What aspects of teaching should remain human? — from hechingerreport.org by Chris Berdik Even techno optimists hesitate to say teaching is best left to the bots, but there’s a debate about where to draw the line
ATLANTA — Science teacher Daniel Thompson circulated among his sixth graders at Ron Clark Academy on a recent spring morning, spot checking their work and leading them into discussions about the day’s lessons on weather and water. He had a helper: As Thompson paced around the class, peppering them with questions, he frequently turned to a voice-activated AI to summon apps and educational videos onto large-screen smartboards.
When a student asked, “Are there any animals that don’t need water?” Thompson put the question to the AI. Within seconds, an illustrated blurb about kangaroo rats appeared before the class.
Nitta said there’s something “deeply profound” about human communication that allows flesh-and-blood teachers to quickly spot and address things like confusion and flagging interest in real time.
While the traditional model of education is entrenched, emerging technologies like deep learning promise to shake its foundations and usher in an age of personalized, adaptive, and egalitarian education. It is expected to have a significant impact across higher education in several key ways.
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…deep learning introduces adaptivity into the learning process. Unlike a typical lecture, deep learning systems can observe student performance in real-time. Confusion over a concept triggers instant changes to instructional tactics. Misconceptions are identified early and remediated quickly. Students stay in their zone of proximal development, constantly challenged but never overwhelmed. This adaptivity prevents frustration and stagnation.
InstructureCon 24 Conference Notes — from onedtech.philhillaa.com by Glenda Morgan Another solid conference from the market leader, even with unclear roadmap
The new stuff: AI
Instructure rolled out multiple updates and improvements – more than last year. These included many AI-based or focused tools and services as well as some functional improvements. I’ll describe the AI features first.
Sal Khan was a surprise visitor to the keynote stage to announce the September availability of the full suite of AI-enabled Khanmigo Teacher Tools for Canvas users. The suite includes 20 tools, such as tools to generate lesson plans and quiz questions and write letters of recommendation. Next year, they plan to roll out tools for students themselves to use.
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Other AI-based features include.
Discussion tool summaries and AI-generated responses…
The landscape of education is on the brink of a profound transformation, driven by rapid advancements in artificial intelligence. This shift was highlighted recently by Andrej Karpathy’s announcement of Eureka Labs, a venture aimed at creating an “AI-native” school. As we look ahead, it’s clear that the integration of AI in education will reshape how we learn, teach, and think about schooling altogether.
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Traditional textbooks will begin to be replaced by interactive, AI-powered learning materials that adapt in real-time to a student’s progress.
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As we approach 2029, the line between physical and virtual learning environments will blur significantly.
Curriculum design will become more flexible and personalized, with AI systems suggesting learning pathways based on each student’s interests, strengths, and career aspirations. … The boundaries between formal education and professional development will blur, creating a continuous learning ecosystem.
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Solving chronic absenteeism involves tackling big structural problems like transportation and infrastructure. But we also have to make our schools places where young people want to learn. Too many teens, in particular, had negative feelings about school even before the pandemic. Yale researchers conducting a national survey of high school students found most teens spent their days “tired,” “stressed,” and “bored.” Fewer than 3 in 100 reported feeling interested while in school.
Decades of research prove that students learn more when they experience high levels of academic engagement and social belonging in school.
Students at all four schools experience internships, work-based learning and partnerships with community organizations, which they said make classwork feel more relevant.
In our 2024 Sector Analysis the Center analyzed data received for 400 microschools representing 41 states.
We asked “How many staff, other than yourself and cofounder if applicable, do you have?” and here is what we learned:
The most common staffing arrangement, for one in four microschools, is for founders to be supported by two or three staff members, who may be but are not always full-time personnel.
One-third of microschools are run by the founders with no more than one other full- or part-time staff member, while 15% of microschools have no other staff than the founders themselves. We often talk about the many hats that microschool founders wear, and for these in seven, they truly are doing it all and all on their own.
One in seven microschools reported having more than ten full- or part-time staff members supporting founders regularly.
“Learning is one of the most personal things that people do; engineering provides problem-solving methods to enable learning at scale. How do we resolve this paradox?“
—Ellen Wagner
Wagner: Learning engineering offers us a process for figuring that out! If we think of learning engineering as a process that can transform research results into learning action there will be evidence to guide that decision-making at each point in the value chain. I want to get people to think of learning engineering as a process for applying research in practice settings, rather than as a professional identity. And by that I mean that learning engineering is a bigger process than what any one person can do on their own.
From DSC: Instructional Designers, Learning Experience Designers, Professors, Teachers, and Directors/Staff of Teaching & Learning Centers will be interested in this article. It made me think of the following graphic I created a while back: .
We can help students deal with change by using transitions between activities as an opportunity to strengthen their executive functioning, resilience, and independence. Executive functioning development grows cognitive flexibility, working memory, and self-control. These are skills that require guidance and practice, as they do not come naturally.
By using positive language, modeling and co-regulation, we encourage children to be actively involved in planning and making choices. These important life-long skills also increase their social emotional well-being. Our support and intervention can be adjusted based on a child’s skill set and progress.
Tips for Promoting Calm in Preschool — from edutopia.org by Sasha Michaud These strategies help students regulate their emotions, both individually and as a group
Here are some strategies for helping groups regain their focus during transitions:
Whisper: “If you can hear my voice, put your fingers on your nose,” and then wait to see how many children hear and join. Repeat with another body part, sometimes quieter or slightly louder to gain interest.
Ask: ”I’m thinking of an animal (or food, plant, teacher, child, etc.),” and then give three clues. The children listen closely and wait for three fingers to go up (one with each clue) and then guess. You could have them practice wiggling their fingers, or raising their hands to guess.
Sing: “I’ll put my tippy tappy fingers on myyyy… forehead!“ As you sing this body parts song, tap your fingers along different body parts and sing, sort of like another common children’s song, but do random body parts to engage the children as well as ground them in their bodies.
These games have saved me from getting overwhelmed countless times.
Using AI to Support Vocabulary Lessons — from edutopia.org by Monica Burns Seeing AI-generated images of the words they’re learning can help boost elementary students’ engagement.
You can use a chatbot like Gemini or ChatGPT to gather a list of ideas for an upcoming lesson, but let’s take a look at how you can use generative AI tools to create images that help bring vocabulary to life. It’s a topic I’ve covered on my blog and podcast, and I recently had the chance to work with elementary educators in New York to put these ideas into action in their classrooms. .
Meanwhile, a separate survey of faculty released Thursday by Ithaka S+R, a higher education consulting firm, showcased that faculty—while increasingly familiar with AI—often do not know how to use it in classrooms. Two out of five faculty members are familiar with AI, the Ithaka report found, but only 14 percent said they are confident in their ability to use AI in their teaching. Just slightly more (18 percent) said they understand the teaching implications of generative AI.
“Serious concerns about academic integrity, ethics, accessibility, and educational effectiveness are contributing to this uncertainty and hostility,” the Ithaka report said.
The diverging views about AI are causing friction. Nearly a third of students said they have been warned to not use generative AI by professors, and more than half (59 percent) are concerned they will be accused of cheating with generative AI, according to the Pearson report, which was conducted with Morning Consult and surveyed 800 students.
What teachers want from AI — from hechingerreport.org by Javeria Salman When teachers designed their own AI tools, they built math assistants, tools for improving student writing, and more
An AI chatbot that walks students through how to solve math problems. An AI instructional coach designed to help English teachers create lesson plans and project ideas. An AI tutor that helps middle and high schoolers become better writers.
These aren’t tools created by education technology companies. They were designed by teachers tasked with using AI to solve a problem their students were experiencing.
Over five weeks this spring, about 300 people – teachers, school and district leaders, higher ed faculty, education consultants and AI researchers – came together to learn how to use AI and develop their own basic AI tools and resources. The professional development opportunity was designed by technology nonprofit Playlab.ai and faculty at the Relay Graduate School of Education.
Next-Gen Classroom Observations, Powered by AI — from educationnext.org by Michael J. Petrilli The use of video recordings in classrooms to improve teacher performance is nothing new. But the advent of artificial intelligence could add a helpful evaluative tool for teachers, measuring instructional practice relative to common professional goals with chatbot feedback.
Multiple companies are pairing AI with inexpensive, ubiquitous video technology to provide feedback to educators through asynchronous, offsite observation. It’s an appealing idea, especially given the promise and popularity of instructional coaching, as well as the challenge of scaling it effectively (see “Taking Teacher Coaching To Scale,” research, Fall 2018).
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Enter AI. Edthena is now offering an “AI Coach” chatbot that offers teachers specific prompts as they privately watch recordings of their lessons. The chatbot is designed to help teachers view their practice relative to common professional goals and to develop action plans to improve.
To be sure, an AI coach is no replacement for human coaching.
We need to shift our thinking about GenAI tutors serving only as personal learning tools. The above activities illustrate how these tools can be integrated into contemporary classroom instruction. The activities should not be seen as prescriptive but merely suggestive of how GenAI can be used to promote social learning. Although I specifically mention only one online activity (“Blended Learning”), all can be adapted to work well in online or blended classes to promote social interaction.
Stealth AI — from higherai.substack.com by Jason Gulya (a Professor of English at Berkeley College) talks to Zack Kinzler What happens when students use AI all the time, but aren’t allowed to talk about it?
In many ways, this comes back to one of my general rules: You cannot ban AI in the classroom. You can only issue a gag rule.
And if you do issue a gag rule, then it deprives students of the space they often need to make heads and tails of this technology.
We need to listen to actual students talking about actual uses, and reflecting on their actual feelings. No more abstraction.
In this conversation, Jason Gulya (a Professor of English at Berkeley College) talks to Zack Kinzler about what students are saying about Artificial Intelligence and education.
Welcome to our monthly update for Teams for Education and thank you so much for being part of our growing community! We’re thrilled to share over 20 updates and resources and show them in action next week at ISTELive 24 in Denver, Colorado, US.
… Copilot for Microsoft 365 – Educator features Guided Content Creation
Coming soon to Copilot for Microsoft 365 is a guided content generation experience to help educators get started with creating materials like assignments, lesson plans, lecture slides, and more. The content will be created based on the educator’s requirements with easy ways to customize the content to their exact needs. Standards alignment and creation Quiz generation through Copilot in Forms Suggested AI Feedback for Educators Teaching extension
To better support educators with their daily tasks, we’ll be launching a built-in Teaching extension to help guide them through relevant activities and provide contextual, educator-based support in Copilot. Education data integration
Copilot for Microsoft 365 – Student features Interactive practice experiences
Flashcards activity
Guided chat activity Learning extension in Copilot for Microsoft 365
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New AI tools for Google Workspace for Education — from blog.google by Akshay Kirtikar and Brian Hendricks We’re bringing Gemini to teen students using their school accounts to help them learn responsibly and confidently in an AI-first future, and empowering educators with new tools to help create great learning experiences.
Then came ChatGPT, Open AI’s widely used artificial intelligence bot. For Fender, it was a no-brainer to query it for help developing deep opening questions.
The chatbot and other AI tools like it have found an eager audience among homeschoolers and microschoolers, with parents and teachers readily embracing it as a brainstorming and management tool, even as public schools take a more cautious approach, often banning it outright.
A few observers say AI may even make homeschooling more practical, opening it up to busy parents who might have balked previously.
“Not everyone is using it, but some are very excited about it,” said Amir Nathoo, co-founder of Outschool, an online education platform.
We have to provide instructors the support they need to leverage educational technologies like generative AI effectively in the service of learning. Given the amount of benefit that could accrue to students if powerful tools like generative AI were used effectively by instructors, it seems unethical not to provide instructors with professional development that helps them better understand how learning occurs and what effective teaching looks like. Without more training and support for instructors, the amount of student learning higher education will collectively “leave on the table” will only increase as generative AI gets more and more capable. And that’s a problem.
From DSC: As is often the case, David put together a solid posting here. A few comments/reflections on it:
I agree that more training/professional development is needed, especially regarding generative AI. This would help achieve a far greater ROI and impact.
The pace of change makes it difficult to see where the sand is settling…and thus what to focus on
The Teaching & Learning Groups out there are also trying to learn and grow in their knowledge (so that they can train others)
The administrators out there are also trying to figure out what all of this generative AI stuff is all about; and so are the faculty members. It takes time for educational technologies’ impact to roll out and be integrated into how people teach.
As we’re talking about multiple disciplines here, I think we need more team-based content creation and delivery.
There needs to be more research on how best to use AI — again, it would be helpful if the sand settled a bit first, so as not to waste time and $$. But then that research needs to be piped into the classrooms far better. .
From DSC: Very interesting to see the mention of an R&D department here! Very cool.
Baker said ninth graders inthe R&D department designed the essential skills rubric for their grade so that regardless of what content classes students take, they all get the same immersion into critical career skills. Student voice is now so integrated into Edison’s core that teachers work with student designers to plan their units. And he said teachers are becoming comfortable with the language of career-centered learning and essential skills while students appreciate the engagement and develop a new level of confidence.
… The R&D department has grown to include teachers from every department working with students to figure out how to integrate essential skills into core academic classes. In this way, they’re applying one of the XQ Institute’s crucial Design Principles for innovative high schools: Youth Voice and Choice. .
Client-connected projects have become a focal point of the Real World Learning initiative, offering students opportunities to solve real-world problems in collaboration with industry professionals.
Organizations like CAPS, NFTE, and Journalistic Learning facilitate community connections and professional learning opportunities, making it easier to implement client projects and entrepreneurship education.
Important trend: client projects. Work-based learning has been growing with career academies and renewed interest in CTE. Six years ago, a subset of WBL called client-connected projects became a focal point of the Real World Learning initiative in Kansas City where they are defined as authentic problems that students solve in collaboration with professionals from industry, not-for-profit, and community-based organizations….and allow students to: engage directly with employers, address real-world problems, and develop essential skills.
The Community Portrait approach encourages diverse voices to shape the future of education, ensuring it reflects the needs and aspirations of all stakeholders.
Active, representative community engagement is essential for creating meaningful and inclusive educational environments.
The Portrait of a Graduate—a collaborative effort to define what learners should know and be able to do upon graduation—has likely generated enthusiasm in your community. However, the challenge of future-ready graduates persists: How can we turn this vision into a reality within our diverse and dynamic schools, especially amid the current national political tensions and contentious curriculum debates?
The answer lies in active, inclusive community engagement. It’s about crafting a Community Portrait that reflects the rich diversity of our neighborhoods. This approach, grounded in the same principles used to design effective learning systems, seeks to cultivate deep, reciprocal relationships within the community. When young people are actively involved, the potential for meaningful change increases exponentially.
Although Lindsay E. Jones came from a family of educators, she didn’t expect that going to law school would steer her back into the family business. Over the years she became a staunch advocate for children with disabilities. And as mom to a son with learning disabilities and ADHD who is in high school and doing great, her advocacy is personal.
Jones previously served as president and CEO of the National Center for Learning Disabilities and was senior director for policy and advocacy at the Council for Exceptional Children. Today, she is the CEO at CAST, an organization focused on creating inclusive learning environments in K–12. EdTech: Focus on K–12 spoke with Jones about how digital transformation, artificial intelligence and visionary leaders can support inclusive learning environments.
Our brains are all as different as our fingerprints, and throughout its 40-year history, CAST has been focused on one core value: People are not broken, systems are poorly designed. And those systems are creating a barrier that holds back human innovation and learning.
From DSC: Last Thursday, I presented at the Educational Technology Organization of Michigan’s Spring 2024 Retreat. I wanted to pass along my slides to you all, in case they are helpful to you.
AI Policy 101: a Beginners’ Framework — from drphilippahardman.substack.com by Dr. Philippa Hardman How to make a case for AI experimentation & testing in learning & development
The role of learning & development
Given these risks, what can L&D professionals do to ensure generative AI contributes to effective learning? The solution lies in embracing the role of trusted learning advisors, guiding the use of AI tools in a way that prioritizes achieving learning outcomes over only speed. Here are three key steps to achieve this:
1. Playtest and Learn About AI… 2. Set the Direction for AI to Be Learner-Centered…
3. Become Trusted Learning Advisors…
In the last year, AI has become even more intertwined with our education system. More teachers, parents, and students are aware of it and have used it themselves on a regular basis. It is all over our education system today.
While negative views of AI have crept up over the last year, students, teachers, and parents feel very positive about it in general. On balance they see positive uses for the technology in school, especially if they have used it themselves.
Most K-12 teachers, parents, and students don’t think their school is doing much about AI, despite its widespread use. Most say their school has no policy on it, is doing nothing to offer desired teacher training, and isn’t meeting the demand of students who’d like a career in a job that will need AI.
The AI vacuum in school policy means it is currently used “unauthorized,” while instead people want policies that encourage AI. Kids, parents, and teachers are figuring it out on their own/without express permission, whereas all stakeholders would rather have a policy that explicitly encourages AI from a thoughtful foundation.
There is much discourse about the rise and prevalence of AI in education and beyond. These debates often lack the perspectives of key stakeholders – parents, students and teachers.
In 2023, the Walton Family Foundation commissioned the first national survey of teacher and student attitudes toward ChatGPT. The findings showed that educators and students embrace innovation and are optimistic that AI can meaningfully support traditional instruction.
A new survey conducted May 7-15, 2024, showed that knowledge of and support for AI in education is growing among parents, students and teachers. More than 80% of each group says it has had a positive impact on education.
Hybrid learning through podcasts: a practical approach — from timeshighereducation.com by Catherine Chambers Adapting practice-based learning to a blend of synchronous and asynchronous delivery gives learners more control and creates opportunities for real-world learning of skills such as podcast production, writes Catherine Chambers
Hybrid learning provides students with greater control over their learning and enables the development of employability skills, supporting practice-based group work through in situ activities.
Aligned with Keele’s curriculum expectations framework, the module was designed around podcasts to support inclusivity, active learning, digital capability and external engagement.
Despite modern technological advancements in classroom tools, many educational settings still center around a traditional model where the teacher is the primary source of information and students passively receive content.
Slowly, learning environments are inviting students to actively participate and take ownership of their learning through collaborative projects, inquiry-based experiences, and real-world problem-solving, thereby transforming traditional educational roles and practices.
How Humans Do (and Don’t) Learn— from drphilippahardman.substack.com by Dr. Philippa Hardman One of the biggest ever reviews of human behaviour change has been published, with some eye-opening implications for how we design & deliver learning experiences
Excerpts (emphasis DSC):
This month, researchers from the University of Pennsylvania publishedone of the biggest ever reviews of behaviour change efforts– i.e. interventions which do (and don’t) lead to behavioural change in humans.
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Research into human behaviour change suggests that, in order to impact capability in real, measurable terms, we need to rethink how we typically design and deliver training.
The interventions which we use most frequently to behaviour change – such as video + quiz approaches and one off workshops – have a negligible impact on measurable changes in human behaviour.
For learning professionals who want to change how their learners think and behave, this research shows conclusively the central importance of:
Shifting attention away from the design of content to the design of context.
Delivering sustained cycles of contextualised practice, support & feedback.
