Chicago, IL – Acceleration Academies, the nation’s leading provider of tech-enabled flexible education, announced today that Kelli Campbell will assume the role of Chief Executive Officer to accelerate growth and broaden impact to school districts and students.

Campbell spent 17 years at Discovery Education, the global leader in standards-based digital content for K-12 school districts, and most recently served as President of the company. As a career EdTech executive, she brings a demonstrated history of success leading the sales and marketing, product development and operations functions for pioneering educational technology organizations. 

“After thorough succession planning and a comprehensive search process, the board is pleased to have found the best individual to take Acceleration Academies into its next stage of growth and expansion,” said Steve King, co-founder of Daniels & King Ventures, the main funding source for Acceleration Academies. “Kelli has a track record of strong leadership in the EdTech industry, established relationships with K-12 school districts, and success in private equity value creation. We are confident that Kelli is the right leader to accelerate the company’s growth opportunities.”

The change in leadership comes as Acceleration Academies is rapidly expanding its school district partnerships nationwide to provide a flexible, supportive and personalized program for students who are not experiencing success in a traditional high school.

“As our organization has matured and we are serving a record number of students, we are excited to welcome additional leadership expertise to help us reach the next level. We must support our accelerated growth so that we can serve more students and school districts, while maintaining the efficacy and integrity of our model,” states current CEO and co-founder Steve Campbell.

Co-founders Steve Campbell and Dr. Joseph Wise will remain actively involved in the business.

“Acceleration Academies is an extraordinary company that is positively impacting the lives of young adults who struggle in a traditional school setting,” said Kelli Campbell, Acceleration Academies’ incoming CEO. “Throughout my career I have championed equity in education. Acceleration Academies provides the necessary supports to help remove obstacles so that students can not only graduate from high school but be prepared for post-secondary and job success. I am tremendously excited for the opportunity to support the mission and help expand the number of students that we serve.”

About Acceleration Academies

Founded in 2014, Acceleration Academies is a national leader in re-engaging young adults not experiencing success in a traditional high school setting. We partner with school districts across the U.S. to offer dropout recovery and re-engagement services, credit recovery and a flexible, personalized alternative for students (and former students) to earn a customary district issued high school diploma. Our hybrid learning model and Cognia-accredited web-based curriculum allows students to receive in-person support at academy locations and work online anytime from anywhere. Students receive a dedicated social and emotional support system to remove impediments that have caused them to struggle in a traditional setting. Currently, Acceleration Academies has more than 5,000 students enrolled in 19 academies in seven states.

For more information visit: accelerationacademies.org

This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

On a recent Friday at Gary Comer Middle School in Chicago, you had to squint to see signs of the pandemic that upended American education just a few years ago.

Only a handful of students wore face masks, and even then, some put them on to cover up pimples, staff said. The hand sanitizer stations outside every classroom mostly went unused, and some were empty. Students stopped to hug in the hallway and ate lunch side by side in the cafeteria. 

“I don’t think it’s a big deal as much as it was before,” said 12-year-old Evelyn Harris, an eighth grader at Comer, whose lasting memory of pandemic schooling is that online classes were easier, so she got better grades. “The pandemic didn’t really affect me in a big way.”

But inside Nikhil Bhatia’s classroom, the evidence was on the whiteboard, where the math teacher was shading in slices of a pie to illustrate how to find a common denominator. That day, his seventh graders were working to add and subtract fractions — a skill students usually learn in fourth grade.

Maybe you learned this before, Bhatia began. “Or, during the pandemic, you might have been on Zoom,” — a few students laughed as he dragged out the words — “put your screen on black, went to go play a couple video games. Snap if that sounds familiar?”

Clicking fingers filled the room. “That’s OK!” Bhatia responded. “That’s why we’re going to do the review.”

As the new school year begins at Comer and elsewhere, many students and educators say school is feeling more normal than it has in over three years. COVID health precautions have all but vanished. There’s less social awkwardness. Students say they’re over the novelty of seeing their classmates in person.

But beneath the surface, profound pandemic-era consequences persist. More students are missing school, and educators are scrambling to keep kids engaged in class. Many students remain behind academically, leaving teachers like Bhatia to fill in gaps even while trying to move students forward. Rebuilding students’ shaken confidence in their abilities is especially important right now.

“It’s OK that you don’t know this,” Bhatia tells his students. “It’s normal right now.”

Nationally, many students remain far behind in math and reading where they would have been if not for the pandemic. There have been especially steep learning drops at schools that taught virtually for most of the 2020-21 school year, as schools did across Chicago and within the Noble charter network, which includes Comer. It’s an issue that’s even more pressing for older students, who have less time to fill in those holes.

At Comer, 28% of eighth graders met or exceeded Illinois math standards the year before the pandemic, not far off from the state’s average of 33%. But by spring 2022, that had fallen to just 2%, compared with 23% for the state. 

In reading, meanwhile, 9% of Comer eighth graders met or exceeded state standards pre-pandemic, and that dipped to 4% in spring 2022, when the state’s average was 30%. 

The school made gains they’re proud of last school year, with 10% of eighth graders hitting the state’s bar for math and 22% hitting it for reading, though school leaders say they know there is still work to be done.

“If you don’t have some foundational skills and basic skills, it will be almost impossible to keep up with the curriculum as the kids get older,” said Mary Avalos, a research professor of teaching and learning at the University of Miami, who has studied how COVID affected middle school teachers. “That’s a big issue that needs to be addressed.”

How teachers are addressing pandemic learning gaps

Most of Bhatia’s students missed key skills in fourth and fifth grades — the years that school was remote, then interrupted by waves of COVID — but they mastered more advanced concepts in sixth grade last year.

That’s left Bhatia, like many teachers across the country, with the tricky task of coming up with mini lessons to fill in those elementary gaps, without spending so much time on prior concepts that students fall behind in middle school.

On a day like Friday, that meant to get students ready to add negative fractions, a seventh grade skill, Bhatia first had to teach a short lesson on adding fractions, a fourth grade skill. At first, some students mistakenly thought they should use the technique for dividing fractions they learned last year.

“They’ll say: ‘Oh is this keep, change, flip’?” Bhatia said. “The gap isn’t exactly what you would expect it to be.” 

This kind of teaching happened “once in a while” pre-pandemic, Bhatia said, but “now it’s like day by day I have to be really critical in thinking about: ‘OK what might be the gap that surfaces today?’”

Aubria Myers, who teaches sixth grade English at Comer, sees ways the familiar rhythms of school are just now returning, four months after federal health officials declared an official end to the COVID-19 emergency.

“This year, for me, feels the most normal,” Myers said. Students are saying: “Oh wait, what’s the homework again, can I get another copy?” she said. Last year when she mentioned homework, “they were like: ‘What is that?’”

On that recent Friday, Myers led an activity in her multicultural literature class that would have been impossible two years ago when students had to stay seated in pods of color-coded desks. 

Her sixth graders huddled close to one another as they tried to hop across the classroom, an exercise designed to give her fidgety students a chance to move around, while exemplifying the communication and teamwork skills that would be at the center of Seedfolks, the novel they were about to read in class.

Still, Myers had chosen the book, with its short chapters and lines full of metaphors and irony, to meet the needs of this crop of sixth graders, who spent all of third grade learning online. Many, Myers knows, never logged on. They have shorter attention spans and doubts about their reading skills but love class discussions, she said.

“They remember that time in their life when they were stuck talking to only people in their house,” Myers said. “They’re in class wanting to engage with each other.”

Myers has tried to prevent her students from getting discouraged by their learning gaps. At the start of this school year, for example, she’s pointing out spelling and punctuation errors, but not docking points yet. She wants to make sure her students first have time to learn some of the key skills they missed in earlier grades.

“We have kids who don’t understand how to put a period somewhere in your sentence, or how to put spaces between their words,” Myers said. “I see these very beautifully strung together ideas, these really well thought-out explanations, but they’re missing some of those key mechanics.”

Student mental health and engagement still top of mind

Comer has responded to students’ post-pandemic needs in other ways, too. The school expanded its team of social workers and other staff who work with students to resolve conflicts and address mental health needs, a trend that’s been observed nationwide.

The school has long felt the effects of neighborhood gun violence and student trauma, but staff say having more adults focused on those issues has helped students open up and seek help. Now, more students are requesting verbal mediations to head off physical fights, staff say.

“If you follow us through the building, you’ll see,” said Stephanie Williams, a former reading teacher who now directs Comer’s social and emotional learning team. “Kids will seek you out, or find you, and let you know: ‘Hey, I need this.’”

And this is the second year the school has scheduled all core classes earlier in the week, so that students can spend part of Friday practicing math and reading skills on the computer, and the rest of the day taking two special electives. It’s a strategy meant to keep students engaged — and showing up to school.

The school offers classes that pique students’ interests, such as the history of hip hop, hair braiding, and creative writing. Brandon Hall, a seventh grader at Comer, blended his first smoothie in a “foodies” class and bonded with his basketball coach through chess. He came to see similarities between making plays on the court and moving pawns across the board.

“I learned a lot from him,” he said.

On “Freedom Fridays,” attendance is higher and student conflicts are rarer, school officials say. That’s been important as the school, like many others, has seen higher chronic absenteeism rates over the last two years. At Comer, 1 in 3 sixth graders missed 18 or more days of school last year. Before the pandemic, that number sat closer to 1 in 5.

The approach runs counter to the calls some education experts have made for schools to double down on academics and add more instructional time — not take it away. 

A recent report by the Center on Reinventing Public Education, for example, spells out the numerous ways students are still struggling, and calls for “a greater urgency to address learning gaps before students graduate.” Harvard education researcher Thomas Kane noted that few districts have lengthened the school day or year and warned that, “The academic recovery effort following the pandemic has been undersized from the beginning.”

But JuDonne Hemingway, the principal of Comer, said devoting time to enrichment activities during the school day is worth it to ensure all students have access to them. These classes, she added, are helping students develop interests they may pursue in college or as part of a career.

“They’re not just random experiences for kids,” Hemingway said. “We think they are just as important as any traditional academic class.”

Chalkbeat is a nonprofit news organization covering public education.

For more news on COVID in schools, visit eSN’s Educational Leadership page.

Key points:

• Many educators look forward to the opportunity afforded by AI, but few feel ready to use it
• Other educators wonder if they have proper district support for AI use
• See related article: 5 positive ways students can use AI
• For more news on AI in education, visit eSN’s Digital Learning page

A resounding 90 percent of educators in a recent survey said they believe that AI has the potential to make education more accessible. 

Teachers are recognizing that when implemented ethically and with thoughtful consideration, AI can help students with special needs, learning disabilities, and language barriers, for example, and experience more effective, personalized learning methods, according to the 2023 Educator AI Report: Perceptions, Practices, and Potential from digital curriculum solution provider Imagine Learning.

With generative AI emerging as a pivotal element in the dynamic educational landscape of 2023, Imagine Learning conducted the survey to explore the perceptions, current practices, and future aspirations of educators who have already embraced technology in the classroom. The inaugural report showcases a comprehensive exploration of AI’s current and future role in K-12 classrooms.

When it comes to readiness, however, only 15 percent of educators feel “prepared” or “very prepared” to oversee the use of generative AI in the classroom, with over twice that number (32 percent) expressing they are completely unprepared to do so. What’s more, educators indicate a disparity when it comes to the likelihood of using Generative AI in the classroom, with district and school leaders perceived as less likely to embrace new AI tools when compared to educators and students.

On top of this, only one-third (33 percent) of surveyed educators feel that they have the support they need from their district and school leadership to successfully implement generative AI into their teaching.

Other key findings from Imagine Learning’s report include:

• Almost half of educators (44 percent) who have used generative AI believe that its use has alleviated the burden of their workload and made their jobs easier.
• Of the respondents who reported they have not used AI in the classroom, 65 percent cite a lack of familiarity as the primary obstacle to the future utilization of generative AI, with 48 percent also expressing ethical concerns.
• 72 percent of educators are most concerned about plagiarism and cheating due to generative AI, highlighting the need for clear guidelines for students for using AI with academic integrity.

“Generative AI is a blend of promise and prudence. Its transformative potential is undeniable, but the journey forward requires thoughtful consideration,” said Sari Factor, Vice Chair and Chief Strategy Officer, of Imagine Learning. “Learning is above all a human endeavor. With generative AI as a tool to simplify lesson planning, reduce administrative tasks, and enhance personalized learning, we can empower the potential of teachers and students and improve learning outcomes.”

This press release originally appeared online.

CALGARY, AB – SMART Technologies is proud to announce the launch of the company’s latest innovation for education: the SMART Board® RX series. This revolutionary display is designed with accessibility in mind and provides teachers with the tools they need to make learning more engaging for students, while saving precious time for teachers, too. This performance display comes with optically bonded glass and a multi-color stylus for an effortless inking experience, as well as leading student device integration, putting it in a category of its own.  

At the heart of the SMART Board RX series are the features and functionality, purposefully designed to help make classroom time higher quality time and engage all students in inclusive and accessible learning experiences. Most notably, the RX series comes with SMART’s exclusive Tool Explorer® technology that enables all students – including those with diverse learning needs – to actively engage with content and easily communicate with their peers and teachers.  

Tool Explorer digitally recognizes blocks that come in pre-programmed sets with images such as emojis that can help enable social and emotional learning. The blocks are also programmable, giving teachers or students the ability to program any image onto a block.  Tool Explorer provides a unique way for students to communicate and participate – including those students who are non-verbal, those who struggle to hold a pen or to write, and those who require or simply prefer different methods of communication. Tool Explorer is only available with the SMART Board RX series.  

The SMART Board RX series is Google EDLA certified, giving users native access to the Google Play store, Google Classroom, Chrome Browser, and other Google services so that teachers can have all their favorite apps at their fingertips. It comes with a completely refreshed embedded experience – iQ 4.0. The new version of iQ is designed to simplify workflows for teachers and make lessons engaging for students. 

The RX series also includes SMART’s exclusive ability for continuous differentiation of all interaction types, which enables multiple users to intuitively write, erase, and touch at the same time, without interfering in each other’s work for a truly collaborative experience. 

“The SMART Board RX series represents a major leap forward in classroom technology,” said Nicholas Svensson, CEO of SMART Technologies. “Our goal was not just to create another interactive display but rather an investment that helps to create inclusive, accessible classrooms that will stand the test of time.” 

The SMART Board RX series offers an array of features, including:  

• Android 13 for enhanced security and smooth performance, with expandable storage up to 576GB. 
• Optically bonded glass which provides a smooth, precise inking experience and unmatched viewing clarity. 
• Simultaneous Tool Differentiation so multiple students can intuitively collaborate at the display together.  
• An all-new multi-color LED stylus for easier color switching and simple, intuitive inking with color built right into the pen.  
• NFC and QR code-based sign-in with one-click sign-out for added security and convenience. 
• Integrated sound bar with two 20W speakers and a 15W subwoofer. 
• New environmental and air quality sensors including a particulate matter sensor and volatile organic compounds sensor. 
• All the software educators need, for free. 

The SMART Board RX is designed to serve districts for years to come. The RX series has an energy-efficient design that is designed to be a sound investment for many years. Automatic over-the-air updates keep customers up to date with new features, patches, and operating system upgrades—keeping pace with market trends and new options and features without spending budget on a new display. Schools and districts can get more out of their technology investment and continue to deliver high-quality learning experiences for years to come. 

About SMART Technologies ULC  

SMART isn’t just a leading tech company, but a connections company working tirelessly to create and advance technology that helps teachers, learners, businesses, and teams make meaningful connections every single day. The original SMART Board® launched in 1991, and has continued to innovate through Lumio, an award-winning cloud-based learning software. With a full range of products, including an impressive selection of easy-to-use interactive displays used by millions of businesses, educators and students around the world, SMART creates connections that matter. To learn more, visit www.smarttech.com. 

Key points:

• Students will be immersed in an AI world—they need to learn about it
• One English teacher brainstormed creative ways to get students talking about, and working with, AI
• See related article: 5 positive ways students can use AI
• For more news on AI in education, visit eSN’s Digital Learning page

Last spring, a few weeks after I started using ChatGPT, I challenged my high school English students: “Artificial intelligence can do any of your class assignments,” I told them flatly. “Now prove me wrong.”

I wanted to provoke them, to get them to ask questions, and to start using these tools—not to cheat—but to flip their learning on its head. I knew we needed to learn this together. And since that day, we didn’t just shift the paradigms—we sent them into somersaults.

1. Putting ChatGPT on trial

I first became aware of ChatGPT last February when I began reading mind-blowing comments of several progressive educators. As a teacher who strives to help students uncover their interests and stretch their imaginations, I wanted to ensure they were participating in this new technology. We were about to begin our unit on The Crucible and I began wondering how we could leverage ChatGPT.

Typically, at the end of the unit, I ask my students to put various characters on trial, backing up their ideas with plenty of original evidence. This time around, I wanted them to also put ChatGPT on trial. What are its strengths and opportunities, its weaknesses and threats?

So I created a project-based scenario: The students were attorneys for a law firm, and I was their client, bringing them this challenge: I was thinking about investing in ChatGPT. Based on their understanding and the research they’d conduct during The Crucible unit, should I? What would be the implications? The upsides and the down?

So the students began, first reading The Crucible, relying only on their human intelligence. Then, after a week, they opened up their understanding of the classic play through ChatGPT. And it was astonishing: ChatGPT helped students discover subtle nuances and character traits they’d missed initially, created authentic-sounding trial documents that outlined their arguments, provided historical information about the Salem witch trials, and prompted students to explore the play’s themes and messages. It also generated hypothetical conversations between characters, providing fresh insights into how characters evolved throughout the play.

At the unit’s completion, the students had glimpsed AI’s potential—and its potential problems. Many students were concerned about cheating, about bias, about invented “facts,” and about privacy. But, ultimately, the majority of students advised that I, as their client, should invest in AI, finding that it increased efficiencies, helped with workload, sped up research, improved grammar, relieved deadline stress, and more.

2. Using ChatGPT as a creative partner

When they returned from spring break, students found that I’d taken their advice to heart: I’d invested $20 on a premium version of ChatGPT and had created an AI workspace in our classroom. Now I invited them to use ChatGPT during our final inquiry unit, during which they’d ask questions, come up with a plan, leverage their research, and then go public with their findings. Soon they found they could use ChatGPT as a creative, brainstorming, spit-balling partner—with great results: generating open-ended questions, discovering and exploring their interests, creating a day-by-day calendar to reach goals, ideating original art pieces, and augmenting lyrics for songs and scripts. To say they were wowed by ChatGPT’s ability to take their own thinking and creativity further would be an understatement.

3. Considering what’s next

During that inquiry unit, I wanted to better understand—and for my students to better understand—what might be ahead of us in terms of AI. So I invited our school librarians to visit our class, presenting glimmers of what’s ahead: the good, from conducting medical research to solving complex global problems; the bad, from impersonating someone’s speech to waging war with AI; and the surprising, from saving bees to predicting earthquakes.

Impressively, the librarians also fielded questions, addressing ethical considerations of AI, detailing the importance of vocabulary when it comes to writing powerful prompts, and reminding students that they need to be thinkers themselves and not just settle for what ChatGPT generates.  

4. Going from zero to hero

Just days before our fall semester started, I learned that I’d been assigned mythology—a subject I’d not taught before and one without a syllabus. But, like my students during their inquiry unit, I knew I could turn to ChatGPT as my creative partner. To begin, I wrote a thorough prompt, telling it: “You’re a high school English teacher who wants to teach an inquiry-based mythology class with self-directed learning. You have questions and you’re looking for answers. (That’s so the hero’s journey à la Joseph Campbell.) Now create a syllabus, complete with readings.” Less than a minute later, there it was, in all its mind-boggling near perfection. Next, I asked ChatGPT to create a hero’s journey chart with student checkpoints along the way. Once again, in 20 seconds, there it was. In class, I’ve stuck with these materials mostly and, so far, so good.

5. Clubbing—AI style

Most recently, I’ve teamed up with a school librarian to create an extracurricular AI club. We’re not totally clear on our mission or our goals—we’re in the early days. But we do want students to understand what’s happening with AI and to be, if not prepared, at least thinking about AI and how it may impact not only their careers but their lives.

As for that first challenge I presented—the one about AI being able to do any schoolwork—unfortunately, it proved true: AI can do pretty much any class assignment. And that made us all squirm. In fact, that feels scary. But that’s all the more reason to delve into AI. As Bill Gates said last spring, “You definitely want the good guys to have strong AI.” You don’t want only the “bad guys” to be using it, manipulating it to deceive or to swindle or to gain power or to wage war. That’s why we must keep talking about AI with our students. We can’t run away.

Soon AI will be a common tool in myriad fields. That’s why we as educators need to help our students use it, become familiar with it, and think for themselves about its implications. Yes, it’s threatening. It’s also exciting. And it’s going to be their world.

Key points:

• STEM careers desperately need skilled workers–but the pipeline is drying up
• STEM Career Days do wonders in attracting students to STEM fields
• See related article: Building a representative STEM pipeline needs to start in kindergarten
• For more news on STEM education, visit eSN’s STEM & STEAM page

A new study at the University of Missouri–in partnership with Harvard-Smithsonian researchers–shows that when colleges host ‘STEM Career Days,’ the students who attend are far more likely to pursue a career in a STEM (Science, Technology, Engineering and Math) related field.

The findings not only highlight the benefits of college recruiters introducing high school students to STEM-related opportunities, but they can also help increase and diversify the STEM workforce in the United States.

Michael Williams, an assistant professor in the MU College of Education and Human Development, analyzed a nation-wide survey conducted by Harvard University that asked nearly 16,000 college students if they attended a college-run STEM Career Day while in high school. He found that the students who attended were far more likely to have STEM-related career aspirations compared to the students who did not attend.

“Now that we have found that this type of intervention works for turning that potential interest in STEM into career aspirations in STEM, we can work on designing these interventions in a way to be even more effective and accessible to develop a more diverse STEM workforce,” said Williams, who is also a faculty fellow in the MU Division of Inclusion, Diversity & Equity. “If you want someone to be good at something, you want them to develop a sense of efficacy, which is about putting them in a position where they can see themselves doing it and succeeding at it, and seeing other people that look like them doing it as well.”

When Williams was pursing a master’s degree in computer information technology, he remembers being the only Black student in classes such as computer engineering and differential equations. He also remembers the classes being disproportionately made up of international students.

“The United States trails a lot of global competitors in the production of STEM talent, especially in areas like sophisticated technology and quantitative methodologies,” Williams said. “The National Science Foundation has pushed for broadening participation in STEM fields and increasing diversity for populations that have previously been excluded from STEM-related opportunities. So, I am passionate about reaching people earlier in the educational pipeline and seeing what interventions help turn interest into career aspiration.”

Williams added that MU is a land-grant university and has several community outreach initiatives to not only expose Missouri students to STEM topics at the high school level, but also at the middle and elementary school levels.

“STEM Cubs is a free STEM education program for students in kindergarten through eighth grade that is hosted by the MU Office of Academic Access and Leadership Development, MU College of Education and Human Development, and MU College of Engineering that emphasizes the importance of exposing all students to exploratory and experiential learning,” Williams said. “The program seeks to engage young students, particularly those historically underrepresented in STEM education and career fields, to hands-on STEM activities. By allowing them to learn about scientific concepts and how they relate to everyday life, the program helps them build interest in science and science-based careers.”

The study “A quasi-experimental study of the impact of college-run science, technology, engineering, and mathematics (STEM) career days on American students’ STEM career aspirations,” was published in International Journal of Science Education.

This press release originally appeared online.

As the hoopla surrounding emerging AI technologies and their impact on education endures, we need to get past whether or not to use ChatGPT—Pandora’s box is officially open—and focus instead on how best to use it. Despite OpenAI recently releasing a guide for ChatGPT in the classroom that demonstrates how teachers can use the large language model software to enhance learning, Zarek Dozda, director of UChicago’s Data Science 4 Everyone, does not think it goes as far as it should to address educators’ concerns about the growth of this emerging tech in classrooms.

In this insightful conversation, Zarek breaks down several particulars he feels need to be addressed, including:

• More research – OpenAI’s guidance focuses on anecdotal evidence of ChatGPT in classrooms but has little to say about best practices when using ChatGPT as an educational tool.
• Focus on mechanics – Instead of highlighting education tactics that utilize ChatGPT, OpenAI should provide a more thorough explanation of large language models and how they work.
• Training for teachers – The specific teachers mentioned in OpenAI’s guidance should be applauded for embracing emerging tech, but there needs to be greater resources for teachers just trying to keep up with AI.

Data Science for Everyone is a coalition advancing data science education so that every K-12 student has the data literacy skills needed to succeed in our modern world. Equitable access to data science education is an opportunity to open doors to higher education, high-paying careers, and an engaged community. Created by the University of Chicago Center for RISC and organized in partnership with The Learning Agency and the Concord Consortium, the group supports a growing community that knows that the data revolution has transformed modern life and we need to prepare our students. 

Other highlights from the conversation include:

Responsibility in AI Usage: Zarek emphasizes the importance of instilling responsible and efficient AI usage in students, preparing them for a future where digital skills are integral to various careers.

Changing Perceptions: The discussion challenges preconceived notions about AI, acknowledging shifts in attitudes among educators and students toward embracing technology as a valuable supplement to traditional teaching methods.

Educator Empowerment: Teachers are encouraged to view AI as an opportunity for professional development, using tools like ChatGPT 4 to create lesson plans and assessments, fostering a collaborative approach to interdisciplinary solutions.

Foundational Skills Remain Crucial: While AI tools advance, Zarek emphasizes the continued significance of foundational skills, asserting that students should still learn mathematics, coding, and critical thinking to understand and address AI-generated errors.

Balanced Implementation: Zarek advocates for a measured approach to AI integration, steering clear of extremes such as outright bans or complete reliance on AI for educational planning. Instead, a gradual introduction with teacher guidance is recommended.

Global Talent Race: The conversation concludes with a call for policymakers to recognize the urgency of upskilling educators, framing education as critical for future economic and international success in a rapidly evolving digital landscape.

Malvern, Pa. and Bloomington, Minn. (GLOBE NEWSWIRE) — Frontline Education, a leading provider of administration software purpose-built for educators in K-12, and Vanco, a leading solution for event planning, ticketing, fundraising and patron engagement, today announced an exclusive partnership that provides K-12 school districts with a seamless and secure way to sell tickets and manage registrations for school events, at no cost to the school districts.  

Vanco is a trusted provider of payment solutions tailored to meet the unique needs of K-12 schools and districts. With a focus on secure, efficient payment processing, Vanco enables educational organizations to streamline financial operations and improve the overall experience for families. Adding Vanco’s secure payment processing platform to Frontline’s comprehensive suite of solutions provides K-12 districts nationwide a powerful set of financial and business management capabilities.

“Our Vanco partnership brings K-12 school districts a secure payments solution for effortlessly administering events and transactions,” said Mark Friedman, Chief Marketing Officer at Frontline Education. “It’s exciting to empower schools to create memorable experiences for the communities they serve.”

Key benefits of the partnership include:

• Efficient Payment Processing: The solution streamlines payment processing, enabling districts to securely manage event transactions, including fees, donations, and registrations, in an intuitive and user-friendly interface.
• Real-time Financial Insights: Districts will have access to advanced reporting and analytics, providing administrators with valuable insights to make informed financial decisions.
• Enhanced Security and Compliance: Vanco’s offering ensures that all financial transactions are conducted in a secure and compliant manner, providing peace of mind to districts and families alike.
• Seamless User Experience: The solution provides a seamless experience for end-users, eliminating the need for duplicate data entry and reducing administrative overhead.

“Our collaboration with Frontline Education will bring our innovative, state-of-the-art event management platform to a broader audience, creating a synergy that will benefit both organizations and, more importantly, our customers – schools, parents and students,” said Faton Gjuka, Chief Revenue Officer at Vanco. 

For more information on the Frontline and Vanco partnership, or to start benefiting from the offering, please visit  here.

About Frontline

Frontline Education is a leading provider of school administration software, connecting solutions for student and special programs, business operations and human capital management with powerful analytics to empower educators. Frontline partners with school systems to deliver tools, data and insights that support greater efficiency and productivity, enabling school leaders to spend more time and resources executing strategies that drive educator effectiveness, student success and district excellence.

Frontline’s broad portfolio includes solutions for proactive recruiting and hiring, absence and time management, professional growth, student information systems, special education, special programs, Medicaid reimbursement, school health management, inventory control and asset management, payroll, benefits and financial management, and analytics solutions that help district leaders tap into their data to make more informed decisions for the benefit of their students and communities. Over 10,000 clients representing millions of educators, administrators and support personnel have partnered with Frontline Education in their efforts to develop the next generation of learners.

About Vanco 

Based in Bloomington, MN and Atlanta, GA, Vanco is the approachable, community-focused financial technology leader. Over 45,000 churches, schools, and community organizations trust Vanco to transform their giving, payment, and financial management experience so they can serve and inspire their communities to build a better tomorrow. Visit vancopayments.com to learn more.  

Key points:

• AI is changing education–and these changes can be beneficial if handled correctly
• Meta creativity–routines that help us engage fully with the hardest parts of creativity–can help with AI integration
• See related article: 5 positive ways students can use AI
• For more news on AI and creativity, visit eSN’s Digital Learning page

Nearly 40 percent of teachers expect to use AI in their classrooms by the end of the 2023-2024 academic year. This use of AI at school will impact how students learn and use their creativity as innovation, which will be increasingly necessary in the future as even higher-order thinking skills become standard. There will be long-term effects if the methods of teaching creativity are not adjusted, but if educators embrace AI mindfully, there will be long-term benefits.

In my experience observing educators and students, I started to see a need for more moments of reflection. The education space and other industries are quickly evolving because of AI, but humans, especially young students, aren’t yet hard-wired to adapt at the same pace. In response, educators need to take more time and enlist the help of tools to begin planting the seeds of mindful creativity in relation to AI, which will be a critical skill as young children grow into tomorrow’s workforce.

Moving forward, meta creativity–routines that help us engage fully with the hardest parts of creativity–and even higher-order thinking should be on every educator’s mind when building an environment conducive to both creativity and AI use.

The relationship between AI and creativity

When most people think of creativity, they relate it to the ability to ideate and express original ideas. However, the AI era we live in suggests that we should change this definition since AI can be trained on more information and has demonstrated the ability to make stronger creative connections than humans. We must evolve our definitions of creativity to higher orders to stay relevant, including successfully using AI in and out of the classroom.

One of the most challenging parts of creativity is resisting the impulse to give up when you meet failure or criticism of your ideas, which students commonly face at school when working on group projects or receiving grades. Failure and criticism can lead to students abandoning their own ideas and relying too heavily on AI to be their brains, so to speak. If this is regularly done during school, students will likely continue this habit at their future jobs or other parts of life. To avoid this dependency on AI and other technology, students need stronger self-awareness and reflective routines to engage in the full complexity of creativity.

What is meta-creativity?

Remaining creatively relevant requires self-awareness, adaptability of thinking, and impulse control during the creative process. New routines that help humans engage fully with the most challenging parts of creativity must be introduced. One example of such a routine is mindful breathing when a student faces a setback when working on a creative project. This routine will help students calm down and refocus on the task they’re working on without losing too much progress.

Routines like this are considered meta-cognitive functions, which can serve as solutions for students and teachers trying to remain creative and engaged in the classroom using AI.

How to foster meta creativity

Reflective tools–educational instruments or techniques that encourage students and educators to reflect on their learning experiences and outcomes–are an excellent way for educators to foster meta-creativity in their students. These tools are designed to prompt and support higher-order skills such as critical thinking, self-awareness, and continuous improvement, which are critical for education and life beyond the classroom.

In addition, reflective tools can help educators adapt to today’s rapidly changing world while fostering stronger attention, connection, and intrinsic motivation within their students. By using these tools, educators are taking a step to remove the stigma that schools stunt creativity with their strict rules and routines.

American society is built on the foundation of innovation–that mindset is what starts and operates businesses, creates new products, and continuously sets new standards of excellence worldwide. But where does this innovation come from? The contrast between the constraining creativity in the traditional education system and the defiant, independent culture of regular society may create this innovative thinking, which now translates to higher-order skills and meta-creativity. In addition, the ability to make something from nothing is now the baseline of creativity, and even higher-order thinking will be necessary to excel at this.

While many believe schools are one of many factors diminishing basic creativity, I think schools provide constraints that can actually build up students’ meta-creative capabilities in the long run. After years of structured school days, students are craving a freedom that they never had before. And all the creative and mindful muscles they spent 12 years building are ready to be unleashed as they enter society outside school. Their eagerness to showcase their unique skills will position them to have a positive impact in whatever sector they choose to enter.

AI and other technology have changed how humans think and live. For the education space, specifically, teachers must create a learning environment where students can reach a new level of creativity that allows collaboration with AI and requires even higher-order thinking skills to flourish. This is what will prepare students for the rest of their lives.

While it might be an adjustment at first, implementing meta-creativity and engaging with the most challenging parts of the creative process will result in the best outcomes for educators and students as the era of AI continues to gain momentum.

Editor’s note: This story on how to manage academic integrity as generative AI moves into classrooms originally appeared on CoSN’s blog and is reposted here with permission.

The rapid advances in artificial intelligence (AI) technology present both incredible opportunities and significant challenges for educational settings. Whether or not a school district is considering leveraging AI, the influence of this technology on educational ecosystems is undeniable. As AI increasingly becomes a part of our daily lives, district leaders have a responsibility to understand its impact in educational settings and make informed decisions accordingly. This is true whether the aim is active adoption or simply preparation for a future where AI tools become more prevalent in educational settings.

To ensure school districts are adequately prepared for the integration of generative AI into their instructional and operational systems, the Council of Great City Schools, CoSN – Consortium for School Networking, and Amazon Web Services have partnered to create the K-12 Gen AI Readiness Checklist Questionnaire. There are several ways in which district leadership can best use this checklist for assessing and enhancing their readiness for integrating generative AI technologies into both instructional and operational systems.

The first step should be to bring together a group of individuals that will form the district’s Generative AI Leadership Team. Who Should Be Involved?

• Superintendents and District Leaders: As decision-makers, your insights into aligning AI adoption with overall goals and strategies are critical.
• Chief Technology Officers and Chief Information Officers: You will be the primary users of the checklist, evaluating technical capabilities, limitations, and needs.
• Cross-Functional Teams: The checklist addresses a wide array of considerations, making it essential for input from representatives of all departments involved, including academics, finance, and legal.

The Checklist covers readiness in Executive Leadership, Operational, Data, Technical, Security, Legal/Risk Management. Below are some ideas for how the Checklist can be leveraged in your school district.

Initial Assessment

Alignment with District Goals: Start by examining whether AI technologies align with your district’s mission, vision, and values.
Resource Inventory: Make sure you have designated teams or individuals who will be responsible for overseeing AI adoption.
Tactical Steps
Legal Review: Consult the legal department to ensure compliance with state laws or district rules concerning the use of AI technologies.
Policy Development: Establish clear policies around the responsible use of AI, keeping in mind to align them with existing federal guidelines and best practices.
Staff Training: Ascertain the training needs for different roles within the district and prepare a training roadmap.

Operational Readiness

Procurement Standards: Set forth clear standards for AI procurement, with a focus on compliance and ethical considerations.
Data Governance and Privacy: Make sure you have robust data governance policies in place and that you are compliant with privacy regulations.
Technical Readiness
Security Framework: Update your cybersecurity policies to include AI-specific considerations.
Identity and Access Management: Implement centralized role-based data access controls specifically for AI tools.
Monitoring: Develop processes to keep track of systems that use AI and how they are used.

Risk Management

Legal Remediation: Update terms and conditions to include AI-specific clauses and ensure the legal team has remediation plans.
Copyright Policy: Create or update the copyright policy to include content created using AI tools.
Continuous Review
Iterative Approach: The adoption of AI is not a one-off event but a continual process. Periodic reassessments should be conducted.

Making the Most of the Checklist

Customization: One of the key strengths of the checklist is that it is designed to be adaptable. Districts should customize it according to their unique needs and challenges.
Community Resource: The checklist is intended to evolve. Once it is made publicly available under a Creative Commons license, districts can not only modify it but also share their experiences and modifications, contributing to its value as a community resource.

The extremely rapid pace of gen AI development brings with it both great opportunities and exposure to risk. Creating a team to provide governance for the adoption of AI in educational settings is a critical step in guiding use and preventing abuse. The K-12 Gen AI Readiness Checklist provides a comprehensive framework to guide district leadership to engage in understanding a complex AI ecosystem and the numerous considerations that come with AI adoption. By strategically leveraging this checklist, school districts can navigate the complexities of AI technology while aligning with educational objectives and ensuring data privacy and security.

The goal is not just to blindly adopt new technology but to transform our education systems for the better, and this checklist is a strong step in that direction.

MOUNTAIN VIEW, California — Tynker, the leading game-based coding platform that has engaged over 100 million kids, proudly introduces “Tynker Copilot.” Leveraging the capabilities of Large Language Models (LLMs), Tynker Copilot empowers young innovators aged 6-12. It provides a seamless interface for these budding developers to transform their ideas into visual block code for apps and games. Additionally, when exploring existing projects, kids benefit from the tool’s ability to explain block code fragments, ensuring a deeper understanding. Tynker Copilot allows children to build confidence as they work with AI, laying a solid foundation for their future. With this launch, coding education takes a significant leap forward.

Large Language Models (LLMs) have excelled in text-based programming languages like Python and JavaScript. However, their application to visual block coding, the primary introduction to programming for many kids, had yet to be explored. Tynker is the first to bridge this gap. Our latest integration lets children quickly convert their ideas into block code, streamlining their initial coding experience.

Tynker introduction of the Copilot feature marks a significant industry milestone. Until now, the capabilities of LLMs have not been fully utilized for the younger age group. Tynker Copilot empowers children as young as 6 to input text commands like “Design a space-themed knock-knock joke” or “Teach me how to build a Fruit-ninja style game” and receive block code outputs with step-by-step instructions. Moreover, when debugging existing projects, students can submit block-code snippets and benefit from LLM-generated natural language explanations.

“Our ethos at Tynker is grounded in innovation and breaking boundaries,” stated Srinivas Mandyam, CEO of Tynker. “We’re exhilarated to channel the latest advancements in AI technology to serve our youngest learners, fostering an environment of curiosity and growth. While the potential for such a tool is vast, our prime objective remains to employ it as an empowering educational aid, not a shortcut.”

Developing Tynker Copilot posed challenges distinct from standard LLMs, which typically handle text-based code. Our focus was visual block coding tailored to kids’ unique programming preferences. With insights from millions of submissions in Tynker’s repository, ranging from pet dress-up games to platformer adventures and Minecraft mods, we fine-tuned Llama2. This rich, child-centric data helped us adapt the model to generate visual block coding programs, making Tynker Copilot a specialized tool designed around the creative tendencies of young coders.

“Bringing LLMs into Tynker’s dynamic visual block coding ecosystem presented unique challenges,” commented Kelvin Chong, CTO of Tynker. “We fine-tuned Llama2 with AI and ML techniques to align with young coders, supporting parallel scripts, visual actors, and kid-centric features such as Physics, AR, sound effects, and Minecraft modding. As coders grow, they’re naturally transitioned towards Python.”

All educators and home users will be notified when this innovative feature becomes generally available in the product. In the meantime, for more insights into its capabilities and to view examples of its potential use, visit the  Tynker blog

About Tynker

Tynker is a leading K-12 creative coding platform that empowers children worldwide to develop coding skills for designing animations, games, and a wide range of real-world applications. With a focus on critical thinking and problem-solving, Tynker’s acclaimed curriculum is used by 1 in 3 U.S. K-8 schools, 150,000 schools globally, and over 100 million kids across 150 countries. Partners include renowned brands like Apple, Google, Microsoft, and NASA. Accessible on computers and mobile apps, Tynker offers free and paid subscriptions. In 2021, Tynker was acquired by BYJU’S, the world’s largest edtech company. For more info, visit  www.tynker.com.

Key points:

• While mentorship is key for professional growth, it is often missing from training programs
• Mentorship can provide crucial help to early childhood educators in navigating challenges and overcoming obstacles
• See related article: Empowering educators through holistic teacher PD
• Get the latest news on teacher PD by visiting eSN’s Educational Leadership page

Mentorship is an essential aspect of professional growth and development for early childhood educators, but for many training programs, mentorship components are either not well supported or are missing altogether. Experience shows that it can be highly valuable for both the mentee and the mentor as well. Being a mentor to someone else is a rewarding leadership experience that allows one to give back to the profession and help shape the future of early childhood education.

If structured and designed well, a mentorship program can help early childhood educators grow and develop in their current careers by gaining new insights, knowledge, and skills from a more experienced colleague. The early childhood education field and its many training programs, certifications, specializations and professional training should invest in a quality mentorship component.

Mentorship programs are common across many industries and offer a structured and supportive approach to professional development. A mentor can provide guidance on best practices, share knowledge and experiences, and offer constructive feedback in the context of a deeper, more trusted relationship. Early childhood educators can benefit from a mentor’s expertise in areas such as child development, curriculum planning, and parent engagement, and often receive more practical and personal tips rooted in experience. 

Mentorship can also provide crucial help to early childhood educators in navigating challenges and overcoming obstacles in their professional lives. A mentor can provide emotional support, helping educators deal with the stresses and challenges of their work. They can also provide guidance on career advancement, helping educators set goals and achieve their professional aspirations. These supports help to retain educators, many of whom leave the field after just a few years on the job.

Historically, one reason coaching and mentorship programs are not standardized is because of the high cost associated with this additional component. Cost cutting or cost avoidance is symptomatic of broader underinvestment in early childhood educators. Mentorship programs, however, are important to building the foundation of childhood education and should be viewed through the lens of overall benefit as opposed to just cost. They strengthen and amplify the content of instruction and should be viewed as a core component and a best practice – not a nice-to-have add-on. 

Through partnerships with networks of schools, Bank Street College of Education has designed degree programs that add a mentoring component to the combination of coursework and coaching all aspiring teachers receive as part of their degree. Our report, Cultivating Powerful Mentorship in Educator Credential Programs, takes a close look at the different ways these programs were designed to identify key components critical to the development of an effective approach to mentoring. We found that:

1. Strong educators aren’t automatically strong mentors; they need training

Mentors are typically teachers who have been in the field for several years, but they may not be familiar with adult development or have experience working with a student teacher in their classroom. In order to make mentorship a powerful experience, programs need to provide sustained training to prepare mentor teachers to effectively support residents. Opportunities to reflect and learn with other mentors help them to continually grow their practice throughout the residency year. 

2. Mentor training can provide experienced teachers access to the latest professional standards

The field of education moves quickly, with new concepts or philosophies guiding teacher preparation. One of our programs supported new teachers learning how to teach English as a second language. When introducing the concepts of translanguaging, mentors were able to learn alongside residents and deepen their own practice. 

3. Mentoring can be designed as a paid leadership pathway to attract and retain highly qualified educators

Mentors should be well-compensated for their work in recognition of their time and the additional work required in the role. This should include paid time for training as well as mentoring hours – aligned with hourly rates for similar work. In addition, the opportunity to mentor a new educator needs to be valued and recognized as a leadership role to attract experienced educators to the role. If done effectively, this can create meaningful responsibilities for educators we want to retain in their teaching roles.

4. Set schedules and routines for mentor-resident engagement and collaboration are critical 

Scheduled time during the day for co-planning, reflective discussions, and learning together is essential for mentoring to be impactful. 

5. New teachers say a mentoring relationship kept them in the job

For many educators, the first few years of teaching are the most challenging. Given these obstacles, earlier career teachers are more likely to leave the field. Mentorship can support residents and prepare them to be lead teachers by providing them with real world experience. When in formal training programs, mentors can also help residents establish tangible connections between their coursework to experiences working with children.

Early childhood education is a profession that’s all about forging meaningful connections–between the educator and the child, social bonds among the children, bonds to new concepts and connections to communities, values, and new ideas. Mentoring builds those same meaningful connections between new and experienced early childhood educators–cementing lessons learned in coursework so they can be replicated in the classroom.

At a time of strained resources, burnout, and a teacher shortage, now is the time to invest in forging those connections through stronger, more personal approaches to professional development.

Key points:

• OpenAI, maker of ChatGPT, is releasing a guide to help educators incorporate the AI tool in their instruction
• The guide includes use examples and answers frequently-asked questions
• See related article: An AI to-do list for educators
• Get the latest news on AI in education by visiting eSN’s Digital Learning page

Educators face myriad dilemmas in the wake of ChatGPT’s explosion, with some of the most popular including teaching with ChatGPT and how to address student use of AI chatbots in assignments.

OpenAI, the maker of ChatGPT, has released a new guide to help educators navigate the many ways AI can be used in teaching and learning. The guide contains examples of how some educators are teaching with ChatGPT, along with a series of frequently-asked questions that may help guide teachers as they seek to strike a balance between accepting AI’s presence and an over-reliance on such tools.

As outlined in OpenAI’s guide, here’s how some instructors are teaching with ChatGPT:

Role playing challenging conversations: Dr. Helen Crompton, Professor of Instructional Technology at Old Dominion University, encourages her education graduate students to use ChatGPT as a stand-in for a particular persona—like a debate partner who will point out weaknesses in their arguments, a recruiter who’s interviewing them for a job, or a new boss who might deliver feedback in a specific way. She says exploring information in a conversational setting helps students understand their material with added nuance and new perspective.

Building quizzes, tests, and lesson plans from curriculum materials: Fran Bellas, a professor at Universidade da Coruña in Spain, recommends teachers use ChatGPT as an assistant in crafting quizzes, exams and lesson plans for classes. He says to first share the curriculum to ChatGPT and then ask for things like fresh quiz and lesson plan ideas that use modern or culturally relevant examples. Bellas also turns to ChatGPT to help teachers make sure questions they write themselves are inclusive and accessible for the students’ learning level. “If you go to ChatGPT and ask it to create 5 question exams about electric circuits, the results are very fresh. You can take these ideas and make them your own.”

Reducing friction for non-English speakers: Dr. Anthony Kaziboni, the Head of Research at the University of Johannesburg, teaches students who mostly don’t speak English outside of the classroom. Kaziboni believes that command of English is a tremendous advantage in the academic world, and that misunderstandings of even small details of English grammar can hold back students from recognition and opportunity. He encourages his students to use ChatGPT for translation assistance, to improve their English writing, and to practice conversation.

Teaching students about critical thinking: Geetha Venugopal, a high school computer science teacher at the American International School in Chennai, India, likens teaching students about AI tools to teaching students how to use the internet responsibly. In her classroom, she advises students to remember that the answers that ChatGPT gives may not be credible and accurate all the time, and to think critically about whether they should trust the answer, and then confirm the information through other primary resources. The goal is to help them “understand the importance of constantly working on their original critical thinking, problem solving and creativity skills.”

Some of the common questions around teaching with ChatGPT include:

1. How can educators respond to students presenting AI-generated content as their own?
2. How can ChatGPT be used for assessment and feedback?
3. How can educators get started with ChatGPT?

Related: Coming out of the AI closet: A scholar’s embrace of ChatGPT-4

Key points:

• Learner-centered education can play a critical role in education reform
• Changing instructional models often helps students become more engaged and immersed in their learning
• See related article: What data tells us about student-centered learning
• Get the latest news on teaching trends by visiting eSN’s Innovative Teaching page

School models are, for the most part, outdated–and very overdue for replacement. When students reach high school, research shows that close to 66 percent of students are disengaged. But even students who do successfully navigate their schooling emerge with only a specific (and often narrow) skillset that may or may not match their strengths or interests.

Conventional schooling often leaves students disillusioned, questioning their intelligence and value as it is framed by a system that needs an overhaul.

Learner-centered education can play a critical role in reshaping education systems, offering a more holistic approach to meeting learners’ needs and helping students find fulfillment in their academic accomplishments.

K-12 Value Networks: The Hidden Forces That Help or Hinder Learner-Centered Education, a report from the Clayton Christensen Institute and authored by CCI senior research fellow Thomas Arnett, offers insight into understanding why schools struggle to change their instructional models, along with tips to establish and support learner-centered education models.

Program leaders, sponsors, learners and their families, staff, community partners, and funders are all critical to the success of these learner-centered education models.

The report describes how five different learner-centered education models–The Met, Virtual Learning Academy Charter School, Iowa BIG, Village High School, and Embark Education–were able to launch and grow their models by assembling value networks congruent with their vision for learner-centered education.

1. The Met: The Metropolitan Regional Career and Technical Center, known as The Met, is a network of six small, public high schools located in Providence and Newport, Rhode Island. The hallmark of The Met’s learner-centered model is that its learners go out in their communities for two days out of the week to lead real-world projects as interns for partner organizations. For example, learners might work with a local bakery, a law firm, a tech company, or a recording studio.

When learners join the Met, they and their families work with an advisor to identify their strengths, needs, and interests, and then develop an individualized learning plan with an internship as its centerpiece. Learners are responsible for researching potential internship opportunities and communicating with partner sites to arrange their internships. Advisors coach them as they do their research and outreach to ensure that internships match their needs and interests.

2. Virtual Learning Academy Charter School: The Virtual Learning Academy Charter School (VLACS) is a statewide virtual school created in 2007 that serves K–12 learners throughout New Hampshire. The concept for the school came from the superintendent of the Exeter Region Cooperative School District, who saw an opportunity to take advantage of a new charter school law to apply for a statewide charter. Rather than create another conventional school, however, the superintendent recognized the distinctive value of using a virtual school model to offer a wide array of flexible, part-time and full-time learning options unavailable through brick-and-mortar campuses.

VLACS’s competency-based model is highly adaptable to learners’ needs and interests. It offers a range of options for learners to earn credits: through online courses, learner-designed projects, and out-of-school learning experiences such as internships and travel. Learners who take online courses move through those courses at their own pace and earn credit whenever they’re able to demonstrate mastery of designated competencies. For projects and other learning experiences, VLACS aligns these experiences with state learning standards and then measures learners’ mastery of standards using performance-based assessments.

3. Iowa BIG: A community conversation about the knowledge and skills young people need to become engaged and successful members of the community as adults was linked with an initiative to send 60 community leaders back to school alongside learners over a four-month period. Through this experience, the community leaders realized that most learners were disengaged in school. Partitioning content into discrete subjects and courses made the learning boring and the teaching hard. Meanwhile, the work learners did in school had little connection to real-world problems, careers, and citizenship. Then came the founding of Iowa BIG, a high school learning experience sponsored by four local districts that enables learners to earn core credits by doing authentic projects.

The typical day of an Iowa BIG learner is half conventional and half learner-centered. For part of the day—either the morning or the afternoon—learners attend their local high schools. Then for the other half of the day, they go to an Iowa BIG site for real-world learning experiences. The model works with partner companies and organizations across Cedar Rapids to conceptualize projects learners might complete. Learners then work with partners to co-design interdisciplinary projects that both align with the academic and life goals of the learner, as well as the business or nonprofit needs of the partner. Projects might include creating museum exhibits, helping optimize processes at a hospital, hydroponic farming, or developing a messaging campaign for an animal shelter.

4. Village High School: The Village diverges markedly from standard approaches to high school education. Its learners receive all of their core academic content–English, history, social studies, and math–through mastery-based online courses. This format eliminates the need for scheduled class times and allows learners to progress at their own pace and test out of modules that they already have expertise in. Online courses at Village High School create time and capacity for the most learner-centered features of its model: its array of in-person electives.

Often team-taught and generally in-person, these courses are inspired by teachers’ and learners’ own passions. They cover myriad different topics, often in an interdisciplinary format: from Adulting 101, Renewable Energy, and Beekeeping to Comparative Religions and International Relations. Many electives take advantage of the Village’s flexible format. For an elective on ceramics, learners spend an entire day every week working on ceramics projects; and one physical education elective takes learners out into the Colorado Rockies for hiking and rock climbing. The grading model in electives is also different–closer to a workplace evaluation than to conventional points earned on assignments and tests. Learners and teachers sit down together to discuss learners’ progress and work, and decide on a grade together.

5. Embark Education: Miguel Gonzalez, a career educator, launched Embark Education in 2019 out of a coffee shop and a bike shop in North Denver, CO. His goal was to create a learner-centered model at the intersection of authentic experiences and relationships. That goal translated into a private, tuition-free micro-school serving approximately 50 sixth- through eighth-grade learners. Embark’s two businesses, Pinwheel Coffee and Framework Cycles, enable learners to engage in projects that integrate academics with real-world questions. For example, while working on the practical skill of crafting the perfect cappuccino under the guidance of adult baristas, learners investigate the differing mathematical ratios of ingredients present in a latte versus a cappuccino, and the chemistry behind the extraction of caffeine from coffee beans.

These integrated “shop projects’’ include a combination of direct instruction within the three core academic disciplines (math, science, and humanities); personalized learner exploration; and practical work within the bike and coffee shops. They enable learners to master foundational academic skills while simultaneously experiencing the application of these skills in the world beyond the classroom. Learners’ projects for the businesses must contribute to the success of the businesses. For example, learners don’t work on problems that the businesses have already solved, such as having learners apply math and science to reinvent the latte. Instead, Embark’s leaders look for opportunities that leverage the unique advantage of having learners’ on site to make the businesses better than what they could do alone.

Key points:

• K-12 cybersecurity is of paramount importance in digital classrooms
• A secure by design approach can help reduce cybersecurity risks
• See related article: Reading, writing, and cybersecurity: Practicing good cyber hygiene
• Get the latest news on K-12 cybersecurity by visiting eSN’s IT Leadership page

In early September, the Cybersecurity and Infrastructure Security Agency (CISA) announced a voluntary pledge for K-12 education technology software manufacturers to commit to designing products with a greater focus on security. In the announcement, CISA mentioned that six leaders in the education software industry had already committed to the pledge: PowerSchool, ClassLink, Clever, GG4L, Instructure, and D2L.

“We need to address K-12 cybersecurity issues at its foundation by ensuring schools and administrators have access to technology and software that is safe and secure right out of the box,” said CISA director Jen Easterly. “I want to thank ClassLink, Clever, D2L, GG4L, Instructure, and PowerSchool, who have already signed this pledge and for their leadership in this area. We need all K-12 software manufacturers to help us improve cybersecurity for the education sector by committing to prioritize security as a critical element of product development.”

CISA’s principles for K-12 cybersecurity

This action brings a spotlight to the ongoing issue of K-12 cybersecurity. CISA’s goal is to persuade more K-12 software and hardware manufacturers to commit to its pledge. Signing the pledge demonstrates that the manufacturer is committing to three principles:

• Taking ownership of customer security outcomes: Includes offering Single Sign On (SSO) and security audit logs and no extra charge
• Embracing radical transparency and accountability: Includes publishing a secure by design roadmap, a vulnerability disclosure policy and security-relevant statistics and trends
• Leading from the top by making secure technology a key priority for company leadership: Includes naming a C-level leader at the company who is charged with overseeing security

Secure by design explained

What does secure by design mean? In typical software design and manufacturing, the focus is on the product’s reason for being. For example, the developers of reading improvement software are focused on building a product that delivers measurable improvements to student reading speed and comprehension. The security of the software and its user data are an afterthought. Any security considerations are made late in the development process or bolted on afterward.

In contrast, a secure by design approach means that developers bake security into the design of the product from the beginning. This has proven to be a much more effective approach to protecting software than trying to patch security holes after the fact. Secure by design was popularized by the European Union’s General Data Protection Regulation (GDPR), which went into effect in May 2018. Today, this is a more common approach to software design, but it is relatively new to K-12 education.

Ongoing K-12 cybersecurity threats

While the K-12 education industry strives for improved protection in its schools, fresh examples of security holes continue to appear on a regular basis. Most recently, Prince George’s County Public Schools was the victim of a ransomware attack on August 14 that impacted about 4,500 user accounts, mostly staff, according to the district. Cybersecurity breaches such as this can have a detrimental impact on K-12 schools, threatening both reputation and financial well-being.

Unfortunately, successful ransomware attacks can hinge on exploiting a single vulnerability hidden among the dozens of software applications running in most school districts. By following CISA’s guidance and committing to a secure by design approach to software development, developers can further reduce potential vulnerabilities and keep staff and student data more secure.

Related: Education suffers the highest rate of ransomware attacks

Key points:

• Student engagement is key to an authentic learning experience
• It also allows students to develop the right attitude to approach learning
• See related article: 4 ways edtech tools drive student engagement and build classroom culture

When you think of education, what is the first thing that comes to mind? For some, it might be a pile of homework or a stack of books that need reading. Others may recall the flashcards they used to memorize specific formulas or expand their vocabulary. All these examples have a place in the learning ecosystem, but true education should be about so much more. Student learning should involve curiosity, discovery, and the opportunity to experiment with a variety of different solutions. To put it more simply: true education requires student engagement.

Every teacher hopes to ignite, empower, and engage the students who walk through their classroom door. Ample research has shown that student engagement is crucial to overall learning and long-term success. However, implementing this is easier said than done. To better ignite student curiosity and interest, teachers should consider trying one of these strategies that help make student engagement second nature:

1. Mystery Box: Start your class by bringing in a mystery box with something hidden inside. Then, have students ask yes or no questions to figure out what is in the box. To ensure this activity stays relevant, it helps to have objects in the box that loosely ties to the content and have students draw the connection. For instance, an old horseshoe could be used in a lesson about the Pony Express, or a piece of amber for a unit on fossils.
2. Taboo Tactics: There’s nothing more tempting than forbidden fruit—so use this strategy to make knowledge a mouthwatering apple. Before you teach new content, close the door. Tell them you don’t want anyone to find out that you’re teaching them this idea. The content should never actually be controversial, but adding an element of secrecy is enough to hold student interest.
3. Make a Mascot: Task students with building a character that represents something you’re learning about. Have them explain the symbolism behind their construction as a means of probing their understanding. Be sure to add constraints as well, so students will need to think critically and creatively. For example, they could construct a mascot that represents how humans impact their environment using only 5 materials provided from a table.
4. Build an Intellectually Safe Culture: Create a culture where students feel free to offer ideas and are encouraged to make mistakes. A simple change in the wording of a question can open up a comfortable space for students to offer solutions. Instead of asking, “What is the answer?” pose the question as “What is an answer?” This allows students to recognize that many solutions are possible.
5. Engage in Project-Based Learning: Project-based learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects that – in ways both big and small – make the world a better place. Consider exploring Blue Apple projects which cover everything from environmental sustainability to responsible money management!

At its heart, student engagement is about tapping into their innate curiosity, creativity, and critical thinking skills. By giving students the space they need to ask questions and pursue ideas, teachers can equip them with a mindset that allows them to tackle any challenge that comes their way – both in the classroom and beyond.

Study.com released new survey data last month that sheds light on parents’ evolving attitudes towards the role of schools as students head into the third school year post-pandemic. The education platform surveyed parents in California and Texas to understand their perspectives on their children’s education. Notably, 55 percent and 47 percent of parents in California and Texas, respectively, support extending the school year to provide students with increased learning time, and 46 percent of California parents and 43 percent of Texas parents favor the use of A.I. tools like ChatGPT for academic help in schools.

Across both states, a significant number of respondents believe in a shared responsibility between parents and schools to foster academic growth. Over a third assign a major or complete responsibility to schools in this regard. However, a large percentage of parents in California (28 percent) and Texas (27 percent) feel that schools are taking minimal or no responsibility post-pandemic to help their child catch-up academically. A significant number of parents demonstrated dedication to improving their child’s education through the utilization of district and schoolwide resources as well as support in the home:

• 37 percent of California parents and 41 percent of Texas parents have sought external educational support, such as tutoring or counseling, for their children.
• In California, most parents have sought tutoring or study sessions (26 percent), homework help or after-school programs (23 percent), or educational online platforms (20 percent).
• In Texas, most parents have sought tutoring or study sessions (31 percent), homework help or after-school programs (19 percent) educational online platforms (16 percent).

The enduring consequences of academic disruptions caused by the COVID-19 pandemic underpin the motivations driving parents to seek additional support tools for their children’s education. In both states, more than a third of parents reported a substantial negative impact on their child’s academic performance due to the pandemic and related social-emotional challenges.

• 46 percent of California parents and 40 percent of Texas parents say their child faced social-emotional challenges impacting their academics.
• 65 percent of California parents and 69 percent of Texas parents are very or somewhat concerned about the long-term impact of learning loss on their child’s academic, career, and socioeconomic success.

The third school year post-pandemic emerges as a pivotal moment for parents to incorporate effective learning resources into their children’s academic journeys, such as A.I. or tutoring, to help mitigate the wide-ranging negative effects of the pandemic.

“Despite most parents feeling like they have the resources available to assist their child, the majority of them struggle with specific subjects, especially math,” said Rachel Mead, Director of Tutoring at Study.com. “The start of the school year is an ideal time for parents to implement additional learning supports such as supplemental online resources or the formulation of a structured home learning plan.”

The survey data was collected via two Pollfish online surveys during August 2023, with 526 parent respondents in California and 449 parent respondents in Texas. See the full survey data at this link: https://study.com/resources/parents-playing-catchup-in-california-texas.html

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Teachers across Canada say it’s time to embrace new teaching models to better align with the realities, opportunities and challenges of today’s classroom and tomorrow’s workplace. In a new survey from Microsoft of over 500 Canadian teachers and school leaders, most said schools need to do more to adapt to the evolving needs of students. Teachers are calling for changes that make classrooms more engaging, inclusive and relevant for a new digital era.

New models for a new era of digital innovation

From AI to interconnected smart devices, teachers recognize that the rapid pace of technological innovation is changing the workforce students will be joining, but few classrooms are teaching the skills students need to succeed in the new digital world. In fact, ninety percent of teachers surveyed agree it’s important to teach students the digital skills they’ll need for modern life, but only half of teachers (52 percent) say students are taught in ways that are relevant to the skills they need for the future.

Strikingly, the survey revealed an overwhelming majority of teachers (79 percent) felt data literacy and digital citizenship were essential skills for today’s students, but these topics were only taught in 22 and 53 percent of classrooms respectively. While teachers have just begun to consider the implications of AI in education, 41 percent of teachers believe that students should learn about generative AI to better equip them for life outside school and in their careers. That number rose to 50 percent among teachers of grades 7-12.

“It’s crucial that we listen to teachers so we can better empower students in their learning and be prepared to contribute to Canada’s economic future” said Elka Walsh, Associate Vice President, Learning & Teaching, at Microsoft Canada. “We have a responsibility to address these gaps, reignite a love of learning, and help students thrive in a digital world.”

Digital tools more prevalent since the pandemic, but not used effectively

For many teachers, the pandemic spurred the adoption of digitally enhanced learning in the classroom. Eighty-two percent of teachers surveyed said their school’s use of digital tools started or increased with the pandemic. But only 35 percent of respondents said most teachers are equipped with the best digital tools to help them teach and a similar number (34 percent) said teachers receive the training needed to use these tools effectively. Six out of ten respondents said teaching methods should change to make the most of these tools. Among the most promising use cases for teachers, according to the survey, was time management. Eighty percent of teachers agree they need more tools to help them manage their time more productively – an unsurprising stat given that 86 percent of teachers rate their workload as high or very high.

The results also indicated a clear difference in approach to technology in the classroom between those schools with an established sustainable digital strategy and those without. When asked if students were more engaged when digital tools are used in the classroom, three quarters of respondents with a digital strategy agreed. Among teachers in schools without a digital strategy, fewer than half agreed technology helped to increase engagement.

Engagement and inclusion need a boost

It is apparent that teachers are struggling to keep students engaged, particularly when faced with the emotional and wellbeing challenges related to the pandemic. Only half of teachers surveyed (51 percent) said students are taught in ways that engage them and keep their interest and only a third (35 percent) agree schools are succeeding in helping to address students mental and emotional wellbeing.

Today’s teachers know inclusion and accessibility is crucial to help every student reach their potential. Ninety-five percent said inclusive and accessible teaching resources are somewhat or very important. But only 48 percent say current teaching methods are inclusive and only 46 percent feel students are taught in ways that are responsive to their individual needs. Teachers also want schools to do more to address the mental and emotional wellbeing of students (74 percent) and feel students are still emotionally challenged by the disruption of the pandemic (72 percent).

“Canada’s teachers are telling us we need revitalized learning models so their students don’t get left behind” said Marc Seaman, Vice President, Education Segment for Microsoft Canada. “New models are critical to improve outcomes for all students and prepare them for the digital future.”

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The “The State of EdTech: Product-Market Fit in a Post-COVID, Blended Learning Environment” report has been added to  ResearchAndMarkets.com’s offering.

The objective of this report is to inform and inspire the EdTech community – including educators, policymakers, entrepreneurs, and investors – by synthesizing the views of innovators who are active across a wide range of EdTech segments and educational institutions.

This report aims to provide insights and guidance for EdTech companies seeking to achieve product-market fit in a post-pandemic blended learning environment. It does so through a combination of qualitative interviews with EdTech leaders and quantitative data analysis to address the challenges and opportunities in the EdTech sector.

The report emphasizes the importance of EdTech in nurturing the intellect and character of future generations and highlights the significant impact it can have when it succeeds in its mission. Achieving product-market fit in EdTech is not just about creating a successful app or platform; it’s about equipping learners with the tools they need to thrive, understand the world critically, and face life’s challenges with resilience.

By providing a holistic understanding of EdTech’s transformative potential and the dynamics of the sector during the pandemic, the report aims to help EdTech companies make informed decisions and execute thoughtful strategies. It underlines the need for strategic planning and execution to ensure that EdTech products are aligned with the needs of learners and educators.

EdTech innovators must also navigate various challenges, including diverse educational needs, institutional norms, and cultural considerations. The education sector operates differently from the tech world, leading to potential tensions among stakeholders. Aligning timing and planning is essential to ensure that EdTech products meet the evolving needs of both learners and the broader community.

Practicality often trumps high-end features in the EdTech industry, as schools seek tools to address everyday challenges like grading and classroom management. As classroom sizes increase, there’s a growing demand for solutions that can manage larger groups and ease teacher workloads. The focus is on technologies that integrate seamlessly into education to enhance the learning process.

The shift to online and blended learning models, accelerated by the pandemic, is likely to continue. Institutions see these models as opportunities to reduce costs, increase enrollment, and provide flexibility to students. However, maintaining the quality of education and socio-emotional skill development remains crucial.

Accessibility, flexibility, and inclusivity are key considerations in EdTech. Accommodating diverse learning styles, facilitating asynchronous learning, and ensuring equitable access to tools are priorities. Personalizing education to individual student needs is a prominent trend.

Collaboration with educational institutions and the public sector is often essential for EdTech growth. Navigating bureaucratic procedures and bridging gaps can lead to successful partnerships.

EdTech should enhance the learning experience rather than replace it. While technology can amplify effective teaching, it cannot compensate for poor teaching. The human element, including social connections and mental well-being, remains vital in education.

Balancing analog and digital content is an ongoing conversation, but the pandemic emphasized digital access as a fundamental right. A surge in funding has led to the launch or expansion of many new platforms and tools, requiring those in the EdTech industry to assess their position in education budgets.

Preparing for profound changes in the EdTech ecosystem is crucial. Supporting educators, upskilling deployment teams, and ensuring organizations have the resources to sustain digital progress are integral to future growth. Additionally, the potential of AI to drive alternative assessment methods could reshape educational practices and outcomes.

This report will provide answers to the following questions:

• How can EdTech providers best achieve product-market fit?
• What are popular views on blended learning environments?
• How has the pandemic impacted the reputation and viability of EdTech?
• Which areas of EdTech are being overlooked?
• What are the benefits and risks of gamification and other digital trends?
• What strategies and trends signify potential growth trajectories for EdTech?

BEAVERTON, Oregon — Vernier Science Education recently launched new resources to help science and STEM educators leverage the two upcoming eclipses—the “Ring of Fire” annular eclipse on October 14, 2023 and the total solar eclipse on April 8, 2024—to create engaging learning experiences for students. In addition to sharing tips and best practices for collecting data during the celestial events, the company is offering certified eclipse viewing glasses so educators and students alike can safely observe the eclipses taking place.    

“The eclipses provide a perfect—and rare—opportunity for educators to teach students of all ages about real-world, scientific concepts related to light, temperature, electromagnetic radiation, and more,” said David Vernier, Co-Founder of Vernier Science Education. “During the eclipses, educators and students can use our glasses to observe the moon pass between the sun and earth, and they can use our technology to collect data and better understand what is happening in the world around them.”

The CE-certified eclipse viewing glasses can be purchased in class packs of 50 glasses (EC-GL50) on the Vernier website for $25.

Vernier Science Education is offering an array of helpful tips on how to collect data during the eclipse. This includes information on how to use applicable sensors, such as the wireless Go Direct^® Light and Color Sensor, Go Direct Weather System, Go Direct PAR (Photosynthetically Active Radiation) Sensor, Go Direct Pyranometer, and Go Direct Surface Temperature Sensor, as well as a number of wired sensors designed specifically for the LabQuest^® interface.

Educators are encouraged to share data and pictures from their eclipse experiences on social media using the hashtag #VernierEclipse.

Educators can also access a compilation of reference materials about the eclipse from respected organizations such as NSTA and NASA, as well as safety recommendations and more on the Vernier Science Education website.

To learn more about eclipse resources from Vernier Science Education, visit https://www.vernier.com/eclipse.

About Vernier Science Education

For more than 40 years, Vernier Science Education has been committed to using our experience, knowledge, and passion to create the best and most reliable solutions for STEM education. Our comprehensive solutions include hardware, software, content, assessment, professional development, and technical support. At the heart of Vernier is our deep commitment to being an authentic and trusted partner to STEM educators. We are dedicated to partnering with educators and communities to build a STEM-literate society where students grow up to become knowledgeable citizens who can solve problems, fully contribute to their communities, and drive innovation. For more information, visit www.vernier.com.

Key points:

• ChatGPT is here to stay, and it’s wise to now consider it a part of learning
• In fact, every assignment moving forward must be graded with ChatGPT in mind
• See related article: How educators can navigate AI-driven plagiarism

You may have heard of ChatGPT. According to Google, about 350,000 articles have been written on the subject, and a significant percentage are related to education. With so much publicity, it is reasonable to assume that all students from middle school through post-secondary are aware of its power. Whether you like it or not, we have a new partner in the classroom.

Many primers on ChatGPT are available, but I want to focus on teachers’ and students’ concerns about using it in the classroom. Some schools (such as the entire NYC public school district) have attempted to ban it entirely, while others such as Yale have taken the opposite approach. In my opinion, attempting to ban anything in the world of ubiquitous cell phones is a waste of time and effort. Students are ingenious, especially when it comes to getting around the rules. From a search of articles, both scholarly and in mainstream media, the approach I am suggesting has not yet been proposed. I came upon it while thinking about the eternal pedagogical problem: how to grade group projects.

It is well-documented and often repeated in teachers’ professional development that the right type of co-learning can deepen understanding and long-term knowledge gains. The critical question is, “What is the right type of co-learning?” Sometimes group projects work well. Sometimes one partner does all the work and another just coasts along for the ride. How are teachers supposed to grade these efforts? Give everyone the same grade? Let students grade each other’s contributions? Try to guess how much time each student put in? There is no perfect solution.

And that, in a nutshell, is where we find ourselves with ChatGPT. From now on, every assignment must be explicitly graded as a partner project with ChatGPT. Individual essays, science fair partner projects, group programming assignments, digital and physical art pieces–every single assignment from now on has a silent partner.

Of course, this does not mean that every student will use ChatGPT on every assignment. What it does mean is that we must assume that they might. We must transfer the responsibility of evaluating how much of the work is original from the teacher to the student, and we must explicitly teach students how to take on that responsibility. ChatGPT might be the partner that did everything, the partner that didn’t show up, or somewhere in between. Despite many efforts, there will never be a tool that can evaluate how much of an assignment was influenced by AI. I will even double down by saying not only will there not be such a tool, there should not be such a tool.

This leads to the most important question: If no such tool exists, how can educators know how much help the students received? How do we evaluate their knowledge? The answer: we ask them. We need to give that responsibility back to the students. We are their partners in learning, not their masters, and it is our job to help them understand what they are learning and how, not to police and punish them for using tools we don’t fully understand or feel comfortable with.

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

I would like to propose the following sample rubric based on how partners might rate each other in real life:

Category	Student-Driven	Moderate ChatGPT Help	ChatGPT-Driven
Topic Selection and Thesis Formulation	Student independently selected the essay topic and formulated the thesis. ChatGPT input (if any) was limited to guidance, suggestions, and corrections.	ChatGPT assisted in refining the essay topic or thesis statement, but the initial idea was student-generated.	The essay topic and thesis statement were primarily or entirely suggested or formulated by ChatGPT.
Research and Data Collection	Student conducted all research and collected supporting evidence independently or with minimal ChatGPT consultation.	ChatGPT assisted in finding sources or evidence but did not do the research for the student.	ChatGPT conducted the majority or all of the research and data collection.
Analysis and Argumentation	Student independently analyzed data and evidence to build arguments supporting the thesis. ChatGPT may have provided guidance on analytical methods.	ChatGPT assisted in the analysis and argumentation but did not build the argument for the student.	ChatGPT primarily or completely analyzed the data and constructed the argument.
Writing and Structure	The essay’s structure, including the introduction, body paragraphs, and conclusion, was formulated by the student. ChatGPT involvement was limited to feedback and suggestions.	ChatGPT assisted in structuring the essay or improving its readability, but the content and organization were student-generated.	The essay was primarily or entirely structured and written by ChatGPT.
Final Draft and Editing	Student independently revised and edited the essay. ChatGPT may have provided minor suggestions for improvement.	Student utilized ChatGPT for more significant revisions and editing but maintained original thought and structure.	ChatGPT conducted the majority or all of the revisions and editing.

This rubric could easily be modified for any assignment, from a programming challenge to a play. It requires no technical knowledge about ChatGPT. In fact, we could substitute the word “ChatGPT” with “Parents,” “Wikipedia,” “Google Search,” “Tutor,” or “TA.” It takes no more than a few seconds to fill out and read. And it still allows the teacher to specify how much ChatGPT is permitted for any given assignment. Even if the rule is “none at all,” the rubric is still valid. The student must still write down that they did not use the tool. It takes it from “I’m just tricking the teacher to save some time” to “I am explicitly lying about what I did.”

The value of this rubric is that it places the responsibility for learning back on the student’s shoulders. This proposal is not about making less work for the teacher or taking away their authority. It is about helping students develop their own moral compass. As CS Lewis so famously said, “Integrity is doing the right thing, even when no one is looking,” which is especially critical in the world of online learning. This rubric gives students the opportunity to show us what they did when we weren’t looking. It allows them a chance to have their integrity reinforced through practice. And if we treat this opportunity with understanding instead of punishment, it has the possibility of helping the students who need it the most.

You will notice that this rubric has no points attached. What if, instead of using it simply as another entry in the grade book, we took it as an opportunity for discussion with the student? If they are not afraid of getting a 0 for admitting that they used ChatGPT, it opens up a whole world of possible discussions, depending on their answers:

“I didn’t really understand the question, but once I did, I was fine.”

“I work every day after school and then look after my siblings…. I just didn’t have time.”

“I thought my essay was really good and didn’t know what changes to make.”

If we allow students to self-evaluate without grade-based consequences, we can learn what supports they need as well as how we can improve our curricula. We can even use it as a perfect opportunity to teach students how to support themselves using tools like ChatGPT properly without resorting to plagiarism. We could boost the equity in our classrooms immensely if students can individualize the help they are getting at the time, place, and pace they need.

It is no use burying our heads in the sand and banning AI-based tools. These tools are becoming more and more powerful and are being used in new ways every day. We have a real chance to help students understand their own responsibility, take charge of their own learning, and use this amazing technology to improve their self-efficacy, their knowledge, their outcomes, and ultimately their lives.

BILLUND, Denmark — To celebrate the second annual World Play Day, LEGO® Education is inspiring teachers to experience purposeful play firsthand by giving students and teachers Permission to Play. 

Play is not just for the playground. It is a powerful tool for teaching that naturally engages students in the learning and builds the skills they’ll need in and outside the classroom like creativity, communication, critical thinking, and collaboration.  

A new survey of K-8 teachers and students from LEGO Education found that nearly all (98%) of students say purposeful play helps them learn and the majority (96%) of teachers believe it’s more effective than traditional methods like lectures or textbooks. On top of that, almost 80% of students want more playful learning experiences in the classroom. 

Despite these benefits, 40% of teachers are incorporating play only once a week or less, and nearly half (47%) think they spend too much time on it.  

“Many teachers feel they can’t easily incorporate play into the classroom, so LEGO Education created the Permission to Play kit as that first step. Once you see students engaged and learning through play, it clicks and the question goes from how to how do we add more?” said Dr. Jenny Nash, Head of Education Impact, U.S. for LEGO Education. 

Whether you are a teacher, administrator, or parent, get Permission to Play by visiting  Rebuild The World, where you can: 

• Take the Pledge: Commit to adding purposeful play to your own classroom or encourage teachers you know to add more play. 
• Download free activities: Bring purposeful play into your classroom with activities for you and your students to join in on the fun (can be used with or without LEGO Education products). 
• Track your play: Get your student(s) involved to see how much progress you’re making with a Color-By-Number template and “Learning in Progress” poster. 

“For nearly three decades, I used purposeful play in my classroom and have seen firsthand the impact it has on both students and teachers,” said Alicia Miller, a retired elementary school teacher from Evans, GA. “There are a lot of trends and products that have their place, but the biggest gamechanger for education is hands-on, playful learning. I encourage every teacher, principal, and parent to try a play-based learning activity with their students and see what joyful and meaningful learning should look like. Our students and teachers deserve to love learning again.” 

Take the pledge and download the Permission to Play Kit at  LEGOeducation.com/RebuildTheWorld.  

*The LEGO Education Survey was conducted by  Wakefield Research among 1,000 US K-8 students and 1,000 US K-8 teachers, split between those who teach/are enrolled in grade K-5 (500) and those who teach/are enrolled in grades 6-8 (500), between Sept. 13th and Sept. 19th, 2023, using an email invitation and an online survey. Data has been weighted. Results from the full survey have a margin of error of +/- 3.1 percentage points. 

About

LEGO® Education offers a range of playful, hands-on STEAM learning experiences based on its comprehensive learning system for students in early learning, primary and secondary education, as well as through after-school programs and competitions. From the Early Learning portfolio to the LEGO® Learning System, these solutions create an active and collaborative environment where learners of all levels and abilities build their confidence, future-proof their skills and spark a lifelong love of learning.  

LEGO, the LEGO logo, the Minifigure and the SPIKE logo are trademarks and/or copyrights of the LEGO Group. ©2023 The LEGO Group. All rights reserved.  

What’s better than watching a lively and substantive conversation thread develop on LinkedIn as a result of your recent posting on the hottest topic in edtech today? Getting the participants to follow up with a real live conversation of their own. So it was that I was able to snag a Zoom session with Jerry Crisci, founding co-director of the Center for Innovation for the Scarsdale Public Schools in Scarsdale, NY; Mark Loundy, instructional technology specialist for the Cupertino Union School District, CA; and Gary Stager, a pioneer in 1:1 computing, online learning, and computer science for all students, to weigh in on their perspectives. 

In an inspired and somewhat provocative go around, we touch on topics including AI’s influence on the education sector, concerns about cheating, the need for educational reform, and the potential for AI to enhance learning. Give it a listen and maybe chime in yourself! To read more about Gary Stger’s work regarding AI click here; for Jerry Crisci, click here; and for Mark Loundy, click here.

.Three Key Takeaways:

• AI in Education and Ethical Concerns: The panelists highlight the emergence of generative AI and its potential to transform education. However, ethical concerns are raised, particularly regarding the use of AI to detect cheating and plagiarism. The speakers argue that the focus should shift from using technology for enforcement to enhancing the quality of education itself.
• Rethinking Education: All three advocate for a fundamental reevaluation of education, emphasizing the need to revise teaching methods and assessments. They stress the importance of preparing students for a future where AI can assist with procedural tasks, such as writing and calculations. This shift involves teaching students how to be effective learners and thinkers, rather than memorizing content.
• AI as a Tool for Learning: AI is recognized as a powerful tool for expanding students’ horizons, allowing them to explore topics in depth. The conversation also suggests that AI can help students build systems and understand how AI operates, promoting critical thinking and problem-solving skills. Their emphasis is on enabling students to use AI as a resource to better understand the world.

Key points:

• Increasing use of digital learning tools means classrooms are modernizing
• Digital tools that boost engagement can improve academic outcomes
• See related story: Technology is key to educating the next generation

Some of my most vivid school memories involve teachers struggling to use overhead projectors: placing a printed sheet on the glass and fumbling to align it properly to project an image onto the wall. Students would laugh as the teachers mumbled about the annoyances of technology. Now think about how far the classroom has come since then–schools stocked with iPads and tablets, interactive touchscreens, and even virtual reality headsets.

Undoubtedly, the pandemic accelerated the shift to technology adoption in schools. However, this push to digitize doesn’t just involve remote learning technologies, but also tools for in-person learning. As a result, the classroom is modernizing, and pixels are replacing pencils. But the tech is also much easier to implement and operate than that of days of yore. No more fumbling with transparent sheets and overhead projectors.

Let’s break down how these new technologies are working in practice and the ways they can support better educational outcomes.

Engagement and experimentation

Technology demonstrably helps keep students engaged in their lessons and facilitate better learning in a digital world. While some argue technology is a distraction in the classroom – which can certainly be true if it’s not implemented properly – it also helps students to be focused and engaged in lessons.

Some prominent tools include interactive touchscreens in classrooms that promote and support active learning, a strategy for engaging students in classroom activities with more hands-on activities. These touchscreens help bring learning alive, off the page and into the actual world. These touch screens can facilitate engagement across subjects, even in unlikely places. 

One noteworthy example is science education, specifically anatomy. In traditional lab classes, dissecting frogs and other animals can be challenging due to animal-welfare concerns and resource limitations. Interactive touchscreens, however, offer an alternative. Students can virtually dissect organisms, providing them with a deep understanding of anatomy without the need for physical specimens. This approach not only enhances engagement but also aligns with ethical considerations in education.

Why is engagement important? One study found that active learning significantly increases student performance in the classroom: Students were 1.5 times more likely to fail a class that was primarily lecture-based as opposed to interactive. When students can touch things and interact, as opposed to watching a teacher write notes on a chalkboard and copying it into their notebooks, test scores improve.

Information retention

What’s more, technology can help students retain information for the long term. Touchscreen and tablet technology enables students to actively explore and manipulate digital content, transforming abstract concepts into tangible and comprehensible experiences. The tactile nature of touchscreens allows learners to engage with subjects in a way that textbooks or traditional teaching methods cannot replicate, and that engagement also boosts retention.

Consider this: Research shows that an average learner forgets 70 percent of what they learned after 24 hours and 90 percent of what they learned after a week. But research demonstrates that students who engage with interactive content retain information more effectively via enhanced information processing, contributing to improved performance and better test scores.

Interactive learning can also elicit emotional responses, which in turn impacts retention. When students are emotionally engaged in a lesson or activity, it has been shown to enhance memory consolidation. Interactive technologies have the capacity to create emotionally resonant experiences, whether through gamification, simulations, or immersive storytelling. These emotionally charged experiences are then more likely to be remembered.

So, whether it’s complex mathematical concepts, historical events, or scientific principles, digital technologies offer a dynamic platform for enhancing memory retention and ensuring that learning extends beyond the classroom.

Adaptive learning

Adaptive learning technologies are another transformative aspect of accessibility in education and have the power to revolutionize the traditional classroom experience. This approach leverages artificial intelligence and data analysis to customize educational content for students, recognizing their unique strengths and weaknesses.

Adaptive learning technology provides insights into data to help teachers understand students’ learning processes and patterns. Adaptive learning systems can track data from a variety of sources, providing insights into student progress, engagement, and performance. Educators can then leverage those insights to create tailored, personalized learning experiences.

There are various new adaptive learning platforms, including Smart Sparrow and ScootPad. Teachers merely sign up and input data, or provide access to it, in order for the technology to do the more difficult analytical work. In other words, these platforms don’t necessarily require more time or effort from already overburdened teachers. Educators can also integrate adaptive learning with a centralized device management platform to collect and process all that data from multiple technologies. Teachers can then monitor how students are actually using their devices and how well they are performing.

Of course, it’s important to strike a balance between technology and traditional teaching methods, ensuring that technology supports educational goals rather than replacing human interaction and critical thinking. Technology is a powerful tool in education, but it is not a replacement for human teachers.

Pittsburgh, PA – In a groundbreaking move set to revolutionize elementary math education in the post-pandemic era, Carnegie Learning has launched ClearMath Elementary, its first core elementary math solution. Throughout four years of research in classrooms across the US, ClearMath Elementary has delivered exceptional results and, as it becomes widely available, is poised to become the most effective elementary math solution on the market today.

Play-Based Learning Develops Math Confidence

At the heart of this innovative blended learning approach is a simple yet revolutionary idea – play is central to learning. Through digital and print resources with highly engaging hands-on lessons, game-based software like the 2023 SIIA CODiE Award-winning MATHia® Adventure, and ready-made centers for collaboration, ClearMath Elementary empowers students to develop positive mindsets towards math, learn from each other, and focus on the journey of mathematics rather than just the solutions.

Helps Students Keep Up, Not Catch Up

A departure from the traditional “catch-up” approach, ClearMath Elementary uses a revolutionary “teach-teach-pause” method, giving students an opportunity to keep up with the material from the start and teachers the time to meet each student exactly where they are. Students are at the center of the learning process with classroom discussions, reflection prompts, and assessment check-ins, so teachers can monitor their progress in real time. With creative problem-solving and mental math routines, and imaginative MATHia Adventure digital games, mathematical thinking is intentionally interwoven throughout the day to make meaningful learning happen anytime – not just when it’s scheduled.

Tools Tailored to Teachers Makes Planning Easier

ClearMath Elementary offers a built-in comprehensive suite of instructional materials for teachers, so they can focus on teaching and student success, not planning. This “one-stop shop” was designed with teachers’ needs in mind, including implementation notes, interactive activities, embedded supports, hands-on learning materials, pacing guides, assessments, and more, all designed to empower teachers and boost their confidence in delivering high-quality instruction with ease.

“ClearMath Elementary is a continuation of our award-winning math solutions and a critical step in our ongoing commitment to redefining math education,” said Barry Malkin, CEO of Carnegie Learning. “Building on our 25 years of developing research-based instructional solutions, ClearMath Elementary is the most effective math solution for K-5 students on the market today. We are tapping into the power of play to foster inventive math thinkers and help students develop conceptual and procedural fluency, so they don’t just know what the answer is, they understand why it’s the answer.”

For more information on Carnegie Learning’s ClearMath Elementary, please visit carnegielearning.com/solutions/math/elementary-math-solution.

About Carnegie Learning, Inc.

Carnegie Learning is celebrating 25 years as a leader in AI-driven technology, curriculum, and professional learning solutions for K-12 education. Our award-winning math, literacy, world languages, professional learning, high-dosage tutoring, and MATHstream products deliver real and lasting results. Born from cognitive science research at Carnegie Mellon University, we are known for harnessing the power of data to improve student performance. Our range of products allows us to support more than 2 million students and educators in all 50 states and Canada. Named a Top Place to Work for seven years in a row, our employees are passionate about partnering with educators in the classroom. For more information, visit carnegielearning.com and follow us on LinkedIn, Twitter, and Instagram.

Editor’s note: This story on how to manage academic integrity as generative AI moves into classrooms originally appeared on CoSN’s blog and is reposted here with permission.

With AI dominating conversations among education leaders, the importance of managing expectations and academic integrity is now more critical than ever as the new school year commences. Most districts are realizing that straightforward banning of ChatGPT and other tools only keeps the students without home access and data plans from using A toolsets. Certainly, none of us want to create additional digital inequities. However, as students leverage generative AI for assignments and “Cheat detectors” prove ineffective in detecting AI-generated output, school administrators must take proactive measures to safeguard the authenticity of student assignments and promote ethical use.

Since AI-detection tools are being shown to fall short in detecting AI-generated output, it becomes crucial for school administrators to be proactive to ensure ethical use and safeguard the authenticity of student assignments. The best way to manage assignments and ethical use is to set expectations and put them front and center in the assignments themselves. Teachers need training on how to rework assignments to incorporate and evaluate the AI generated output.  Academic Integrity Statements are a good place to start with districts setting expectations for students. Academic Integrity Statements allow educators to put ethics first and teach essential tenets to students up front. They should be integrated into the framework of every project and report while emphasizing the importance of honest work and original thinking. By encouraging students to pledge their commitment to academic integrity, we instill in them a sense of responsibility and respect for the academic process. Can students just give this lip service? Yes, of course, But that does not reduce their importance. We also have a board approved RUPs (AUPs) that set expectations on tech use that may get circumvented. They set the standard, much like a speed limit sign does on a city street. As educational leaders, we must emphasize the significance of academic integrity, not just as a set of rules but as a core value that fosters a positive learning environment. By making it a focal point, we reinforce the notion that authentic learning experiences and personal growth come from genuine effort and creativity.

This may beg the question of the need for school board policies around Generative AI. Although this may initially seem like a good idea, The rapid pace of change in AI and the slow change of policy may indicate otherwise. I think that it may be better to couch AI management under administrative guidelines and let them fall under the RUP (AUP) or other existing policies. We found this to be true in our district as well with Social Media several years ago and issued Guidelines under our RUP.

The concerns surrounding Generative AI’s impact on academic integrity, among larger issues, have not gone unnoticed in the tech industry. Prominent voices, including Sam Altman of OpenAI, have urged AI regulation to ensure ethical and responsible use. As educational leaders, we must lead the call for action to protect the integrity of our academic institutions.

With at least 15 states already considering bills related to Generative AI and its potential impact on various industries, it’s not far-fetched to envision education as the next area of focus. As pioneers in the educational sector, we should proactively engage with policymakers and advocate for responsible AI usage that aligns with our values of integrity, fairness, and inclusivity. As we anticipate the evolving landscape of AI in education, it’s crucial to equip our schools and educators with the necessary knowledge and resources. Professional development programs should include training on identifying AI-generated content, how to adjust assignments to encourage prompt development/ evaluation, and best practices for fostering academic integrity.

As we embrace the digital age with Generative AI, promoting and managing academic integrity is a shared responsibility among our educational communities. We are taking steps like these to help ensure that our schools remain beacons of authentic learning in the digital age.

Key points:

• Education institutions are prime targets for hackers because they hold valuable data and often lack strong cybersecurity protections
• A crucial part of staying ahead of ransomware is staying informed
• See related article: Education suffers the highest rate of ransomware attacks

As the 2023-2024 school year commences, focus on education is accompanied by a pressing concern for better cybersecurity. Cybercriminals are poised to exploit educational institutions, seeking access to personal, financial, and health records. Recent incidents, such as New Haven School System’s $6 million breach and Prince George County schools attack, highlight potential risks facing schools today. There is a critical need for robust cybersecurity measures for protection against attacks, inclusive of a comprehensive plan to keep hackers at bay.

What’s sending hackers to schools for the ultimate ransomware field day? Educational institutions hold a wealth of valuable information but lack IT budgets and updated cybersecurity tools, making them prime targets. In a perfect world, ransomware could always be stopped at the “front door” before it enters a school’s network premises, but this is hardly the case. Detection and prevention measures such as monitoring network traffic, establishing strict permission guidelines, and implementing multi-factor authentication (MFA) to confirm identities are continuously evolving, but attackers are becoming increasingly sophisticated, often finding ways to bypass these defense measures.

Understanding why schools are prime targets is the first step to building a healthy cybersecurity ecosystem. The next step is looking at what tools are in place and considering how to optimize their performance and functionality–not only for security, but recoverability and restoration. Emphasizing backup as a key component of security strategy may be the low-effort, cost-effective solution schools need to achieve cyber-resiliency.

Stay aware: Students aren’t the only ones preparing to go back to school

We’ve witnessed an alarming surge in ransomware attacks on educational institutions. At least 120 schools have suffered a ransomware attack compared to 188 in all of 2022. Despite their crucial role in shaping the future, schools often grapple with small IT budgets, limited staff, and outdated technology, making them lucrative targets for threat actors.

With these obstacles in mind, schools are more likely to endure consequences of an attack stemming from human error from students and overly complex tech that IT staff are too strapped to manage properly. This often opens them up to the possibility of data theft, followed by extremely long recovery times. For instance, in April, Alabama-based Jefferson County Schools suffered prolonged disruptions from an attack that occurred during the end of spring break in March, and an incident at Colorado public schools in June led to data exposure of student mental health records.

Stay prepared to stay protected

A crucial part of staying ahead of ransomware is staying informed. Currently, there are types of ransomware that are intelligent enough to commit an acoustic attack by listening to your keystrokes and predicting what someone is typing with 95 percent accuracy. Hackers can listen in to text chats or leak sensitive information, which is tough to manage in a school setting given the multitude of devices and connectivity options.

Though backup typically falls second to other defense measures, its impact can be outstanding. Consider The New Haven School system, which tried to alleviate getting data back up and running by paying ransom to the attackers. The biggest concern here is there is no guarantee that stolen data will be returned post-payment.

Veeam’s 2023 Ransomware Trends Report found that while 59 percent of organizations paid the ransom and were able to recover data, 21 percent that paid the ransom still didn’t get their data back. Additionally, only 16 percent of organizations avoided paying ransom because they were able to recover from backups. The truth is, no security plan is foolproof, and schools should consider quality versus quantity when it comes to which tools to bring to the battle against cyber threats. While implementing standard security measures is highly encouraged, the reality is that nothing will keep schools completely void of ransomware attacks.

This is where data backup comes to the forefront of cybersecurity strategies. This includes conducting regular backups of school data and following the 3-2-1-1-0 strategy, comprised of three copies of data saved on two types of media, with one copy offsite and one copy offline. Should a disruption occur, this makes the difference in guaranteed availability. Incorporating strong security measures like these into backup and management practices boosts the overall resilience of a school’s data infrastructure.

Stay ahead with immutable backup storage

It’s worth noting, targeting primary data and backups is well within the realm of possibility as ransomware rises. Although criminal hackers actively target backups, these remain the best defense against ransomware. Schools must ensure they take regular backups that are immutable, stored off-site, or, ideally, both. Immutable backup storage is a type of data storage system designed to prevent unauthorized or accidental modifications, deletions, or alterations to backed-up data for a specified period. Therefore, once data is written or stored, it cannot be changed or deleted until the predefined retention period expires.

Object storage is a great partner for education as it enables versioning and object lock, rendering itself ransomware-proof. Schools should incorporate backups with hardened security and an appropriate level of redundancy for constrained IT. What’s more, it’s a simple, powerful, and secure tool that schools can use to guarantee recovery. It is generally affordable compared to file or block storage solutions, further accommodating a limited budget for school IT.

Back to school with better protection

To prepare for potential attacks, schools must establish clear roles and responsibilities for key stakeholders. With the value of data continually on the rise, it’s not a question of if a school will face an attack, but when. Cybersecurity awareness among students and staff is paramount in keeping our leaders of tomorrow and their data safe. Furthermore, aligning with the U.S. Department of Education’s Cybersecurity Resilience Efforts can provide additional resources and support.

Data should be stored in a separate system to ensure availability in case of disruption. Combat attacks on primary storage with built-in immunity as an extra layer of protection against tampering. Keep school in session with a low-effort and cost-efficient solution like on-premises object-based backup storage–a tool built for low maintenance and constrained IT.

Key points

• AI tools like ChatGPT can change the way students approach writing by facilitating rapid prototyping and offering real-time feedback
• Using AI to support student writing has the potential to help students see failure as an opportunity for growth
• See related article: Dear parents: 3 ways AI will show up in your child’s classroom this year

This story originally appeared on the Christensen Institute’s blog and is reposted here with permission.

Ninth-grade English was a paradox for me—both the best and worst year for helping me learn to write. 

Every month, my Advanced English teacher, Mr. Johnson, assigned our class one of the classics of English literature and expected us to demonstrate what we had learned with an accompanying essay. He set a high bar for clearly articulated theses, well-structured paragraphs, well-crafted sentences, and supporting quotes from the text. I credit Mr. Johnson’s class for eventually helping me pass the AP Writing exam my senior year without ever taking an AP-level English class.

However, that same 9th-grade English class also planted the seeds of debilitating habits and mindsets in my writing process. Mr. Johnson was willing to provide feedback on drafts. But the demands of all my other classes and activities rarely afforded me the time to take him up on his offer. Consequently, I found myself in a pressure cooker each month, drafting essays in the final days and hours before they were due. The ticking clock and the weight of a looming grade forced me into a mindset where every sentence had to be near-perfect in my desperation to maintain my academic record. Writing became less of an exploration of ideas and more of a high-stakes gamble.

Fortunately, schools and society seem to be entering an era in which AI could completely upend the dysfunctional part of my 9th-grade English experience.

The damaging mindsets forged by conventional grading

The pressure I felt to craft near-perfect drafts on the first attempt is hardly unique to me—it’s symptomatic of a broader issue common across US K–12 education. In most classrooms, students don’t iterate on their work. With all the volumes of content to be covered, there just isn’t time in either the class period or the school year for cycles of feedback. Instead, teachers give assignments, students complete those assignments, teachers grade students’ work, and each assignment grade leaves an indelible impact on a students’ final grade for that class. Grades from individual classes then get averaged together, semester by semester, into GPAs that permanently carry the marks of any prior failures and shortcomings in a students’ learning. 

I suspect these norms of practice are major cultivators of what Stanford psychologist Carol Dweck would term a ‘fixed mindset.’ They create a stifling atmosphere where failure is a brand to be avoided rather than an experience to learn from. The binary of ‘success’ and ‘failure’ prevails, leaving little room for trial and error, an invaluable aspect of the learning process. The emphasis on the end product over the process perpetuates the fear of failure, curbing creativity, curiosity, and the potential for new discoveries. The outcome? A learning experience that prioritizes safe choices and known paths over innovative thinking and problem-solving.

Now, more than ever, students’ future success in an ever-changing world requires that they learn how to think critically and creatively while collaborating with others to solve complex problems. But the unwritten curriculum of most schools—instilling process perfectionism through rewarding flawless performance—is probably doing more harm than good.

The threat and opportunity of AI

Against this backdrop, there’s a lurking concern that AI is just going to help students find mindless shortcuts for cheating their way to good grades. But that’s only a risk if schools and teachers hold a low bar for what they expect of their students. Wharton professor, Ethan Mollick, made a compelling argument in his ASU+GSV talk last April that ChatGPT should really mean the end of lousy student writing. “I don’t accept papers that aren’t good anymore because the minimum you can do is turn in a good paper. So, why am I going to force you to write a bad one? … [With AI] we can increase our standards of what we can accomplish.” Knowing the minimum bar that tools like ChatGPT can produce, he expects students to prove that they’ve developed their ideas beyond what the AI can generate.

Journalist Adam Davidson noted on a recent Freakonomics podcast episode that he’s taken to calling ChatGPT “the ‘B-minus at everything’ program.” If schools set low expectations for the quality of students’ essays, then AI will enable those who so desire to cheat their education. But if schools and teachers want to elevate expectations for their students, AI can be a powerful tool for rapid feedback and iterative prototyping. 

Breaking 9th-grade writing mindsets and habits

I think my 9th-grade self would have loved having a tool like ChatGPT to help with my essay assignments. But the real reason why is probably not what you’re thinking.

I relish the first part of writing—coming up with ideas worth sharing—and I find satisfaction in the final part of writing—polishing my prose for persuasive power. But the middle part—hammering out a lousy first draft—is a painful process given my bad habit of perfectionistic editing as I write. But over the last few months, I’ve found two amazing things that ChatGPT can do for me as a writer.

First, ChatGPT allows me to do what my colleague, Bob Moesta, calls “rapid prototyping.” I feed the AI my ideas—often through verbal dictation using its mobile app—and then it hands me back an outline for organizing those ideas into a blog post. We do some back and forth on the outline, then I ask it to write me the first draft, one headings-worth at a time. I’m not giving it a topic and then asking it to do the work of coming up with what to say on that topic. I’m doing the thinking, then it’s doing the initial writing. 

Are the first drafts written by ChatGPT up to par with what I expect of my own writing? No. They look like they were written by an average high school student following all the formal conventions they’ve been trained to mimic. The structure is so predictable that it’s boring, and the sentences are full of cliche turns of phrase.

But with this leg up from ChatGPT, a process that has typically taken me around four to six hours gets cut down to about an hour. What’s even more important is that this collaboration between me and the machine has been easing my dread of writing the first draft.

Second, ChatGPT gives me quick and convenient access to an outside perspective on my work. When I’m not sure if my structure is working, or I’m struggling to come up with a concise and catchy way to convey my ideas, outside feedback is often the best remedy. Unfortunately, the turnaround time for collegial feedback is typically a day or more, and when my colleagues are pressed for time, asking for feedback can feel like an imposition. Meanwhile, ChatGPT can often give me just what I need: a little bit of new insight to break me out of the rut I’m stuck in. Are its insights as good as those of a colleague? No. But what it lacks in quality it compensates for in on-demand responsiveness.

In short, while AI can handle the ‘how’ of writing, it falls short in understanding the ‘why’ and ‘what’—the substance that gives a piece of writing its rigor and depth. Nonetheless, I’ve experienced first hand how tools like ChatGPT can facilitate cycles of writing, revising, and refining, all while helping me foster low-stress, fail-forward mindsets.

Harnessing AI’s potential to revolutionize educational feedback

I think we’re on the verge of a future where AI dramatically reshapes how students experience learning to write. With the help of AI, students will be able to see more clearly that the most important part of writing isn’t what happens when your fingers hit the keyboard—it’s the learning and the thinking that happens before you ever pull up a blank page. Once they do their thinking, AI can help them translate what they’ve discovered into written text. Then, as they learn to work with that text to hone in on what they really want to communicate, sophisticated algorithms can help them sharpen their intuitions for that medium by providing real-time feedback on not only grammatical errors but also argument coherence, evidence use, and rhetorical strategy.

When schools and educators see AI as an ally rather than an adversary, I suspect they’ll discover an unprecedented opportunity to both raise the bar on what they expect from their students as well as make the learning experience more enjoyable and meaningful. Did I mention that I used AI to write the first draft of this piece?

This post was written with assistance from ChatGPT. For anyone interested in how the post was crafted, here’s a link to the ChatGPT conversation that helped produce this post.