.

By encouraging students to truly share their writing, without fear, I’m trying to take away one potential incentive for turning to AI.

Remind Students That AI Writing Is Bad Writing

Many people are convinced AI is making their writing better, but plagiarism concerns aside, it isn’t. I can tell when someone on social media starts using AI to write their posts, and I also see when a student turns to the AI dark side mid-semester. It’s not an improvement.

This all bears repeating for students. Writing can be an emotional roller coaster. I’ve been a professional freelance writer for close to two decades and have averaged hundreds of published stories per year. Despite this, in the course of nearly every story I’ve ever written — including this one — there was a point when I stopped and thought I should contact my editor and tell them the story is just not working.

AI catches students, and even professional writers, in this vulnerable state, and suddenly, its self-confident and immensely digestible prose looks really good. Don’t fall for it! When it comes to writing, AI is a con artist that makes you believe it knows better than you. It doesn’t, and that’s the message we should be sharing constantly with students.

How KidWind Turns Clean Energy Into A Classroom Without Walls

Technology

How KidWind Turns Clean Energy into a Classroom Without Walls – YouTube

Watch On

Watch above or listen/download below.

More than 550 students from the United States, Estonia, Taiwan, and Thailand descended on the University of Wisconsin-Madison last month for the 2026 World KidWind Challenge — and for KidWind founder Michael Arquin, the event was proof of something he’s believed since 2009: give kids a wind turbine to build and they will find a way to get there.

“Despite my best attempts to kill it, it keeps going,” Arquin said with a laugh during this recent Tech & Learning podcast conversation.

The 2026 World KidWind Challenge drew 125 teams of 4th–12th graders competing across wind turbine and solar home design categories. Teams were scored on four dimensions: turbine or solar home performance, a presentation before a panel of judges, an “Instant Challenge” requiring on-the-spot problem solving, and a timed Knowledge Test on clean energy concepts.

The structure is deliberate, Arquin says, because clean energy careers are not only for engineers. “There are lots of careers in the energy space that are non-STEM related,” he says. “We’re trying to tell kids: yeah, you might like the engineering side, but you might like the design part, or the communication side.”


You may like

For Morgan Berkgren, a physics teacher from Oakley, Kansas, that message landed years ago. Berkgren, who attended graduate school for biology before being handed a physics class in a small Western Kansas district, discovered KidWind around 2018 and built what became one of the program’s most celebrated multi-team programs.

This year she brought four teams to Madison — one middle school squad, the Twisted Sisters, and three high school teams, Power Breeze, Spirit Winds, and Sea Breeze — all competing in the open home-built generator division for the first time. “I looked at them and I’m like, ‘Dude, I went to school for biology,’” Berkgren says. “And they’re like, ‘Yeah, Ms. Berkgren, but we want to go to the next level.’”

Teachers and coaches interested in bringing KidWind into their classrooms can get started at kidwind.org. KidWind offers funded virtual workshops and will ship a starter kit directly to educators. Local and regional challenges run throughout the school year, with top teams qualifying for the World KidWind Challenge each spring.

Arquin’s advice for anyone on the fence: “Just start. You’re going to learn a lot along the way — and so will your students.”

Customer Service Matters in Educational IT Support

Technology

Educational technology teams are often evaluated based on uptime, system reliability, ticket closure rates, and, of course, cybersecurity compliance. Those metrics matter. Schools and universities depend on secure, stable digital environments to support teaching, learning, and operations. Yet, many IT departments unintentionally overlook the most critical metric that directly shapes trust in technology services: customer experience and usability.

When faculty, staff, students, or families contact an IT help desk, they are not simply engaging with a technical system but interacting with people. They almost certainly have a problem and often feel frustrated or rushed for time because they need a piece of technology for a meeting or a class. The tone, responsiveness, empathy, and professionalism displayed during those interactions often determine whether users see the IT department as a collaborative partner or as a barrier to getting work done.

Technology support in education is ultimately a service profession. When I used to hire frontline IT staff, the customer service orientation was what I looked for, as technical skills can be taught. Developing customer service skills is much more difficult.

The Human Side of Technical Support

Educational institutions increasingly rely on technology for every operational and instructional function. Learning management and student information systems, classroom presentation tools, cloud storage, multifactor authentication, and digital assessment platforms have become foundational infrastructure.

At the same time, many educators and staff members are under significant pressure, so when systems fail or access becomes difficult, frustration escalates quickly. In those moments, customer service matters as much as technical expertise.


You may like

A help desk interaction may only last a few minutes, but it can influence a user’s perception of the entire institution. Small gestures of professionalism and courtesy make a measurable difference. For example, many institutions now require users to verify their identity through live video before account recovery or password reset procedures can occur.

Security concerns make these processes understandable and often necessary. However, if an IT staff member asks a user to turn on their camera and display identification, basic professionalism suggests the support staff member should activate their own video feed. The interaction should feel reciprocal and respectful.

Turning on a camera, introducing oneself, and explaining the process helps establish trust and transparency. Such actions are simple examples of customer-centered thinking.

Courtesy Is Not Optional

In many educational environments, IT departments unintentionally adopt cultures focused primarily on compliance and enforcement, rife with rigid policies, transactional processes, and impersonal communication. This can result in users avoiding support interactions, faculty members delaying the reporting of problems, students disengaging from required security processes, and staff members creating risky workarounds.

Effective IT support teams understand that professionalism includes patience, clarity, and empathy. Users do not always understand technical terminology, nor should they be expected to. An educator struggling with multifactor authentication during class preparation is not primarily concerned with the underlying architecture of identity management systems; they simply need to regain access quickly so they can teach.


What to read next

Ultimately, support interactions should minimize stress rather than increase it.

Simple practices can significantly improve service quality:

  • Introducing oneself to the customer.
  • Explaining why a security procedure is necessary
  • Using plain language rather than excessive technical jargon; however, don’t talk down to the user
  • Providing realistic timelines for resolution
  • Sending routine satisfaction surveys, as nothing is more frustrating than getting an email saying a ticket has been closed when the problem has not been resolved.
  • Designing support procedures around user workflows rather than institutional convenience

Educational institutions often speak about relationship building in classrooms and student services. The same philosophy should apply to technology support.

Cybersecurity Must Support the Mission

Cybersecurity threats facing schools and universities are real. Ransomware attacks, phishing attempts, credential theft, and data breaches continue to affect educational institutions nationwide. IT leaders are correct to prioritize strong security controls.

However, institutions sometimes implement security practices that significantly impair usability without meaningfully improving protection. In 1755, Benjamin Franklin wrote, “Those who would give up essential Liberty, to purchase a little temporary Safety, deserve neither Liberty nor Safety.”

IT leaders need to consider this concept when tightening security to the point that it is difficult to use the system being protected. Balance becomes essential. As my favorite university registrar has been known to say, he builds systems that address the needs of 90% of the students and faculty. One of the reasons he is my favorite is that he understands there needs to be enough flexibility in systems to address the needs of the remaining 10%.

If security measures or any institutional processes become excessively burdensome, users predictably seek ways around them. Faculty members may store passwords insecurely. Staff may rely on unofficial tools. Students may disengage from institutional systems altogether. Ironically, overly rigid environments can create additional vulnerabilities.

Edtech exists to support learning, communication, research, and organizational effectiveness. Functionality cannot become secondary to process or systems. This requires IT leaders to ask difficult but important questions:

  • Does this security process genuinely reduce risk?
  • Is the burden on users proportional to the threat?
  • Have we designed this procedure from the perspective of the end user?
  • Are we building trust or creating frustration?
  • Would reasonable people view this process as respectful and transparent?

Strong IT organizations understand that security and usability are not opposing concepts. Effective security should integrate as seamlessly as possible into the user experience.

Leadership Sets the Tone

Leadership shapes customer service cultures; they do not emerge accidentally. If institutional leaders reward only ticket closure counts and compliance metrics, staff members naturally focus on speed and enforcement. If leaders instead emphasize professionalism, communication quality, and relationship building alongside technical competence, they support cultural change.

IT leaders should regularly review support practices through the lens of user experience. Mystery shopper exercises, satisfaction surveys, and direct feedback sessions with faculty and students can provide valuable insights into how support interactions are actually perceived.

Technical expertise alone does not automatically produce strong customer service skills. Help desk professionals should receive training in communication, conflict management, accessibility, and customer interaction strategies just as they receive technical training. In educational settings, especially, technology teams should remember that every interaction contributes to institutional culture. At the end of the day, users rarely remember the specific technical details of a support ticket but how they were treated.

As noted earlier, Benjamin Franklin famously warned against trading essential freedom for temporary security. The digital world presents a similar challenge. Educational institutions must protect systems and data while still preserving accessibility, usability, transparency, and trust. Technology support should help people accomplish their work, not create unnecessary obstacles to it.

Integrating Augmentative and Alternative Communication (AAC) As An Inclusive Practice

Technology

“We have been on this planet for a very long time and we’ve evolved,” says Kimberly Zajac, a speech language pathologist at Norton Public Schools in Mansfield, Massachusetts. “Society changes with time. Communication has always been a basic human right. Too often we put the onus of the work onto the wrong people to be able to access, engage, and be part of the community and what’s happening in this world.”

Zajac aims to end this burden by smoothing the road for all students using technology and Universal Design for Learning (UDL) principles. She has developed a replicable model for integrating Augmentative and Alternative Communication (AAC) as an inclusive practice, providing comprehensive professional development and embedded coaching, ensuring that all educators—not just special education staff—are equipped to support students with complex communication needs. This dismantles systemic barriers, creating a learning environment in which students who have been historically marginalized are given the tools to thrive academically and socially.

Zajac, who was recently recognized with a Tech & Learning Innovative Leader Award for this and other efforts, shares her “Guide to Preparing for Title II Accessibility Requirements” as well as tips for those interested in creating the best program possible.

An Evolution in Education

(Image credit: Kim Zajac)

“The work I do around accessibility and inclusion and communication in tandem with policy that we’ve gotten from the DOJ with the ADA Title II and the WCAG guidelines really elevates this idea that we need to take a long, hard look at what we’re doing and how we’re doing it,” Zajac says. “We need to redesign that to be more accessible and eliminate the barriers in order to evolve as a human race.”

As communication continues to evolve alongside technology, Zajac suggests it was “a ripe time” to learn about the new developments and new ways to support students with their alternative and augmentative communication needs, and to fill in any gaps. Collaborating with district leadership, Zajac and her team did a survey and came up with a five-year plan to build capacity and elevate access and inclusion through communication from pre-K to 12 plus.


You may like

“We were able to articulate and apply to grants on a local level, which were well received,” Zajac says. “We received a significant amount of funding locally and at the state level to not only purchase hardware and software, but also to invite professional development and coaching, which is really the glue to helping things turn into actions and experiences for our students and their families.”

This effort brought positive results for everyone.

“The stewards along that path — the teachers, the stakeholders, the parents — are all in it together to bring our learners into the future and make sure their full capacity is realized,” Zajac says. “The point is that it takes a village. The stakeholders are far, wide and vast — they bring valuable individual-lived experience to the table that creates connection and benefits the learners we serve.”

5 Reasons Digital Accessibility Is Important Beyond Compliance

  • One in Five People Have a Disability – Actions help more than you think.
  • Legal Risks – ADA complaints, costly investigations, and lawsuits with private right of action.
  • Educational Barriers – Digital inaccessibility means students with disabilities cannot access the same education.
  • Reputational Damage – Non-compliance signals that equity is not a true district priority.
  • Universal Design Benefits All Learners – Accessible design principles — captions, clear contrast, keyboard navigation — improve the learning experience for every student, not just those with disabilities.

How Implementation Looks in the Classroom

Zajac hasn’t reached the end of her five-year plan and is realizing it to be just the tip of the iceberg.

“We’ve experienced a wonderful transformation,” she says. “We have seen increased use of alternative and augmentative communication processes, systems, devices, strategies and assets within a great number of classrooms in our target range of pre-K to 12. It’s making significant impact in the way that students are able to be engaged in and included in all aspects of their day.”


What to read next

Zajac is seeing improvements in academics as well as in social-specific areas, ranging from circle time to snack time, lunch time extending into extracurriculars. Increasing inclusivity into these social-centered elements of a school day are critical to giving all students a sense of belonging.

“I just can’t say how important it is that we inspire educators and families and stakeholders at scale to think about learners from the margins as we develop our systems and policies,” she says. “It’s a human process to have blind spots. It’s impossible not to have them, but that’s where the stakeholders come in. Lived experience can inform who might have accidentally been excluded. You can then move forward with policies and strategic system approaches that do honor all the voices that should be represented.”

This has led to more participation from students, who are more eager to contribute to the conversation. Students who do not face communication issues are also curious and interested about how the technology works.

For example, Zajac says, “I was in a group this morning that included one of my non-speaking students who uses an iPad to support the expressive communication element of his participation. Every single student involved in the activity was choosing to utilize the iPad in addition to their verbal communication. Each time a student reached for the iPad, the non-speaking student’s smile grew bigger.”

The 5-Step Compliance Plan

  • The Audit Comprehensive review of all digital properties to understand scope.
  • The Roadmap Timeline to bridge gaps; prioritize high-leverage systems first.
  • Procurement Reform Update RFPs to include accessibility requirements for all vendors.
  • Staff Training Build internal capacity so accessible content is created from day one.
  • Documentation Record all actions; publish a public accessibility statement online.

Zajac feels one of the most important things we need to establish for students in schools today is that when they arrive, they feel like they belong there—that they are seen, that they are heard, and that there are more things in common among their classmates than there are differences.

“We’ve known about UDL in the past, but there hasn’t been this call to action for the tools to actually have features that make it possible for teachers to design, deliver, and execute the end goal with the student,” Zajac says, adding there’s nothing more exciting than seeing it coming together.

“Today, my student— his face just lit up when other students were choosing to use the iPad,” Zajac says. “It hit me, ‘Oh my goodness, he feels so comfortable here. He’s letting his emotions out.’ That’s that ‘sense of belonging’ indicator. There is no finish line. You just have to commit to that dynamic ongoing process. But we’re doing things right when students can let their guard down and be who they are in the space.”

Compliance, Whose Responsibility Is it? Know Your Role

  • IT & Technology System configuration, assistive tech support, platform audits.
  • Curriculum & Instruction Accessible lesson plans, screen-reader-friendly materials.
  • Procurement Vetting vendors for WCAG compliance before purchase.
  • Special & General Ed Aligning classroom tools with individual student needs.
  • Leadership Steering the cross-functional team; accountability to the board.
  • Families & Community Providing feedback on real user experience.
  • Google Gemini
  • Glint by NerChat
  • Lightspeed
  • Everyway
  • Canva

A Day In The Life Of A Principal Using AI

Technology

Since AI came onto the scene, a lot has changed with it while some recurring themes have sustained. AI continues to act as a broad tool that provides remarkably imperfect productivity.

While significant cautions abound assuming its reliability, understanding AI’s usefulness while recognizing its limits makes my day as a principal more efficient AND effective. This brought me to consider what a typical day looks like for me using AI tools to offload administrivia.

With so many options, I wanted to break it down for your use. I don’t expect to use all these tools everyday, but try a few and walk away liberated, with more time and availability for students, staff, and parents. That’s a win for everyone.

I start my day thinking about rising concerns by my faculty over religious opt outs, based on a Supreme Court decision this fall. They were receiving template emails people find online (hilarious when they forget to replace ‘student name’ with their child’s name). My nervous teachers want guidance, so I use AI to clearly and comfortably provide them with direction:

DOE Memo Converted To Slides (Time spent: 8 minutes)

(Image credit: Michael Gaskell/Gemini)

I google my state’s DOE guidance on handling parental opt outs and find a state memo that is a great antidote for insomnia. It is the standard boring, lengthy legalease. I add the link to Gemini and select canvas mode.


You may like

What I like is it follows my prompt to be pleasant and supportive. The slide deck gets me “mostly there,” my common phrase for AI giving me a terrific start that I edit, ensuring my voice is present. I then export the slides and edit as needed.

This process takes me under 10 minutes, during which I transform a dry, boring memo into a meaningful presentation for my faculty. This would have taken about an hour analog-style, so I get back 50+ minutes to be present for my school community!

Text-To-Email Blast To Parents (Time spent: 5 minutes)

(Image credit: Michael Gaskell)

Principals are mediums of communication, and often, are expected to funnel information into a digestible explanation, even when that information is shared in fragmented bursts, as it typically is.

Next on my list is a field day announcement. I need to communicate to ensure everyone is prepared for our big day of events. My physical education teacher sends me this text (at right).

It is timely, but to stop and rewrite it in a cohesive format will take time I often don’t have during a busy day. (Time that is better spent outside my office as improvement doesn’t happen there but in classrooms.)


What to read next

I copy and paste the phys ed teacher’s text with a simple prompt: Convert this into a message for parents of our school, Central elementary for our field day.

The output is thorough, better than I expect, done in about a quarter the time it would normally take. Better, to get all this into a 140-character text message, I prompt from the output, “140 characters” and voila! This way, parents get an email and a text, increasing the likelihood they see it. All from a single text message!

Letter Of Recommendation (Time spent: 7 minutes)

I can write fast but when I get asked to write letters of recommendation, these all happen within weeks of each other. Drafting a good letter with fidelity takes time. This is the next task on my list.

For this, I have the requester send me their resume, copy it into my chat, and prompt the AI to write a letter of recommendation based on the information–2 minutes!

The other 5 minutes is me editing, revising, removing those weird AI words, and most importantly, adding a sentence or two about something I know personally regarding the candidate. What took a half hour now takes a quarter of the time, and the quality is sound.

Email Summary and Reply (Time spent: 5-10 minutes)

Every principal gets the dreaded email that is seven pages long, often emotional and hard to decipher. It is nearing lunch time and I need to get through it fast!

Typically, I prompt the AI to summarize the email, and then reply in a tone that is kind but firm, or whatever is necessary. This is a big time saver! I am not glued to my laptop, reading and rereading run-on sentences to find the essence of a message buried deep. AI does a great job of siphoning this off and producing a quality reply. Onward!

Sensitive Guidance (Time spent: 5 minutes)

Speaking of emotional challenges, every principal has gotten a charged call or email from a parent upset that a school official called the Division of Child Welfare. This is my next task, after lunch.

While school personnel are compelled by strict legal guidelines, parents see it as a personal attack on their parenting. Understandable. I didn’t get this one right the first time, and have to add my state specifics, as well as the tone: sensitive, understanding, pragmatic, etc.

What is produced is excellent. I am provided references to the legal obligation, integrated with an ideal tone. I edit it, print it, and show the parent. Its well-organized format helps me work through the document, and the parent expresses acknowledgement of my understanding.

Picture Of Calendar Events Added To My Calendar (Time spent: 3 minutes)

My day has to have some fun mixed in, right? It’s mid afternoon and I think of that dentist post card for my next visit that I always lose.

I just take a picture and prompt Gemini to add it to my google calendar. This works with Copilot users, too. Even better, I can use it with an email with a series of meetings or events, or my Penn State football schedule from this ugly screen capture–and instantly, I have 12 events (games) added. That’s fast and reliable!

(Image credit: Michael Gaskell)

NotebookLM for navigating lengthy documents (Time spent: 3 minutes)

My day is almost over and I spent most of it out of my office because of the AI tricks above. Next, I decide to check on a contract question.

I head over to Google’s NotebookLM, into which I upload a pdf of the teacher contract, and ask how many minutes of pupil contact time a teacher can have. Boom, 287 minutes with the link to the direct reference!

This is priceless for the administrator who often gets questions and different interpretations of contract language. Time-saver, and response can be within the spirit of contracts.

A few more AI time-savers that I have embraced, but not all on the same day, include PD planning, form feedback, and evaluation feedback referencing our evaluation model. I estimate a few hours saved daily–not minutes–and my school wins when I’m present!

Note: Much of the information I use with AI may contain names or other personal data, so I am sure to remove any of that before prompting.

The Presentation Station Should Belong to the Space, Not the Speaker

Technology

We’ve all been here. A speaker steps to the front of the room at a conference, workshop, school event, or leadership meeting, and everything stops. The screen is dark. The audio does not work. No one knows the WiFi password. Someone calls for “the tech person.” The device goes to sleep. The audience waits while everyone acts as if this is just part of the program.

It should not be.

Every event space, from classroom to boardroom, should have a dedicated presentation station with a device that belongs to the room. Not the speaker. Not the organizer. Not whoever remembered to bring the right adapter.

The presentation station should be part of the space, the same way the projector, screen, microphone, lights, and chairs are part of the space. When people walk into a room to learn, present, or lead, the basic setup should already work.

The BYOD Presenter Model Is Broken

The bring-your-own-device (BYOD) presenter model turns every speaker transition into a new technical gamble with a different laptop, adapter, audio setting, sleep setting, software update, notification popping up at exactly the wrong time, etc.


You may like

That is not a presenter problem, but a room design problem.

A well-run event space should not depend on every speaker plugging in, pairing, restarting, authenticating, and hoping for the best. The better model is simple: one room device, many speakers. Get the device working before the event starts, keep it working throughout the program, and stop making every presenter start from scratch.

That means the host provides a presentation station that is already connected, tested, and ready. The WiFi, browser, display, audio, and shared materials should be checked before anyone is standing in front of the room. The device should not go to sleep mid-session or require a password no one in the room knows.

As I shared in Presentation Checklist: 5 Ways to Prepare for Presentations, presenters have preparation to do, but the device setup belongs to the host. The presenter should be focused on the message, not on troubleshooting the room.

Put The Materials In The Cloud, Not Someone’s Laptop

Speakers should submit materials ahead of time and access these through a shared agenda with a short, easy-to-type link. The room device opens the agenda, each speaker clicks their own materials, and the event moves on.


What to read next

I have been writing about digital agendas for years. In Anatomy of a Killer Agenda and 7 Benefits to Ditching the Paper at Meetings + Events with a Great Agenda, I explain how a strong agenda keeps links, materials, and next steps in one place. The same logic applies here. Put the work in the agenda, and put the agenda on the room device.

This is not about being fancy but reducing failure points. If the only copy of a presentation is trapped on one speaker’s personal laptop, the event is more fragile than it needs to be. If that laptop will not connect, loses power, needs an update, or has the wrong setting, the whole room pays the price.

Access Matters, Too!

A shared agenda also makes the event more accessible. Participants may need to open slides on their own devices, use screen readers, translate text, enlarge content, follow links, or review materials later. That does not happen easily when the content lives only on one presenter’s machine.

In Checklist for Accessible Teaching & Presenting, I explain why digital materials, microphones, links, and accessible design matter. A presentation station does not solve every accessibility issue, but it removes one unnecessary barrier: the idea that access depends on whatever device the speaker brought.

A QR code can help, but it should not be the only way. As I wrote in QR Codes in Education: Use with Care, Not Just Because They’re There, QR codes are useful when they reduce friction. They become a problem when they create one more barrier. Use the QR code, but also provide a short link for anyone who cannot or does not want to use a phone camera.

The goal is not to look high-tech; it is to make access simple.

What Every Presentation Station Should Include

A strong presentation station should have:

  • A dedicated room device connected to the display and audio
  • Stable internet already connected
  • No unknown password barriers
  • Settings adjusted so the device does not go to sleep during the event
  • Easy access to the agenda and all presentation materials in the cloud
  • A browser ready for commonly used platforms such as Google Slides, PowerPoint online, Canva, YouTube, and shared documents
  • Sound, camera, microphone, and screen sharing tested in advance
  • Accessibility features available, including captions when possible
  • A backup plan that does not require switching to random personal devices
  • A designated person responsible for checking the setup before participants enter the room

Use this checklist as the standard operating protocol for successful presentations.

The Bottom Line

A presentation station should belong to the space, not the speaker.

When the room is ready, presenters can focus on their ideas, participants can focus on learning, and hosts can run events that feel smooth, professional, and welcoming. The fix is not complicated: provide a reliable room device, stable internet, accessible cloud-based materials, and settings that support the event instead of interrupting it.

Get the room ready. Put the presentation station in place. Make the materials easy to access. Then let the speaker do what they came to do: connect with the audience and deliver a message worth hearing.

Bad AI Policy Is Worse Than No Policy at All. How to Build One That Works

Technology

Bad AI Policy Is Worse Than No Policy at All. How to Build One That Works. – YouTube

Watch On

Watch above or listen/download below.

About two-thirds of U.S. districts and states have some form of AI policy in place. The other third is, as Sasha Luks-Morgan puts it, the wild west. And even many of the policies that do exist, she argues, aren’t doing what they’re supposed to do.

Luks-Morgan is a policy analyst at SchoolAI, a K-12 AI platform they say is built around teacher visibility and student engagement, and she spends her days meeting with districts across the country helping them figure all this out.

In this conversation with Tech & Learning, she offers a clear-eyed framework for where AI policy in schools stands — and what it’s going to take to move it forward.

Her three-pillar framework for any district starting from scratch: understand how your students and teachers are actually using AI right now; lock down student data privacy and personally identifiable information; and address academic integrity in a way that keeps students in the driver’s seat of their own learning rather than offloading cognition to a machine.


You may like

“Systems only move as fast as the humans in them,” she says. “That’s the starting point.”

She also draws a sharp distinction between two policy philosophies that often get conflated. Acceptable use policies, she says, are essentially lists of prohibitions. Responsible use policies are something different — these model good behavior, explain the reasoning behind expectations, and treat students as participants in the process rather than subjects of it.

On the vendor side, she is equally direct: the edtech industry has not taken enough responsibility for making tools work in ways that support good policy. SchoolAI’s response is a free policy-writing service — available to any district, partner or not — in which a member of the team will sit with administrators, hear their concerns, and draft or revise a policy document they can take to legal counsel and implement.

“Bad policy is worse than no policy,” she says. “We really want to see districts succeeding.”

She also addresses district scale: the fundamentals — student privacy, ethical use, data governance — apply universally, from a 108-student K-8 district in the Mid-Atlantic to New York City Public Schools. What changes is implementation, committee structure, and who carries the weight. In small districts, that often means one superintendent or tech director holding the entire AI portfolio alone.

Her advice for the path forward: review your policy annually, build teacher expertise so your bench runs deep, and accept that the technology will always outpace the paperwork. The goal isn’t to catch up but to stay close enough to matter.

The Apple Neo May Challenge Chromebook’s Edtech Dominance

Technology

Back in 2010, my school district embarked on the first-of-its-kind (in Texas at least) one-to-one device roll-out. The device du jour at the time was the Apple iPad. While billed as a consumer device, its price point (back then 16GB went for $499) and ease of use made it an intriguing option for education. Sure, there were no real ways to manage it back then (I don’t think the phrase MDM had even been invented yet), but the increased access to our students was a major bonus as we stepped deeper into the 21st century.

The next year, Google decided to enter the market and introduced its own education-inspired device, the Chromebook. These devices were a little more robust than the previously attempted cheap laptop market (anyone remember those little “netbooks”?). While those initial models didn’t offer the touch-screen benefit of an iPad, they did have a better price point (around $299) and could be managed through the Google Admin Suite.

Where Apple tried to distance itself from comparisons, spouting its design and creativity-first belief, it was inevitable there would be a standoff. “Creativity is nice and all, but what about state testing?!” the people would shout. “What about a keyboard!?” the masses would cry. Add to that the nearly $200 in savings and the ability to manage, and it’s no wonder why the iPad would lose out to its keyboard cousin. According to Ed Week’s Market Brief report, the Chromebook overtook the iPad in terms of preferred educational student device sometime in 2014.

While myself and many other tech leaders waited for Apple’s response, the ChromeOS market continued to dominate, fueled even more by a global pandemic and quick access to funds (ESSER) for devices.

“The One” Arrives

As of 2025, ChromeOS currently dominates the global education market with a 60% adoption rate. Apple’s response? It lowered the price of the iPad, but schools still needed third-party MDM systems to manage all the intricacies of these devices.


You may like

Flash forward to this year. Now fully 17 years since the debut of the iPad, Apple has re-entered the education market with its 13” Macbook named . . . Neo. Apparently this isn’t a nod to the mercurial Keanu Reeves character from The Matrix, but rather to convey a sense of “fun, friendly, and fresh.” According to Meriam-Webster, “neo” is a prefix defined as new, recent, or different.

Whatever the reason, the announcement on March 4, 2026, sent shockwaves through the education market. Its price for education buyers? $499 – the same as those first iPad2s I bought way back when. So after all these years, Apple is back.

The question isn’t whether the Neo is a good device, but if the conditions that doomed the iPad’s educational takeover have changed enough for Apple to finally win.

Unlike 2010, Apple enters back into a market that is highly volatile on multiple fronts. Education funding is in disarray and we are in the midst of “the Great Edtech Backlash” in which families are insisting that schools crack down on screen time. Some, such as LAUSD, are complying with their own guidelines, but the truth is, the device market in education is ever-fragile at the moment. Heck, even the new villain in Toy Story 5 is an educational tablet device called a Lilypad.

It’s at this moment when Apple decided to reengage with the education market. While timing isn’t great, some schools are already starting to put in orders for Neos for their students. Kansas City Public Schools recently purchased more than 4,500 of the budget-friendly Macbooks and now proudly claim to be an “all-Apple district.”


What to read next

While KCPS have placed their flag firmly in the ground with the Neo, other schools are looking at how to stretch their limited funds. Some have said that replacements are starting to run low, a combination of less funds and greater supply chain issues due to global tariffs and trade disputes. Unlike previous Chromebook refresh cycles, the tariff-related pricing volatility and procurement uncertainty are forcing technology leaders to place orders earlier or get more creative around their deployment schedules and scope.

Helping To Stretch Dollars?

We can sometimes be a victim of the latest new, shiny object in education, but given the current landscape I mentioned above and our previous forays into student device deployments, it’s wise for technology leaders to take a more cautious approach this time around. Procurement of the Neo doesn’t seem to be an issue yet, even though early demand has surpassed expected supply.

Apple also seems to be addressing the MDM issue. While they do have their own Apple School Manager platform, they also have partnered with Jamf to develop a more seamless approach to deploy, track, and maintain devices. They are also touting the longer shelf-life of their devices, which I have experienced first hand.

Typical Macbooks can last as long as 8 years, which dwarfs the 3-5 years many Chromebooks typically last (dependent on the model type). While modern Chromebooks can now receive up to 10 years of ChromeOS updates, most school districts still budget for replacement after approximately 4-5 years because of physical wear and tear, battery degradation, and student use patterns. Will the Neo have the same issues? Not if it keeps with Apple’s previous track record.

In an era when educational funding is short, anything schools can do to stretch dollars may be enough to put Neo on top. One of the hidden benefits of our iPad one-to-one program was that after we had used them for 4-5 years, we could still sell them at a decent rate to recoup some of our costs. Based on the historical performance of MacBooks and other Apple hardware in secondary markets, there’s no reason to believe the Neo will be much different.

The true cost of a device isn’t necessarily what you pay on day one; it’s what the device costs after accounting for its value at the end of its lifecycle. If your $350 Chromebook is worth almost nothing in four years but your $499 Neo can be sold for $200, which device actually costs the district less?

Gearing Up For The Head-To-Head Battle

The aforementioned “Total Cost of Ownership” is a conversation schools should be having anyway, but one that Apple feels it will win out on in the long run. That and the same argument it made during the launch of the iPad.

For the everyday student tasks, both devices do pretty well. Whether it’s accessing the Learning Management System (LMS) or writing and researching online, both devices handle that without much difference. Chromebooks excel at using Google’s suite of tools (not a shock there), but struggle when you start getting more involved in creative pursuits. Activities such as video editing, podcast production, music creation, graphic design, and software development are areas in which the Neo leaves the Chromebook in the dust. And . . . it can handle state testing! (Sarcastic cheers of rejoice.)

Of course, none of this matters if districts can’t absorb the additional upfront cost. A superintendent facing budget cuts may have a hard time convincing a school board to spend $499 today in order to save money four or five years from now. Even with the Total Cost of Ownership argument.

On paper, both devices make compelling arguments. The Chromebook wins on familiarity, price, and ease of management. The Neo counters with longevity, creativity, resale value, and Apple’s growing AI ambitions.

But spec sheets don’t tell the whole story.

Over the next few weeks, I’m going to put both devices through the kinds of tasks students actually perform every day. Writing, research, video creation, coding, offline work, state testing, battery life, and yes–the inevitable moment when a student manages to have 47 browser tabs open at once. Since I already mentioned The Matrix, I would be remiss if I didn’t put both devices through the paces with AI-empowered functionality, too.

In some ways, the bigger question isn’t which device is better, but which one makes more sense for schools to infinity and beyond (yes, another Toy Story reference). And after spending the last fifteen years watching Apple and Google trade punches in the education market, I’m not entirely sure I know the answer yet.

We’ll find out together.

Creating 5 Pillars To Guide AI Use In Your District

Technology

When Kadion Phillips first joined Shrewsbury Public Schools in Massachusetts as Director of Information Technology a few years ago, one of the first tasks on his agenda, like many other district leaders, was tackling how to implement artificial intelligence.

To that end, Phillips and district superintendent Joseph Sawyer established a special committee of approximately 20 staff and faculty members to address the rapid development and implementation of AI.

Ultimately, the Shrewsbury AI committee came up with five pillars to guide the district’s use of AI:

  1. Preparing students for an AI future – Focusing on readying students for a future in which AI tools will be infused throughout society, higher education, and the workplace.
  2. Effectively utilizing AI learning tools for students – Using AI tools to appropriately support student learning across all classrooms.
  3. Implementing AI working tools for staff – Finding the right AI platforms to help faculty and staff to work more efficiently and effectively.
  4. Establishing guardrails against inappropriate AI use – Putting effective rules and best practices in place to protect data and discourage inappropriate use of AI.
  5. Ensuring AI practices promote academic integrity – Creating an effective framework for acceptable use of AI by students in the context of academic integrity.

Rather than selecting specific tools, the committee has worked to align these pillars with the district’s “Portrait of a Graduate” skills, such as critical thinking and innovation.

“We also started creating a guiding document, more of a framework, that we’re hoping to get out to staff in terms of, ‘Here’s where we are right now, and here’s what we’re trying to get to,” Phillips says. “We’re also developing a one-pager of AI dos and don’ts to release this year.”


You may like

For this and his other work in his district, Phillips was recently recognized with a Tech & Learning Innovative Leader Award. He shares his continued efforts around AI and for improving the district’s cybersecurity.

A Work In Progress

(Image credit: Kadion Phillips)

The son of a math teacher from Jamaica who eventually went on to be a school principal, Phillips was exposed early to the possibilities of a career in education and technology. He was working in tech support for a startup company near Times Square in New York City with plans on going to grad school for physics when he heard that there was a local teacher shortage.

“I decided the best way to study for grad school is to teach physics,” Phillips says. He became a teaching fellow since he didn’t have a teaching degree, which was the shortest path to certification. “I was basically kind of thrown into the classroom in New York City after doing a summer intensive, and it was definitely rewarding but also challenging.”

While teaching, his tech expertise helped him become the de facto tech guy at his school, helping to resolve any issue, from fixing the copier to helping in the computer lab to running data analysis. Although he eventually became an assistant principal, following in his mother’s footsteps, a colleague suggested another path.

“I met the tech director in Rochester and he was telling me, ‘Hey, this is what you should do, you should be a tech director,” Phillips recalls. “And I’m like, ‘a tech director, what’s that?’ I’d never heard of that role. I know you had one person help send emails, but I never really thought somebody was in the back end coordinating it all.”


What to read next

Phillips and his wife, also an assistant principal in NYC, were looking for a better work-life balance at this point, so they moved to suburban Massachusetts where she had been raised. After diving into tech leadership positions in a few districts, Phillips eventually ended up in Shrewsbury about two years ago, just in time for AI’s arrival in education.

As mentioned, Phillips has been proactive in implementing AI, although there are always challenges, such as staff who still are resistant to allowing it in their classrooms because they can’t get past the potential for cheating, and navigating the student data privacy aspects. Like for many districts, it continues to be a work in progress.

“We aren’t necessarily picking a tool and saying this is what you need to use but it’s like thinking about, ‘Hey, what are the opportunities where AI could be useful?’” Phillips says. “We figured out the skills that we want kids to get with AI is going to be similar to what we did with our portrait of a graduate, such as critical thinking, content mastery, innovation, resilience, collaboration, and even the global citizenship piece.”

‘Locking Down Without Locking Out’

In addition to a focus on AI, Phillips has prioritized cybersecurity as a foundational element of the district’s technology plan, which has earned his team a Massachusetts Governor’s Citation for Municipal Cybersecurity.

“We try to lock things down as much as possible,” says Phillips, adding that they have multifactor authentication on all systems now. “We also have tiered access, like limiting who needs to get access to what. So like our main account doesn’t have access to our domain controller, for example, so even if our regular account were to get compromised, it wouldn’t have any access to our other internal systems.”

Or, as he puts it, “locking down without locking out” users.

Despite his best efforts, however, Phillips knows cybersecurity is sometimes out of his hands.

“It’s just one of those things where we’re trying to do best practices but the vendors for our most critical systems, we also have to trust that they’re also doing the same,” he says, noting some recent high-profile data breaches. “I think that’s what keeps us IT workers up at night, you know, showing up in the morning and seeing that your system potentially could be compromised.”

The district utilizes a state-funded grant to provide training and conduct phishing campaigns, which has improved staff awareness and the reporting of suspicious activities.

Even so, cybersecurity needs to be a constant commitment.

“You can create all this security, do all the training, and build this wall around it,” Phillips says. “But then somebody just leaves the door right open.”

  • Google for Education
  • Schoology
  • Seesaw
  • ParentSquare
  • Zoom
  • Apple MacBooks and iPads
  • Epson
  • Fresh Service

6 Fun and Effective Review Activities

Technology

Happy May, all! My students and I have less than TEN DAYS left in our school year. It seems like this school year has gone by SO quickly, but at the same time, I am SO ready for summer break! We only had four snow days this year (we don’t have to make these up in my district!) so our second semester seemed a bit longer than most years – I was at a conference for two of those days, so I’m saying I only had two snow days! Since we’re in the thick of content review season, I thought I’d share a few fun and effective review activities that ARE NOT QUIZLET, BLOOKET, KAHOOT, OR QUIZIZZ! Here they are!

ROLL AND REVIEW
This activity is super quick to create and modify for any type of review … just grab some dice, or use an online dice (this is typically my go-to because I can never find my dice!) and get ready to review! I like to create a Google Slides presentation, change the page format to 8.5×11, insert a table with images of dice faces, and then edit the numbers based on the content of the review.

DRAG AND DROP
Over the last few years, Drag and Drop formative assessment/review activities have become one of my favorites in our classroom. I love them because they are SUPER easy to create and provide me with great data to drive instruction. My students appreciate them (notice how I didn’t say LOVE?! I’m not here to lie to you, friends!) because they can reference this assignment as a study resource and help clarify concepts throughout the unit. Click here to access a force-copy template that you can use with your students tomorrow!

VOCABULARY PICTIONARY
If you’ve followed my blog for a few years (thanks!) you know that I’m a HUGE fan of Nearpod and use it almost daily in my classroom. Often, when people think of Nearpod, they immediately think of interactive lessons and super-awesome presentations. However, Nearpod has SO MANY other features that teachers of any grade level can utilize in the classroom. One of my favorites combines the “Draw-It” activity combined with the quick launch feature. No need to create a typical Nearpod “lesson” if you use this strategy! Click here to learn more about how we use Nearpod to play vocabulary “pictionary!”

FIND (AND FIX) THE FAKE
This activity is my personal spin on the popular “two truths and a lie” ice-breaker activity and is SUPER SIMPLE to create. Heck, you could probably use ChatGPT for ideas for your “fakes!” This would be a great activity for the end of the year, but also good for the middle of a unit to check progress, or for the end of any unit as a review! Click here to make a copy of my American Government Find and Fix the Fake to use with your students!

DIGITAL STICKY NOTES
This activity is SO easy to create AND reuse! Using Google Slides, Jamboard, or Google Drawings, create digital sticky notes and an idea/question board. Share the file with your students – give them editing rights (I know that can be scary) – and instructions that best fit the needs of your lesson. In our class, each student grabs a sticky note and includes a question they still have, something they learned, or something they need help with and drag it onto the “board.” When students have finished adding their thoughts, simply switch their editing rights to viewing rights.

TRIVIA
I started playing trivia with my students as a review earlier this school year as we were getting ready for our Missouri Constitution test, and it was A HUGE HIT! This review activity appealed to all of my students (keep in mind I teach juniors and seniors)

Disclaimer – I LOVE KAHOOT, QUIZIZZ, BLOOKET, AND GIMKIT! We seriously start each day with a “warm-up” of Blooket or Quizizz. It is nice, though, to switch it up a bit, especially as the end of the year draws close! I hope these activities can help you and your students end the year on a high note! Another disclaimer – this blog post was created 100% by me and not by AI!

Thanks for reading 🙂

5 AI Tools To Try

Technology

Happy …JULY?! Is that right? Is the summer really flying by that quickly?! 😱 As it normally does, our summer vacation is racing toward the finish line, but I’m finding myself more energized and rejuvenated for the new school year than I was at this time last summer. Thank GOODNESS! I really think the combination of true rest and relaxation (I’ve taken a nap ALMOST every afternoon this summer, spent a week at the beach, and read a few books!) and learning new things have contributed to my excitement for the back-to-school season. If you’re like me, you’ve cannon-balled into the deep end of the AI swimming pool, and you’re LOVING IT! Here are my top 5 AI tools to try this school year AND how they’ll help you streamline your workload to be more efficient and effective for your students!

DIFFIT
Easily create a variety of resources from a generated text, article (through URL), or pasted text for free with Diffit! Diffit will provide leveled text based on your desired grade level, as well as multiple choice and extended response questions for the text and grade level. Diffit will also generate other resources including a summary and key vocabulary words for your students AT THE READING LEVEL YOU SELECTED. This AI tool has so much potential for differentiating texts for all learners!

EDUAIDE
Oh goodness … each time I play with this AI tool, the more I love it. It is FANTASTIC! Eduaide can quickly generate lesson plans, assignments, activities, games, and MORE related to content-specific keywords and phrases. The Eduaide “teaching assistant” even provides teachers with prompts for wellness and productivity. This will be AMAZING!

QUESTION WELL
Using this AI tool, teachers can easily create questions for quizzes and can quickly export these questions to Google Forms, Quizizz, Kahoot, Blooket, Quizlet, and other learning management systems, including Canvas. Teachers can choose to export all of the generated questions or just a few and can edit questions that Question Well creates. YAY!

TWEE
Similar to Diffit, Twee can generate texts based on specific topics, as well as summaries of and questions for a variety of texts. Twee can also create questions for YouTube videos that you find or create. Be sure to check out the additional activities that Twee can generate for vocabulary instruction and

MAGIC SCHOOL
Oh my GOODNESS, I cannot wait to use this tool, and I think you will, too! Like other AI tools listed, Magic School provides teachers with a variety of tools to help accomplish daily teacher tasks, such as lesson planning, generating informational texts WITH questions, creating a writing prompt with text, exemplars and non-exemplars, assignment scaffolding activities, and MORE! This is seriously a multipurpose tool that you will LOVE exploring and sharing with your colleagues!

These are just a few of the many fantastic AI tools that we can use as teachers to increase our efficiency for our students. Just like with any new technology, remember that AI is a TOOL that TEACHERS can USE to enhance learning. WE are the learning experts! AI is just a tool for us to USE!

Be sure to bookmark the AI Resource List to refer to throughout the year!

Thanks for reading 🙂

Top 5 Tech Tools for the Classroom 23-24

Technology

Hey, friends! Happy October! It’s been quite some time since my last post, but as you can probably imagine, I’VE BEEN BUSY! I’m coaching two volleyball teams (my 5th-grade daughter and my 7th-grade daughter), taxiing them to their numerous after-school activities, drinking all the coffee, running all the miles, and … did I mention that my husband started a new career?! All of that coupled with teaching high school (how is this my 16th year?!) and teaching college is keeping me quite busy! Before we start the new week, I wanted to share 5 of my MUST-HAVE tools for my classroom this year. Let’s go!

Google Classroom
I feel like at this point in my career, I don’t even think about adding Google Classroom to this list because it’s such an integral part of our classroom workflow! Announcements, student work, our Daily Agenda Slides, resources, and discussion forums are all housed on Google Classroom. When students miss a day, they know to check Google Classroom to catch up. When students walk into the classroom, they know their work is on Google Classroom. If they have a reading or assignment on another website (Edulastic, Quizizz, Edpuzzle, etc.) they know they can use the same log-in credentials they use to access Google Classroom. Classroom has also made some fantastic updates … most recently, giving teachers the option to turn assignments “off” after the due date has passed. One of my favorite Classroom updates is the ability to schedule assignments to multiple classes at once – Classroom will automatically schedule the post for the next day, so be sure to check the date before you schedule!

Edpuzzle
Oh, Edpuzzle, how I love thee 🙂 I’ve been an Edpuzzle user since the tool debuted, and it’s an absolute MUST in my in-class flip classroom. If you’re unfamiliar with Edpuzzle … Edpuzzle is a digital tool that allows teachers to create video lessons for their students. Edpuzzle has a WEALTH of existing lessons that teachers can simply modify and assign to their classes. However, I prefer to create my own videos (using Screencastify) and upload them to YouTube (an option in Screencastify), then use Edpuzzle to embed questions and assign them to students. A new feature that Edpuzzle recently unveiled is the ability to embed AI-generated questions in the video – a huge time-saver for teachers!

Game-Based Learning Tools
Okay … maybe I cheated a little in this section, but I can’t choose JUST ONE game-based learning tool to share! Goodness, it’s amazing to think about how far game-based learning has come in a relatively short time. I remember when Kahoot was a brand-spanking new tool that my students wanted to play EVERY SINGLE DAY. Now, we have so many fantastic options like Quizizz, Gimkit, Blooket, Quizlet, and MORE. In my classroom, we tend to gravitate to Quizizz, Gimkit, Blooket, and Quizlet – we alternate frequently to keep it interesting for my students – and I love the new AI capabilities! In Quizlet, for example, students can upload their notes and use the new “Magic Notes” feature which will summarize their notes, create flashcards, develop an outline of the content, and create possible essay questions related to the content. It’s amazing!

Google Slides
If you’ve followed my blog for a while (thanks!), you know how much I love Google Slides. Whether it’s building a Nearpod lesson in Slides using the add-on, updating our daily agenda slide, or creating a reflection assignment for my students to complete as we proceed through our unit, Google Slides is a MUST in my classroom! I love how I can manipulate the master slide of the presentation to create a drag-and-drop activity to help my students classify, connect, and reflect on what they’ve learned! AND, since it’s assigned in Classroom, I can easily provide “in the moment” feedback on their progress and help clear up any misunderstandings! Check out this post about how to create “Interactive Self-Checks” for your students!

AI Teacher Tools
Ok … I KNOW AI is THE topic of conversation in education today – heck, it’s the topic of conversation everywhere in the world today. Do we use AI in the classroom? How should we use AI in the classroom? Should teachers use AI? Should students use AI? Is AI safe? Will it eliminate the need for teachers? ARGHHHHH! While there are many unanswered (and unasked) questions about AI in the classroom, I’m choosing to take the same perspective with AI that I took waaaay back in January of 2014 about technology when I started this blog: I can either say, “oh my gosh, AI in the classroom…” or, I can say, “oh my gosh!! AI in the classroom!” As you can probably guess, I’m taking the latter path. Just like we did when Chromebooks, interactive projectors, overhead projectors, scantrons, desktop computers, and the OG Oregon Trail entered the classroom, we’ll learn about AI and figure out how it can help us increase our effectiveness as educators. Currently, I’m geeking out about the possibilities of AI in the classroom for curriculum creation, lesson ideas, and as a “teacher assistant” who can take something off of my plate! Here are a few of my favorites …

  • Diffit – for any teacher like me who is always looking for leveled, non-fiction texts, you must try Diffit! This tool can generate reading passages AND provide teachers with a variety of multiple-choice and open-ended questions, as well as essay prompts, a summary, and key vocabulary terms. My department is SO excited about this tool!
  • MagicSchool – check out this ever-growing platform that can help you do everything from creating reading passages to generating teacher jokes, and everything in between – it’s fantastic!
  • Quizlet – OH MY GOODNESS. If you haven’t tried Magic Notes from Quizlet, yet, please do yourself a favor and add it to your list – SO AWESOME!
  • Question Well – create questions for any topic that can be easily imported to Google Forms or your favorite assessment platform

So, what’s on your list for this year? I hope your school year is off to a fantastic start!

Thanks for reading 🙂

3 Time-Savers for Teachers

Technology

Happy FRIDAY, all! I’m coming to you today from the comfort of my couch – parent/teacher conferences last night + morning classroom worktime = time to write for Bethany! I feel like I’ve been absent from my blog over the last few months … because I HAVE! My girls are getting older and EVEN MORE involved in everything (I didn’t think that was possible) so, my husband and I are living our best (crazy, hectic, high-fiving each other as we pass in the garage on our way to pick up or drop off a kid from something) helping them live their best lives! Speaking of being busy … if you’re like me, you’re always looking for time-savers, right? Here are my current top 3 time-savers for teachers – let’s get to it!

Create self-grading activities
Looking back at my teaching career (this is my 16th year teaching … seriously, how did that happen?!) I realize how much precious time I spent (dare I say wasted) on grading EVERY single thing my students did in class. Over the last few years, I’ve switched gears and started designing self-grading activities for my students, using Pixel Art, “Go-to-Section” Google Forms, and the “homework” mode (it’s all in class, not homework!) of sites like Quizizz and Blooket!

Reflect and Refresh, Don’t Always Reinvent
This is REALLY hard for me – I have the constant need to “reinvent the wheel” for every assignment, not because I’m a control freak (maybe) or someone who has oodles of extra time to spend (ha!), but because I’m always looking for ways to improve. As I improve as a teacher, I want to improve activities for my students, OBVIOUSLY. However, over the last year or so, I’ve found myself wanting to scrap good activities and totally recreate them because they’re not as great as I want them to be. Anyone with me? Toward the end of last school year, I started intentionally reflecting on my instruction, activities, and assessments at the end of each unit, making notes in my plans and on files that I share with students. These reflections include everything from detailed notes about specific questions or standards to “this didn’t work – scrap it” and “this kicked butt!” Adding this small practice has not only given me SO much time back when it comes to planning but has also been an awesome reflection for me as a teacher – I’m always looking to grow! If you notice the heading for this tip is “reflect and refresh, don’t always reinvent.” Notice the emphasis on always? Yup, that’s right. There are a few things that I DO reinvent every year, specifically the instructional videos I create for my students. As an American Government teacher, I know that much of the content and examples I share with my students in our instructional video REQUIRES me to update my videos every year – the last thing I want to do is confuse students on who is actually the current Speaker of the House. So, I let my “reinvent the wheel” juices flow in the instructional video arena 🙂

Use AI!
Holy guacamole, have you jumped on the AI bandwagon, yet? If you haven’t, PLEASE join the fun! Think of the AI tools that are available to you as a teacher as digital teacher assistants that you can count on to generate a variety of readings, ideas, suggestions, modifications, and MORE to help take a few things off of your often overflowing teacher plate. As with any new tool, whether it be digital or physical, instructional or otherwise, we have to remember that WE are the experts and WE know what’s best for our students. Here are a few tasks I’m using AI for this year:

⭐️ Generating non-fiction texts with MagicSchool
⭐️ Creating reading comprehension questions AND adding them to a game with the new Quizizz extension
⭐️ Adjusting the level of existing texts and generating summaries, text vocabulary, multiple choice and short answer questions, and more with Diffit

…and the list goes on and on! The ways that teachers can use AI to take a few things off of our plates are ever-growing, and I’m excited to see what’s coming next!

What time-savers do you use to organize your teacher life? I’d love to hear your tips!

Thanks for reading 🙂

One Word 2024: COMMIT – Teaching with Technology

Technology

Happy January, all! Phew! The last few months have been hectic! My husband and I have been shuttling our daughters all over God’s creation for practices, dance classes, shoe fittings, performances, games, and tournaments, and don’t get me wrong, we love every second of it. BUT … it leaves me very little time to write, reflect, and share with you! I’ve also entered a new O.R.E. in life (my acronym for obsessive reading era) and am currently inhaling many books per month – I don’t know if it’s a good thing or a bad thing that our oldest has volleyball practice twice a week within walking distance of a Barnes and Noble … hmmm… Anyway, after a long writing hiatus (and a HUGE issue with my website’s security certificate … it’s fixed!) I’m back to share my word to focus on throughout 2024: COMMIT!

If you’ve followed my blog for a bit (thanks!) you know that I’m not a fan of New Year’s Resolutions. Instead, for the last few years I’ve chosen a word to focus on throughout the year to help me reach my goals. This year, I’ve chosen to commit to COMMIT! What am I committing to? I’m so glad you asked!

  • Daily Presence for my family
  • Daily Devotional Time to ground me in my faith
  • Daily Exercise Time for my mental and physical health
  • Daily Reading Time (not just fun reading – personal and professional development, too!) for growth and happiness
  • Daily REST to recover mentally and physically because life gets EXHAUSTING
  • Frequent Reflection to recognize strengths and areas for improvement
  • Frequent CREATIVE Sessions which increase my sense of accomplishment
  • Monthly Writing because sharing with you provides me with a fantastic opportunity to GROW as an educator!

Speaking of commitment … did you know this month I celebrate my TEN YEAR BLOGGING ANNIVERSARY?! What in the world?! I’m so thankful for the urge I had to start blogging WAAAY back in 2014 because I feel like researching, reflecting, creating, and sharing with you has helped me grow so much as a teacher and truly find my authentic voice. So, THANKS for ten great years! Here’s to ten more!

What’s your focus for 2024? I’d love to hear it!

As always, thanks for reading 🙂

5 Favorite Tools for the 24-25 School Year

Technology

Hey, all! Happy August! Has summer flown by, or is it just me? Good gracious! I’m looking back at my posts for this year and am noticing that have DEFINITELY not adhered to my word for the New Year and posting at least once a month – yikes! I feel like I’ve been running around like a chicken with my head cut off this calendar year. My oldest is playing for a non-local travel volleyball club for the first time, which meant she and I made twice weekly trips to St. Louis (about an hour drive one way) for practices. She also played in multiple travel tournaments in KC, STL, and Memphis! While her big sister did all of the sports, our youngest took 9 dance classes weekly! Also, our girls are transferring from the parochial school they’ve been in since pre-k and the same parochial school I went to, my dad went to, my grandpa went to, and my mom taught at for a zillion years to the middle school in my district next year. I’m fine! It’s all fine! I tell my husband all the time that we will be SO bored one day…today is not that day, but it’ll happen!

You would think I would still have time to write, though, while I’m waiting at sports practices and dance classes, right? WELL … as I said in January, I’ve entered my Obsessive Reading Era (ORE) and have already read 38 books since January. I’ve lost my marbles! My husband finally had to have “the talk” with me because my book orders on Amazon had gotten a SMIDGE out of control. What’s “the talk,” you ask? “Bethany, we have a wonderful, nearly brand new library 4 minutes from our house … do you think you could just rent the books that take you less than 24 hours to read instead of buying them?” ???? Needless to say, my local librarians see me a few times a week!

Now that we’ve taken a glimpse into my crazy, hectic, yet SUPER blessed current reality, and I’ve given you a reason (not an excuse) for me being MIA this year, let’s get into the purpose for this post — my top 5 tools for the 24-25 school year! While it doesn’t seem possible that I’ll be starting my SEVENTEENTH year in the classroom next month (seriously, I still feel like a new teacher most of the time, until I realize my former students are now my colleagues!) I’m walking into the new school year armed with great tools in my teacher toolbox to help me use technology to increase engagement, enhance student learning, and make learning memorable!

Magic School – Ok, if you’ve read my posts on AI in the classroom, you’ve no doubt stumbled upon my love of MagicSchool. HOLY MOLY. Every SINGLE time I jump on this tool, another new feature is unveiled. Looking for a professional email generator to help you craft the perfect response to any email? MagicSchool has it. Looking for a DOK question generator to help you make sure you’re asking questions at the level you think you are? MagicSchool has it! (This is also SUPER awesome for my pre-service teachers who are learning exactly what DOK means and how it looks!) How about a rubric? Ask MagicSchool. The list goes ON AND ON! Definitely taking MagicSchool into the 24-25 school year!

Diffit – My department (high school Social Studies) has been consistently using Diffit for the last few months and have loved it – keep in mind we’ve been using the free version. With the free version, we’re able to easily generate academic content, multiple choice questions, vocabulary lists, summaries, and extension questions, as well as revise these resources to meet the various needs of our students. Diffit is ALWAYS adding new resource options for teachers to use AND they easily export to Google tools such as Slides, Forms, and Docs. The premium version (which, fingers crossed, our department will get this year!) opens up SO MANY awesome ready-to-use templates that teachers can quickly and easily edit to meet the needs of their students, then push out through Google Classroom. It’s AWESOME!

Quizizz and Blooket – Ok, you know how I love these two apps and how often I use them in my classroom – literally DAILY. Last year, I made a conscious effort to focus more on vocabulary in my American Government classes, and Blooket was a HUGE component of that push. If you teach American Government or Civics, you know that this course is extremely vocabulary heavy, and the course vocabulary is not likely familiar to our students. ENTER BLOOKET! We used Blooket as a Bellringer ALMOST everyday, and cycled through various decks that I had built throughout the year. My students earned XP (Check chapter 8 of Illuminate for more info on XP!), competed against each other, and reviewed content, all within the first few minutes of class. It was FABULOUS! Another staple, of course, is Quizizz. I love being able to access other Quizizz games and activities about the content I’m teaching and utilize questions and resources while I’m creating content for my students. Sometimes, it helps to see how other teachers ask questions about my content, and it helps my students answer questions about what they’re learning that my be asked in different ways. We love Quizizz!

Classroom – If you’ve logged into Google Classroom lately, you may have noticed the birthday candles on top of the icon, because Google Classroom is TEN YEARS OLD! It feels like Classroom is still the new kid on the block, but at the same time, it feels like I’ve never taught without it! (I have similar feelings about the fact that I’m starting my 17th year teaching tomorrow … it feels like I’m still a newbie, but at the same time it feels like I’ve been a teacher forever … WEIRD!) However, Classroom has recently given me some new nuggets to explore this year, such as finally being able to see student usage analytics which is super awesome. I’m also excited to dive deeper into the Resources tab this year – it’s going to be fantastic!

Edpuzzle – Oh my goodness, Edpuzzle. Just like Classroom, this one has been a staple in my classroom for YEARS ever since I decided to flip my classroom so many years ago. I’ve updated my flipped classroom quite a bit over my career, as well – new post on that coming next month! Hold me to it, friends! I love that I’m able to quickly search for existing videos on YouTube and create video lessons, or make a copy of video lessons that other great teachers have created and use them with my students. The AI component of Edpuzzle allows me to use AI to generate questions of videos that I create, which will no doubt be a HUGE timesaver for me this year!

So, what tools are you bringing into 2024-2025 with you? I hope you have an AMAZING school year!

Thanks for reading 🙂

What’s the word?! 2025 Edition

Technology

Hello, friends! Happy … 2025?! How in the world is it 2025? Does anyone else feel like last year FLEW by? Good heavens! I know I’ve been a bit absent lately, but I’m still here! My daughters are involved in SO many after school activities (Bible study, Confirmation classes, volleyball, travel volleyball, basketball, track, dance, running club, and I’m sure I’m forgetting something…) and my husband and I are their unpaid Uber drivers! I hope you and your students are having a FANTASTIC year and are ready to tackle the second semester!

Over the last few years, I’ve shared a word that I plan to focus on throughout the year in all aspects of my life. Check out my word from previous years here! It’s my substitute for the traditional “New Year’s Resolution” because those never work for me! I remember one year, my resolution was to stop biting my fingernails (I’m an anxious gal!). I made it almost to lunchtime on New Years Day and then starting chewing away. Instead of feeling proud that I made it a few hours, I felt defeated and thought, “well, I guess I’ll try again next year.” What a waste! Focusing on a word just feels less daunting for me!

So, without further ado … my word for 2025 is …

…if you’ve looked at the image, you already know …

DRIVE!

When I told my daughters what my word for 2025 is, my youngest said, “is it because you drive us around a lot?” ????

No, it’s not, but it’s definitely a happy coincidence!

Here’s how I’m planning to DRIVE myself in 2025!

  • Complete my daily Bible reading/devotion (I’m using the Bible Recap book this year! If you’d like to join me, click here (affiliate link) to grab your copy!)
  • Share a resource, reflection, or idea with you all here AT LEAST once a month! I’m thinking of creating more infographics this year … I feel like that’s an easier medium for busy teachers to digest!
  • Spend 10 minutes per day on personal development and reflection – I’ve journaled in the past and loved it! It’s time to pick that up again! I’m looking for a new personal development book … any suggestions?
  • Daily reading for happiness – I’ve mentioned I’m in my obsessive reading era, right? I read 51 BOOKS LAST YEAR! I’m ready to do it again!
  • Get AT LEAST 10k steps a day – I’ve been walking a mile during my lunch break to get some endorphins for my afternoon classes and it’s been GREAT!
  • Run AT LEAST one mile a day, but we all know I’l probably run more than that 🙂
  • Update resources from Illuminate! If you have a copy of Illuminate, you’ll DEFINITELY want to pull that out again and revisit the links at the end of the chapters … something exciting is in the works!

I’m also taking a verse with me into the new year. If you know me, you know my favorite verse of ALL time is Psalm 46:5 which, depending on the translation you have, reads something like this, “God is within her, she will not fall.” That verse gives me SO much joy and peace whenever I think of it. This year, I’m also bringing Joshua 1:9 with me into the new year, “Have I not commanded you? Be strong and courageous. Do not be frightened, and do not be dismayed, for the LORD your God is with you wherever you go.” Talk about a comforting verse!

Well, friends. That’s my plan for the year! Have you chosen a word, verse, or phrase for the year? I’d love to hear it!

As always, thanks for reading 🙂

Questions (and Answers) for AI

Technology

Hey, all! Happy May! My district wrapped the 24-25 school year with a half-day yesterday, and I’m SUPER excited to have a bit of downtime (a BIT since I’m teaching three classes this summer online!) to rest, relax, and recharge!

Over the last few months, I feel like AI has taken the world of education EVEN MORE by storm, if that’s even possible. I’ve been eyeball-deep in AI tools – testing, sharing, and presenting them to teachers all over the country!

As I research and share AI tools for teachers, I’m asking these questions:
1. How is this tool going to help me as a teacher?
2. Is this tool easy to use?
3. Will this tool be an asset or a distraction to me as a teacher?

Here’s how a few of my favorite tools stack up to my questions:

DIFFIT
1. Diffit creates leveled texts, questions, vocabulary lists, summaries, and TONS of resources that I can use with my students. These resources are easily accessible via Google Drive, making editing, revising, and sharing what Diffit creates INCREDIBLY EASY.
2. Yes! I simply log in with my Google account, choose a function (create a reading, revise/level a reading, create questions from a YouTube video, or create an activity from a list of vocabulary words). It’s extremely user friendly and takes seconds to learn.
3. Diffit is a HUGE asset to me as a teacher! One of the hurdles I face as a Social Studies teacher who primarily teaches American Government and NOT one of the more popular American History, World History, etc., courses is finding relevant and appropriate texts for my students to read. I mean, the idea of curling up with the Federalist Papers makes me quite happy – however, I don’t know that my high school students would QUITE appreciate the glorious writings of Hamilton, Madison, and Jay the way I do 😉

BRISK
1. Confession time! The first time I looked at Brisk, I dismissed it as “eh, not a fan.” BOY WAS I WRONG! Brisk is going to save me LOTS of time as a teacher! This little extension works on Slides, Docs, and YouTube videos, and allows teachers to create presentations, questions, worksheets, PODCASTS, and so much more. I am so excited to use this to prepare for the 25-26 school year! (On another note – that seems super weird to say!)
2. Oh my goodness, YES. Just add the Chrome extension and it’s ready to use on Slides, Docs, or YouTube!
3. Definitely an asset! Brisk offers tons of fantastic options for creating resources for students AND providing effective feedback on student work. It’s a win-win!

I’ve barely scratched the surface of awesome AI tools I’ve been testing, sharing with my colleagues, and demonstrating in my workshops and webinars with teachers from all over the country.

It’s important to remember that no matter how cool, shiny, or trendy the AI tools that we use are becoming, WE are the experts on what our students need!

I hope you’re having a great May and that summer is JUST around the corner for you!

Thanks for reading 🙂

Start the Year with 3 Engaging Activities!

Technology

Happy August! Remember when I said I was going to write more this summer … wasn’t that a funny joke?! Ha! Do you ever feel like you’re running on a hamster wheel? Please tell me I’m not alone! Even though I haven’t written like I had hoped to over the summer, I did at least create a TikTok sharing a few of my favorite back to school activities to use with my high school students! They’re engaging, fun, tried and true, AND helped me get to know my students! Be sure to follow me on TikTok (@pettywopedu) for ideas for your classroom … sometimes it’s quicker to post a TikTok than it is to write!

Put a Finger Down
We’ve probably all seen the “put a finger down” challenges around social media .. the version of these challenges that my algorithm often shares typically has something to do with being a millennial 🤣 I created this challenge as a super quick way to get to know my students beyond the two truths and a lie that I typically use (that can get scary with high schoolers!). This activity was a fun way to learn about my students as individuals, as well as a bit about their study habits. It was fun! If you’d like to use this strategy, click here to make a copy of my template!

Hexagonal Who’s Who?
Ok, this was FUN! For whatever reason, I’ve strayed away from hexagonal thinking in the past. Maybe I just didn’t get the purpose or perhaps I just couldn’t see how it would work in my classroom. Either way — this activity helped me totally transform my thinking and hop on the hexagonal bandwagon! As with the Put a Finger Down activity, my goal with the Hexagonal Who’s Who was two fold – I want to get to know my students as individuals and learn a bit more about them as students. When everyone had completed their hexagon, we had such a great time finding connectable pieces on our hexagons and learning more about each other. The surprised, “you like unsweet tea?!” squeals that came from my students was hilarious! If you’d like a template for this activity, including a printable hexagon, click here!

Name Tents
As you know, I teach high school juniors and seniors. I feel like every time I see an activity on social media (lets be honest … when I see something on TikTok 🤣) I think, “oh, that looks so fun!” but almost immediately, I think, “yaaaa, my juniors and seniors will not be on board with that.” It’s safe to say that with the Name Tent activity at least, I stand corrected! I think I sometimes underestimate exactly how much my students like to be creative! Most of my students have had technology of some sort for almost the entirety of their education, and while I (obviously – I mean, look at the name of my blog 🤣) love using technology to enhance the learning environment and increase student engagement, it’s not the end-all-be-all of education. My juniors and seniors LOVED this activity! It was such a great way to spend our first day – low stress, high engagement, and a great way to get to know each other! This activity could easily be adapted in many different ways throughout the school year … I’m thinking historical figures, novel characters, heck, event vocabulary terms or events! If you’d like a copy of this template, click here!

That’s all for today! I hope your school year is off to a fantastic start! I WILL WRITE AGAIN before the end of September! It WILL HAPPEN!

Thanks for reading 🙂

Creating Gems in Gemini – Teaching with Technology

Technology

HAPPY NEW YEAR! Welcome to 2026, which is somehow my TWELFTH year of blogging about educational technology and classroom ideas, and sharing my reflections with all of you. I’ve fallen off the wagon a bit when it comes to posting, but I’m still here! Here’s a quick glimpse into some changes since I last shared with you …

  • Our oldest daughter started high school
  • Our youngest daughter started 7th grade
  • I turned 40 in September
  • I started needing “readers” when looking at my computer or phone 😅
  • I had to scale back my daily running because of an overuse (shocker) injury
  • I have to watch added sugars in my diet … what in the WORLD?!
  • I’ve added creatine into my daily routine because apparently that’s helpful for “women my age” 😅

Other than that, I’m still the same busy, caffeine-addicted, book-obsessed, mom, wife, teacher you’ve known for 12 years!

Enough about me … let’s talk about AI in education! That’s a brand new topic, right? 😅 No, of course not. Unless you’ve been living under a rock for the last few years, AI in education, heck, in daily life, is all the rage. Even though the accessibility of AI is new and shiny, my goal has been to focus on how I can use AI tools to help me help my students. As I share in my AI seminars and workshops – AI is a TOOL that teachers can USE just like other TOOLS we use in our classroom. AND … the possibilities this tool provides are super exciting! Here’s what I’m nerding out about currently … GEMS!

Don’t judge me, but any time I read the word “gems” I’m immediately transported back to the early days of playing games on cell phones. My FAVORITE game was BEJEWELED! Wasn’t it awesome!

Back to the present … what exactly are “gems?” According to Gemini, gems are custom AI chatbots that you can design for any purpose. Do you need help writing? Create a gem. Do you need ideas for what to make for supper after you get home from a day of teaching? Create a gem. Are you stuck thinking of real-world applications of your content? Create a gem.

See the trend?! 😅 If you remember when smartphones came out EONS ago, the common phrase was, “there’s an app for that.” Now we can say, “make a gem for that!”

To make it even better … creating gems is SUPER easy. We’re talking less than a minute easy. Here’s a step by step guide to creating your first gem:

  1. Access Gemini
  2. Select the three lines (hamburger) on the top right corner of Gemini to expand the menu. Then, select “gems.” Here, you’ll see “gems” created by Google Labs which are really neat. However, go ahead and click the “new gem” icon.
  3. Now, it’s time to build your gem. Create a name and description for your gem. Then, provide your gem with instructions – basically, tell your gem what you want it to be able to do. You can also determine what type of tool you want to be able to use when interacting with your gem – this is especially helpful if you plan to create and share your gem with your students. Here, you can also add specific knowledge that you want your gem to use – upload from your computer or from Drive. This is optional!
  4. Hit save and your gem is ready to use!

Now that your gem is ready, you can share it easily with your students through link OR by adding it as a resource on an assignment in Classroom. SO EASY!

Here are a few “gems” that you could create!

  • Text Levelers
  • Lesson Hook Generators
  • Vocabulary Builder
  • Historical Figure Bots
  • Novel Character Bots
  • Quiz Creators
  • …and MORE!

Have you used gems in your classroom? I’d love to hear about it!

Thanks for reading 🙂