Classrooms

The Texas House has passed the final version of a law requiring the Ten Commandments to be displayed in every … Read More The post Texas Ten Commandments Bill Passes House—Now It’s Up to the Governor first appeared on Charisma News. The post Texas Ten Commandments Bill Passes House—Now It’s Up to the Governor appeared first on Charisma News.

Key points: Classroom tech must be more than just screen time–it must be purposeful 4 edtech tools that can transform student teamwork How multimedia and interactive tech transform engagement For more news on technology in the classroom, visit eSN’s Digital Learning hub Technology in the classroom has transformed how students learn and how teachers teach. What once was a space filled with lectures, textbooks, and rigid routines has evolved into a dynamic, interactive environment fueled by digital learning tools and creative teaching strategies. In today’s schools, the thoughtful integration of educational technology isn’t a luxury–it’s a necessity to support the diverse learning styles and needs of every student. Teaching for today’s students Traditional teaching models–centered on passive learning–are becoming increasingly obsolete. Students no longer thrive in classrooms that demand silence and memorization. They crave engagement, relevance, and personalization. Technology in the classroom helps meet these demands by supporting auditory, visual, kinesthetic, and tactile learners through varied digital learning tools and multimedia content. Harvard psychologist Howard Gardner’s theory of multiple intelligences remains influential, reminding us that students bring a wide range of strengths into the classroom. Educational technology offers the means to tap into those intelligences through virtual labs, educational games, graphic design platforms, interactive timelines, and storytelling tools. Whether it’s a podcast for an auditory learner or an infographic project for a visual student, tech-rich instruction makes differentiation more attainable–and more effective. Blending teaching methods with digital tools Modern instruction is all about variety. Teachers now design lessons that blend direct instruction with digital collaboration. Instead of being limited to chalkboards and worksheets, they can use platforms like Google Workspace for Education, Flip, or Kahoot! to engage learners in meaningful ways. Visual learners benefit from digital whiteboards, drawing tools, and concept maps that allow them to make sense of abstract ideas. Kinesthetic learners thrive in gamified settings or hands-on simulations, whether it’s a math puzzle on Prodigy or a virtual science experiment using Labster. And for tactile learners, touchscreen devices and drag-and-drop exercises allow them to engage with content in a physical, intuitive way. Most importantly, students become creators–not just consumers–of content. They produce videos, record their own voiceovers, and design digital posters to demonstrate understanding. When technology in the classroom is student-driven, learning becomes more active and authentic. Keeping up with changing technology Today’s learners are digital natives. According to a 2022 Common Sense Media report, more than 90 percent of U.S. teens have access to a smartphone, and nearly as many report using digital learning tools for schoolwork. But there’s often a disconnect between how students use technology at home versus at school. While they might use apps like Canva, ChatGPT, or YouTube to learn independently, some schools still limit students to static platforms or outdated tools. Bridging this gap requires intentional, ongoing teacher development. Educators need support in learning how to use and evaluate technology–not just for classroom management, but for student engagement strategies that drive deeper learning. ISTE offers frameworks, such as the ISTE Standards for Educators, which guide teachers in designing and delivering 21st-century teaching methods. Professional learning communities (PLCs), tech coaching, and district-wide integration plans are essential for sustaining the use of educational technology. It’s not about having the latest gadget–it’s about knowing how to use the tools already available to enhance student learning. Equity and the digital use divide One of the greatest challenges in modern education is ensuring equitable access to technology. While many schools now provide 1:1 device programs, disparities remain in how technology is used. The OECD describes a “digital use divide” where some students engage in meaningful, creative learning with technology, while others only use it for repetitive, low-level tasks. Technology in the classroom must be more than just screen time. It must be purposeful. When students are taught to research critically, collaborate online, and create digital projects, they develop real-world skills that prepare them for the future. But this transformation must happen for every learner, not just those in well-funded districts. School leaders must ensure all students have access to robust digital learning tools, high-speed internet, and teachers who know how to integrate those tools effectively. Without these supports, 21st-century teaching methods can fall flat or widen equity gaps. Looking ahead The pandemic made clear that flexibility, creativity, and digital literacy are essential components of modern instruction. As we continue to reimagine what learning looks like, educational technology should serve as both the vehicle and the compass–driving student engagement strategies while guiding students toward deeper understanding. The challenge now is to ensure that all students benefit from the promise of technology in the classroom. That means listening to their needs, investing in teacher training, and integrating tools that foster collaboration, creation, and critical thinking. Conclusion Technology in the classroom empowers teachers to teach more effectively and students to learn more meaningfully. When used intentionally, it helps bridge learning gaps, address diverse learning styles, and prepare students for a digital future. The key is not the technology itself, but how we use it–to inspire curiosity, encourage creativity, and spark a lifelong love of learning.

Microsoft Corp. and the National FFA Organization on Tuesday announced the national expansion of FarmBeats for Students, a cutting-edge educational program integrating smart sensors, data science and artificial intelligence (AI) to teach precision agriculture in classrooms. Starting today, FFA teachers and students throughout the United States, including FFA chapters in 185 middle and high schools, will receive a classroom set of FarmBeats for Students kits free of charge. The kits include ready-to-use sensor systems along with curriculum for teachers and are designed for classrooms of all kinds; no prior technical experience is required. More and more farmers are adopting advanced technology, including automating systems such as tractors and harvesters and using drones and data analysis to intervene early against pests and disease, to maximize crop yield, optimize resource usage, and adjust to changing weather patterns. Gaining hands-on experience with machine automation, data science and AI will help American agricultural students remain competitive in the global market. Using the FarmBeats for Students kits and free curriculum, students build environmental sensor systems and use AI to monitor soil moisture and detect nutrient deficiencies — allowing them to understand what is happening with their plants and make data-driven decisions in real time. Students can adapt the kit to challenges unique to their region — such as drought, frost and pests — providing them with practical experience in tackling real-world issues in their hometowns. “Microsoft is committed to ensuring students and teachers have the tools they need to succeed in today’s tech-driven world, and that includes giving students hands-on experience with precision farming, data science and AI,” said Mary Snapp, Microsoft vice president, Strategic Initiatives. “By teaming up with FFA to bring FarmBeats for Students to students across the country, we hope to inspire the next generation of agriculture leaders and equip them with the skills to tackle any and all challenges as they guide us into the future.” “Our partnership with Microsoft exemplifies the power of collaboration in addressing industry needs while fostering personal and professional growth among students,” said Christine White, chief program officer, National FFA Organization. “Supporting agricultural education and leadership development is crucial for shaping the next generation of innovators and problem solvers. Programs like this equip students with technical knowledge, confidence and adaptability to thrive in diverse and evolving industries. Investing in these young minds today sets the stage for a more sustainable, innovative and resilient agricultural future.” In addition, teachers, students or parents interested in FarmBeats for Students can purchase a kit for $35 at this link and receive free training at Microsoft Learn. Any educator interested in implementing the FarmBeats for Students program can now access a new, free comprehensive course on the Microsoft Educator Learn Center, providing training on precision agriculture, data science and AI, allowing teachers to earn professional development hours and badges.  FarmBeats for Students was co-developed by Microsoft, FFA and agriculture educators. The program aligns with the AI for K-12 initiative guidelines; Agriculture, Food and Natural Resources career standards; Computer Science Teachers Association standards; and Common Core math standards. For more information about FarmBeats for Students, visit aka.ms/FBFS.

Sora recently announced the release of its second annual digital reading report for the 2023-2024 year, “The State of K-12 Digital Reading.” The report reveals a second consecutive year of record-breaking ebook and audiobook usage, underscoring the growing role of digital reading in classrooms. The report draws on data from the Sora platform, which is used in 62,000 schools worldwide. The data was collected from July 1, 2023 through June 30, 2024. Key findings from the report include: Digital reading in K-12 continues to grow. Sora reading sessions increased by 10% from the previous school year (2022-2023). Ebooks continue to dominate, accounting for 85% of all titles opened, while audiobooks made up 11%. Digital magazine usage saw a 91% increase over the previous year, making up 4% of all checkouts. Comic & Graphic Books, Humor, Fantasy and Biography & Autobiography dominated ebook checkouts across the region. Texas was the top state for ebook and audiobook checkouts, with New York, California and Wisconsin closely following. Audiobook preferences remained steady across regions, with top genres of Humor, Fantasy, Comic & Graphic Books, Historical Fiction and Mystery. The Diary of a Wimpy Kid series, Harry Potter and Wings of Fire remained some of the most popular titles. Sora Sweet Reads, the free summer reading program, saw 70% year-over-year growth, surpassing 1 million checkouts. 37% of students accessed Sora through Chrome, 33% through iOS and 10% through Windows. “Sora allows me to expand what I can offer students – especially manga series with many volumes and audiobook options for students who enjoy following along with a hard copy of a book,” said Stephanie Mills, Library Media Specialist for the Park View Middle School (RI). “Sora gives students another place to go for options beyond the walls of our school library.” The report also highlights success stories, including how the Delaware Department of Education leveraged digital reading to accelerate learning statewide. Through the Delaware Accelerate Learning Collection, over 144,000 students at 221 K-12 schools gained access to over 17,000 ebooks and audiobooks, helping drive a 15% increase in average reading time per student. Sora, a division of OverDrive, is committed to promoting literacy and has become a crucial resource in over 62,000 K-12 schools worldwide. The app continues to empower students and transform learning experiences across the globe. Download the report for the free.Learn more about the Sora student reading platform.

Generation HOPE is a partnership between HOPE, the Department of Education, and beloved Filipino brands BDO, Carmen’s Best, Grab, Penshoppe, Aivee Clinic, SM Supermalls, and Sunnies  HOPE, the Philippines’ first certified B Corp and a pioneering impact organization, launches Generation HOPE—a partnership with the country’s most beloved brands to help address the urgent need of building more public school classrooms nationwide. This initiative brings together the country's most beloved brands, such as BDO, Carmen’s Best, Grab, Penshoppe, Aivee Clinic, SM Supermalls, and Sunnies, to enable every Filipino to vote with their peso to support nation-building through the building of public school classrooms. Together, these purpose-driven companies and their consumers share a vision to close the education gap, create learning environments to ensure accessibility of education for all students. In so doing, they make sure that every Filipino child has a safe, comfortable place to learn. Launched in partnership with the Philippines’ Department of Education (DepEd), Generation HOPE was unveiled with the support of HOPE Founder Nanette Medved-Po, DepEd Secretary Sonny Angara, and the participation of representatives from DepEd and all the brand partners. “Filipinos always come together in times of need. In a world that is increasingly divided, let's harness that power every day to support something we can all agree on: investing in the youth of this country to build a nation and ensure a brighter future,” says HOPE Founder Ms. Nanette Medved-Po. To bring this vision to life, HOPE and its partner brands have created unique ways for Filipinos to enjoy being part of this movement. BDO customers will soon be able to own a BDO “HOPE in Every Spend” credit card, and a portion of their spend using the credit card will automatically be donated to building public schools. More than that, they can convert their Rewards points into donations, and a portion of the annual membership fee will also be donated to HOPE. Carmen’s Best is preparing limited-edition offerings—Hope in a Scoop and Hope in a Pint—that blend indulgence with impact. Grab users will have the option to use GrabRewards points to support classroom construction and make donations. Aivee Clinic will introduce the Aivee x HOPE collection, featuring limited edition items like bags and tags, along with specially designed Skin Bank cards for the cause. Penshoppe is launching an exclusive line of HOPE-themed t-shirts, hoodies, caps, and bags. SM Supermalls will donate a portion of sales from SM-branded water bottles sold at partner food merchants. Sunnies will unveil a clean lens kit and specially designed Sunnies Flask for this collaboration. Each product from the partnership offers a simple, tangible way to help build a better future through education. Working closely with DepEd, HOPE ensures that every classroom built directly addresses the most urgent needs of public schools across the country. DepEd Secretary Sonny Angara highlights the importance of collaboration in this cause. He said, “Education is not just a duty, it’s a solemn responsibility we all share. When the government and the private sector unite through partnerships like Generation HOPE, we break down barriers and pave the way for every Filipino child to learn in a safe and inspiring environment. Education is how we secure the future of our nation.” Do visit https://www.generationhope.ph/ or follow HOPE on Facebook at or @generationhope.ph on Instagram for more information.

Key points: It’s time to build smarter systems that reduce teacher burdens and increase student engagement To boost teacher morale, reimagine the teacher role Key strategies for education leaders to boost morale For more news on teacher burnout, visit eSN’s SEL & Well-Being hub The current education crisis isn’t just about the need to support student academic recovery–it’s also about teacher retention. As districts nationwide struggle to keep classrooms staffed, many fail to recognize a key driver of teacher burnout: chronic absenteeism. While we often discuss how absenteeism affects students, we rarely acknowledge its devastating impact on the educators who show up every day to empty chairs. The hidden toll of empty seats When students miss school, teachers don’t just move forward with fewer students in the room. They face the exhausting task of catching students up while maintaining momentum for those who attended. This creates an endless cycle of reteaching, differentiation, and individualized support that significantly increases workload and stress. According to a recent study in the journal Educational Researcher, teachers with classrooms experiencing higher levels of absenteeism report significantly lower job satisfaction. Researchers also note that “absent students require remediation and are often disengaged upon return,” creating a classroom environment that is “compromised among other students.” The numbers are staggering. In many districts, chronic absenteeism has nearly doubled since the pandemic. According to a recent report, 40.7 percent of educators cite “insufficient staff time for intervention execution” as a primary challenge in addressing absenteeism. Data gaps widen absenteeism intervention challenges for educators Despite the clear connection between absenteeism and teacher burnout, most educators lack real-time access to attendance data that would enable timely interventions. Instead, they’re forced to navigate fragmented systems that don’t communicate with each other. Recent survey data revealed that 43 percent of educators are uncertain whether families are receiving or seeing school messages, and only 37 percent of respondents feel they have all the information necessary to effectively address individual student needs. Building systems that support both students and teachers The solution isn’t asking teachers to work harder at tracking attendance–it’s building smarter systems that reduce their administrative burden while improving student engagement. First, schools need integrated data platforms that connect attendance, academic performance, and behavioral information in real-time. In fact, 39 percent of educators believe a unified platform to ensure consistent and accurate information across all communication channels would help improve engagement with families. Second, attendance policies must shift from punitive approaches to supportive, proactive frameworks. When a student reaches a certain absence threshold, the response should be automatic and multi-tiered: Immediate parent communication through preferred channels Counselor check-ins to identify underlying issues Customized attendance contacts with clear supports Case management for chronically absent students Research from districts implementing comprehensive attendance management systems shows promising results. Grand Prairie Independent School District achieved a 32 percent “save rate” through early intervention, meaning nearly a third of students who received one attendance intervention did not need additional follow-ups to prevent chronic absence patterns. The data reveals a path forward Recently released findings from the 2025 Education Recovery Scorecard highlight the direct connection between absenteeism and academic recovery. The comprehensive study of more than 8,700 school districts found that “districts with high post-pandemic absenteeism had slower recovery,” with higher increases in absenteeism in low-income districts contributing to widening achievement gaps. In fact, socioeconomic disparities in math achievement between affluent and low-income districts have grown by 11 percent since the start of the pandemic. Perhaps most telling is the correlation between school climate and systematic approaches to attendance. Data shows that schools with strong family engagement before the pandemic experienced a rise in chronic absenteeism that was 39 percent smaller than schools with weak family engagement. A dual imperative Addressing chronic absenteeism isn’t just about improving student outcomes–it’s about creating sustainable working conditions for teachers. According to a 2024 RAND survey, teachers report working an average of 53 hours per week–nearly nine hours more than comparable working adults–while earning about $18,000 less in base pay. Every day a student misses class, teachers’ workloads increase and their job satisfaction is impacted. By implementing integrated data systems and protocol-driven interventions, we can simultaneously improve student attendance and teacher retention. Our education system faces unprecedented challenges, but solutions exist that address multiple problems simultaneously. By recognizing the connection between student absenteeism and teacher burnout, we can implement systems that support both populations and create more stable, effective learning environments. The path to academic recovery runs directly through the attendance office. It’s time we recognized that supporting teacher well-being and improving student attendance are two sides of the same coin.

Key points: Comprehensive action plans should start in schools and extend into homes Data gaps negatively impact academic progress and attendance Maybe it’s time to change up high school to improve student attendance For more news on absenteeism, visit eSN’s Educational Leadership hub Empty seats have become a common sight in our nation’s classrooms. Students are missing school at record-high rates–not because they don’t want to be there, but because significant barriers are blocking the door to get in. It’s easy to associate chronic absenteeism with the stereotype of the disillusioned hooky-playing student. However, the reality for students is complex, and, at times, heartbreaking. From housing instability to the growing mental health crisis, systemic issues are contributing to the rising chronic absenteeism rate in our country, impacting even our youngest students.  Because the long-term consequences of absenteeism can devastate a child’s academic future, keeping students in the classroom can’t be left to the schools alone. It will require an intentional, community-wide approach that includes everyone–parents, legislators, school leaders, and community partners–to ensure our kids have access to the education they deserve. Three strategies every school should start now Students are considered chronically absent when they miss 10 percent or more of the school year. Here in Georgia, the chronic absenteeism rate is 21 percent, in line with the nationwide average of 23 percent. What is most shocking, however, is that this number has increased post-pandemic–a clear indicator that the problem isn’t letting up any time soon. The good news? In states like Georgia, legislators and school leaders are working together to address attendance. In March, the state legislature passed bill SB 123, which prohibits schools from expelling chronically absent students and requires school systems with high absenteeism rates to establish attendance review teams and intervention services.  Yet, curing the crisis will take more than a bill. Districts must develop comprehensive action plans that start in the schools and extend into students’ homes. Here are three ways they can start: 1. Lead with empathy and understanding. Districts have long viewed chronic absenteeism as an act of defiance rather than a symptom of underlying socio-economic issues. When students are punished for their lack of attendance or denied the support to catch up with their classmates, a vicious cycle emerges. Students who feel they no longer belong will completely disengage, and worse, stop coming to school altogether. Schools need to assess, and if necessary, revamp their multi-tiered system of supports (MTSS) frameworks to ensure they provide processes for identifying students at risk, establishing clear attendance policies and procedures, and developing individualized attendance plans in response to family crises. In addition, strong teacher-student relationships are one of the best preventative measures against absenteeism. Districts must provide educators with the training to recognize and address attendance issues and allow them the flexibility to adapt learning to students’ needs when issues emerge. 2. Establish holistic wraparound services. While the root causes of absenteeism are diverse, poverty tends to be the prevailing issue. Not only are families struggling financially, but poverty contributes to a growing rise in violence, mental health issues, and transportation challenges. Georgia has been at the forefront of establishing wraparound services in all of our schools and employing a wraparound specialist at each Regional Education Service Agency in the state. The goal of each center is to fulfill the basic needs of children facing significant challenges in the home. When schools address the whole child, outcomes significantly improve for the student. Depending on the wraparound center, kids can shower, wash their clothes, and receive basic hygiene items as well as access tutoring services, school-based health services, and community resources that serve the entire family.  In one Georgia school district, the absenteeism rate dropped from 38 percent to 22 percent in two years after schools built wraparound services into individualized student plans. 3. Reengage parents and caregivers in their children’s education. Two of the most destructive impacts of the pandemic have been the undermining of the value parents placed on education and families’ disengagement from the school culture. Research from The Brookings Institute found that caretakers frequently underestimate or underreport their children’s absences, and less than half report being concerned about regular attendance. Districts have a duty to rebuild relationships with families, reopen the lines of communication, and reinforce the importance of regular attendance on student outcomes. Combatting the chronic absenteeism crisis requires educators, parents, and students to embrace a shared commitment to regular attendance. When schools recognize the challenges students face and provide interventions that foster their sense of belonging, attendance, grades, and graduation rates skyrocket. Just as important, when similar support is offered to caregivers, they are empowered to become unwavering advocates for their children’s education in the years to come.

I was privileged to teach a Grad course this semester at the University of Regina. Having not taught since 2019, I was excited about this opportunity both because I love teaching and also to examine how the classroom might be different as a result of the emergence of Generative AI. The official course name was EC&I 832 and the course catalogue reads: EC&I 832 Digital Citizenship and Media Literacies (3) This course examines the complex nature of identity and citizenship in our digital world. Students will interrogate the interconnected areas of media literacy, online identity, and responsible participation in local and global networks as they relate to educational contexts and society at large. My good friend Dr. Alec Couros has taught this course many times and graciously handed over his syllabus and course outline from previous semesters for me to use. I kept a similar structure but as has been my practice since I began teaching post-secondary in 2007, I built much of the content around my network and guest speakers. For me, this is the best thing I can do for my students, introduce them to some of the smartest people I know and add these people to their network. As my students shared their own summaries of their learning as well as their final projects, each and every one of my guests were mentioned and called out for the impact they had on my student’s thinking. If I do nothing else, this was a win. The greatest challenge I would face was how might GenAI play a role in our learning. Here is the snippet of my syllabus where I laid out the ground rules: 3.1 Use of Generative AI Students are permitted to make use of available technological tools, including generative AI (GenAI) tools as supplementary resources in this course. When leveraging these technologies, students are encouraged to critically evaluate the generated content and to integrate it with their understanding to produce original work. While students are free to use generative AI to brainstorm or draft their assignments, the final submission should primarily reflect the student’s original understandings and insights. Generative AI tools may be used to assist in students’ understanding of course content or in their completion of coursework for this class. However, if students choose to use generative AI to help with their coursework, they must be sure to cite and credit any generative AI tools in the manner in which they were used. Schools and education in general is struggling to determine when, how and if generative ai should be used in learning. Part of this course will require your reflections and meta cognition as to how you choose to use it and whether it not it enhances not only your products and assignments but your own learning.  Students should practice including how they use GenAI in all writing and assignments.  We met every Tuesday evening and in nearly every class we wrestled with this. 2 specific incidents still have me thinking. The first involved one of my students who reached out to me and suggested that they felt one of her classmates was using AI to comment on their blog. While this was not a breach of our agreement it did raise some interesting ethical dilemmas. If you respond to the comment, are you just responding to a bot? Did the person leaving the comment feel invested in the ideas and simply needed support articulating it or was it simply an act of compliance? What value does that comment offer for the writer? The second incident involved me. Students submitted a form that outlined their thinking and some details about their final project. This was intended for me to help steer them in the right direction and provide feedback about whether the project would meet the criteria or perhaps it needed to be broadened or maybe narrowed down. I utilized ChatGPT to provide feedback and considerations and then added my own that was more based on my understanding of their circumstances and the potential usefulness of the project in their context. I shared the feedback and was transparent about my use of AI. I openly asked every student to share their feelings about me doing that. A few responded saying they assumed I would use it and many were quite pleased with the feedback. While no one openly shared any criticism, one student at least, shared some uneasiness in their summary of learning video. The truth is I felt the same. On the one hand, AI provided overall provided better feedback than I might have given. On the other hand, if that’s true, why would they need me? I suppose in hindsight I might have asked them to seek feedback from AI and then I might be able to add nuance, context or other personalized feedback that the AI might not be able to provide. I love teaching and I want to give a shout-out to my students. You can find them and read some of their work on our class blog hub. While I’m sure there were moments of compliance and for many it was just part of knocking off the credits they needed for their degree I also know that for the most part, they were engaged, and thoughtful and were focusing on their learning and not their grade. I once again invited them to do some self-assessment and I have no reason to doubt their own assessment and remind them how little I think grading has to do with learning. As much as I work towards creating a community, I realize that a 13-week course with students who work full time and many have families is not a robust community that we might think of but I was very proud of how they supported one another and pushed each other’s thinking. Finally, let me thank the guest speakers and they need to know how impactful they were to my students: Mike Ribble, Alec Couros, Andrew McLuhan, Wes Fryer, Jennifer Casa-Todd, Chris Kennedy, Bonnie Stewart and Dave Cormier

Creative writing enriches education by enhancing communication skills, imagination, and self-expression while building confidence and civic engagement. Teachers foster a supportive environment to encourage creativity, using innovative strategies to combat challenges like writer's block. Integrating diverse writing projects into the curriculum promotes interdisciplinary connections and helps students reflect critically on their learning journey. The post The Power of Student Writing: Encouraging Creativity and Expression in Classrooms appeared first on .

ELMHURST, Ill. — As educators work to increase access and opportunities in science, technology, engineering, arts, and mathematics (STEAM), a growing number of schools and districts are turning to  TinkRworks. This fall, several public, private, and charter schools have launched or renewed partnerships with TinkRworks to implement STEAM project-based learning in their classrooms. Recent districts and schools to renew or expand their alliances with TinkRworks include  Killeen Independent School District in Texas,  Hope Community Public Charter School – Tolson in Washington, D.C.,  Frances Xavier Warde School in Chicago,  Barack Obama School of Leadership and STEM in Park Forest – Chicago Heights School District 163, and  St. Isaac Jogues Parish Catholic School in Hinsdale, Illinois. In addition, new school partners include  The Woodlands Christian Academy in Texas. These schools and districts join hundreds of others across the country that are implementing TinkRworks to support their academic goals while creating an equitable STEAM learning environment for students in grades K-8.  “TinkRworks can be implemented in a variety of settings, which makes it an easy choice for school and district leaders,” said TinkRworks CEO Dr. Chad Stevens. “Our STEAM curriculum and projects come ready-to-teach and can be used by teachers of all experience levels, even if they’ve never taught STEAM subjects before. We’re excited to welcome our new partner schools and districts, and we look forward to seeing how they use our hands-on curriculum to engage students in unprecedented ways.” The TinkRworks curriculum and hands-on STEAM project kits can be implemented in a wide range of classes, including STEM/STEAM, science, math, English language arts, music, art, and social studies. Each project provides 10 to 18 hours of instruction that can be customized to meet classroom needs. TinkRworks can also be used in afterschool, summer school/summer camp, and extended learning opportunities. About TinkRworks TinkRworks is a supplemental K-8 STEAM solution that supports project-based learning and transforms learners into innovators. It includes a standards-rich curriculum, innovative hands-on project kits, professional development, and a web-based learning platform and coding environment that students use to bring their projects to life. TinkRworks comes ready to teach and can be implemented in a variety of settings, including classrooms, makerspaces, after school programs, and summer school. For information, visit TinkRworks.com.

Key points: Real-life work experiences set the foundation for professional and personal success Students want more career-connected learning 3 online resources to encourage student career planning For more on career readiness, visit eSN’s Innovative Teaching hub In the bustling halls of high schools across America, students race between classes, their backpacks heavy with textbooks and their minds laden with academic expectations. Yet, a vital component of education remains overlooked. Education often lags behind in today’s rapidly evolving world, where technological advancements and shifting job markets are the norm. While classrooms focus on theoretical knowledge, they may fail to prepare students for the real-life challenges they will inevitably face. One in six employers is hesitant to hire young adults due to their lack of a strong work ethic and practical job skills, even as they struggle to fill critical labor gaps. Work-based learning partnerships are not just an add-on to the high school experience; they’re a transformative element that can lead to remarkable success. At Eastern Hancock Schools in Indiana, we’ve successfully engaged with local businesses to build robust, hands-on career and technical education (CTE) programs, as well as develop entrepreneurial and business development curricula.  What we’ve discovered from feedback provided by both students and employers is that when youth engage in real-world work experiences, they emerge with higher self-esteem, a greater sense of responsibility, and newfound independence, all of which set the foundation for professional and personal success. Building self-esteem Feeling needed and valued at work provides students with an immediate ego boost, according to psychologist Barbara Greenberg; in one study, 70 percent of parents reported a positive difference in their child’s self-esteem and confidence once they entered the workforce. Consider the case of Sarah, an EHS student who spent part of her school day working at an advanced manufacturing organization. Sarah entered the internship as a quiet, unsure high school student but left as a confident young adult ready to tackle any challenge. Through her hands-on experience, she learned job skills, developed a strong work ethic, and thrived in a teamwork setting–each success she achieved and every challenge she overcame ignited her self-esteem. By the time Sarah graduated, she was not just college-ready; she was life-ready. Real-life work experiences provide students like Sarah with tangible accomplishments. They see the direct impact of their efforts, which is profoundly empowering. It’s one thing to score well on a test; it’s another to see a project you worked on come to fruition and make a real impact. This kind of validation is irreplaceable and builds a robust sense of self-worth that classroom grades alone cannot provide. Cultivating responsibility Another EHS student, Marcus, worked part-time at a local utility and communications company. Balancing school work with a job taught Marcus invaluable lessons in time management, responsibility, and accountability. He learned what it meant to be relied upon by his employer and colleagues. He saw the consequences of tardiness, punctuality’s value, and dependability’s importance. These lessons in responsibility transcend the workplace. They shape character and instill a work ethic that benefits students in all areas of life. Marcus’s teachers noticed his improved focus and discipline, which are directly attributable to his work experience. By the time he graduated, Marcus was not just a student with good grades but a reliable young man ready to meet the demands of adulthood. Fostering independence Real-world work experiences also foster independence. When students like Emily, who worked as a receptionist in the central office at Eastern Hancock, take on jobs, they earn their own money and make their own financial decisions. They learn the value of a dollar and the satisfaction of earning their way.  Emily’s experience taught her financial literacy, budget management, and the confidence that comes from financial independence. She learned to make choices about saving, spending, and managing her resources–lessons that set her apart from peers who had yet to encounter these real-world responsibilities. At Eastern Hancock, we take a personalized approach to work-based learning. Each junior and senior meets individually with the principal and superintendent to discuss their future goals. Our work-based learning coordinator then helps make those dreams a reality by connecting students to local employers, guiding them through the application and interview process, and providing ongoing support. By working closely with employers to understand their needs, we match student aspirations with community opportunities–like two puzzle pieces coming together. This comprehensive support helps students thrive both in school and beyond. The forward-looking solution: Integrating work experience into education Imagine a future where high school students graduate with a diploma and a resume filled with meaningful work experiences. These students will be better prepared for college and careers, equipped with self-esteem, responsibility, and independence from real-world achievements. They will enter the workforce not as novices but as seasoned individuals who understand the dynamics of professional environments. This vision requires a collective effort from educators, parents, and the community to become a reality. Schools must prioritize partnerships with local businesses, create flexible schedules that allow for work-study opportunities, and provide guidance on balancing academics with work. Parents should encourage their children to seek work experiences and support them in these endeavors. Communities should rally around their youth, offering opportunities and mentoring to ensure their success. Real-life work experiences are not just beneficial but essential. By embracing and promoting these opportunities, we can equip our young people with the skills they need to thrive in an ever-changing world. Let’s bridge the gap between education and employment and pave the way for the next generation of successful, well-rounded adults.

Key points: Rapid AI adoption in well-resourced classrooms is deepening the digital divide How much AI is too much? Most parents know AI will be crucial to their children’s future For more on AI in education, visit eSN’s Digital Learning hub Generative AI is transforming the nature of work in many fields. One analysis claims more than 60 percent of the jobs in advanced economies will be supported by AI within the next five years. However, this rapid growth of technology is also creating a new digital divide that could widen the existing equity gaps among students from different socio-economic backgrounds. AI has the power to revolutionize education. It can help teachers save a tremendous amount of time on administrative tasks like researching and developing lesson plans, creating rubrics for assignments, and communicating with parents–time that can be refocused on students instead. AI can also help teachers personalize instruction for every child, accelerating learning and improving outcomes. In fact, those who benefit most from AI tools that personalize instruction are students who didn’t necessarily need that much help to begin with. Many high-achieving students use AI to understand their work on a deeper level, consulting these tools for timely personalized feedback, which can enhance comprehension and learning outcomes. While the educational benefits of AI, such as helping students build future-ready skills, are clear, it is equally important to ensure that students learn how to use AI safely and responsibly. As AI becomes an integral tool for generating ideas and content across various businesses, students must understand how to use AI to enhance their productivity and prepare for success in an AI-driven world. Yet students can only experience these benefits if their schools have developed forward-thinking AI policies and their teachers are trained in using AI to support instruction. Despite a growing investment in AI, many schools–especially those in under-resourced areas–lack consistent access to AI tools and training for effective use. Teachers’ use of AI in their classrooms is still limited, research suggests. Only one in three teachers say they’ve used AI tools at least once in the past year. Seventy-nine percent say their school system lacks clear policies on AI use, and one in five say their district bans AI use for students and staff. Only 29 percent of teachers say they’ve received AI-related professional development, with teachers in high-poverty settings less likely to participate in AI training than their peers. Although equitable access to AI in classrooms is a problem, professional learning offers a solution. Given AI’s growing importance in workforce preparation, educators must be equipped with the skills and expertise needed to help students successfully navigate these tools. Here are three recommendations for school systems to promote equitable access to AI. Build the capacity of K-12 leaders to create and implement effective AI policies. Integrating AI into instruction in a thoughtful and productive manner begins with school and district leadership. Leaders must develop well-reasoned policies around the use of AI in their schools, acknowledging that student privacy and data should be protected, and they must foster a safe and supportive environment that allows for exploration and experimentation within appropriately established guardrails. Despite AI’s potential to improve teaching and learning, many districts today face setbacks due to restrictive rules that ban or heavily limit the use of AI for students out of concerns over privacy and cheating. School and district leaders need clear guidance to help create and implement effective AI policies. Yet, as of March 2024, only seven states–California, North Carolina, Ohio, Oregon, Virginia, Washington, and West Virginia–have released guidance to support leaders in developing such policies. Offer teachers AI professional development. Teachers need guidance in using AI as a tool to support instruction. They also need support integrating AI into lessons and teaching students how to use the technology ethically and responsibly. This means helping both teachers and students recognize and combat bias in the algorithms, ensuring that AI is used in ways that promote fairness, inclusivity, and transparency. This is true of all teachers, but especially those from older generations. According to a Forbes Advisor survey, an overwhelming 94 percent of teachers agree that students need to learn about ethical AI use–and 61 percent say comprehensive education is needed. Yet, more than one-third of teachers in the survey said they haven’t integrated AI into their own classrooms. The survey found that younger teachers were more likely to adopt AI tools, with respondents under 26 reporting the highest usage rates. Building teachers’ capacity to use AI with their students is essential for ensuring that all students have the opportunity to learn AI skills. Look to organizational partners for help. AI tools and technologies are rapidly evolving, and it can be hard for educators and administrators to keep up. In fact, district leaders cite their unfamiliarity with these technologies as a barrier to setting an effective strategy, and they’d like more help from partner organizations. According to an Imagine Learning study, 54 percent of K-12 administrators say edtech organizations could reduce their concerns about AI and support its adoption in schools by providing more training and best practices in AI use. Organizations like the National Math and Science Initiative (NMSI), a nonprofit organization that advances STEM education through comprehensive training for teachers and K-12 leaders, can help educational leaders meet this need for professional learning around AI and its use in education. The rapid adoption of AI in well-resourced classrooms is deepening the digital divide, leaving students in rural and high-poverty schools at a disadvantage. Every student deserves the same opportunities to benefit from the AI revolution. Bridging this gap and ensuring equity for all students will require high-quality professional development that empowers both teachers and K-12 leaders to harness AI effectively in teaching and learning.

Key points: Educators need guidance on how to best use AI in schools How much AI is too much? Baked-in bias or sweet equity: AI’s role in motivation and deep learning For more on AI in education, visit eSN’s Digital Learning hub Given AI’s evolving and increased presence in classrooms, the U.S. Department of Education has released a guide intended to help educators and education leaders integrate AI into education ethically and equitably. Empowering Education Leaders: A Toolkit for Safe, Ethical, and Equitable AI Integration builds on the department’s prior report, Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations, and is designed to help educational leaders make critical decisions about incorporating AI applications into student learning and the instructional core. This latest report document links overarching ideas about AI to the establishment of school and district use policies to guide its effective implementation and offers guidance for the effective use and integration of AI in teaching and learning. The toolkit also promotes transparency and awareness in the use of AI in schools, and emphasizes the importance of giving students, teachers, and parents opportunities to opt out of AI-enabled applications in school. The guide features 10 modules arranged in three categories: 1. Mitigating Risk: Safeguarding Student Privacy, Security, and Non-Discrimination (Modules 1-3). Awareness of applicable federal laws, rules, and regulations is an essential first step when planning for the use of AI in schools and classrooms. Educational leaders should know how existing federal policies apply to the use of AI in their specific situations. This section invites leaders to learn about privacy and data security requirements; how civil rights, accessibility, and digital equity relate to AI; and a close consideration of the opportunities and risks associated with the use of AI. This section is relevant for an educational leader who wants to understand how proactively addressing student safety, privacy, and security can help shape their plans to use AI 2. Building a Strategy for AI Integration in the Instructional Core (Modules 4-7). New forms of AI have already permeated educational settings widely, and exploring AI firsthand is necessary to understanding it. Educators in our listening sessions strongly recommended that districts use the knowledge they have gained from past advances in edtech to build a clear and coherent strategy tied to the instructional core as a first step in planning for the use of AI, and then revising that strategy as they learn more about AI. That strategy should be informed by multiple sources of evidence on the use of AI. Leaders identified three additional steps for further informing their strategy for the effective use of AI-enabled tools in a manner that suits the needs of their students: (1) listen to and inform their communities, (2) establish priorities and pace for their community, and (3) guide and support implementation of a community’s strategy via task force. This section provides resources to support educational leaders in considering the evidence supporting AI-enabled tools, and guiding leaders through each of these three essential steps. This path makes sense for an educational leader engaged in or beginning the strategic planning process around the use of AI. 3. Maximizing Opportunity: Guiding the Effective Use and Evaluation of AI (Modules 8- 10). Although exploration and building coherent strategy are important early steps, the toolkit urges educational leaders to be active in guiding the effective use of AI to enhance teaching and student learning, whether such tools are used for educator productivity or instruction. Educational leaders stressed three initial steps for shaping AI use: (1) developing AI literacy for educators, (2) revising responsible use policies, and (3) building a system-wide plan. This section is appropriate for an educational leader who has a clear strategy in place for the use of AI, and who is ready to focus on guiding, shaping, and continually evaluating the use of AI in their community. “The Department of Education’s AI guidance provides timely direction for schools considering how best to integrate AI. By focusing on privacy, equity, and bias mitigation, this document offers a grounded framework that addresses educators’ and administrators’ priorities for using AI responsibly and effectively to serve all students,” said Sari Factor, Imagine Learning’s chief strategy officer. “At the heart of this guidance is an understanding that AI in education is not a replacement for the human element but an enhancement to it. AI’s role should be to empower teachers, support differentiated instruction and facilitate stronger engagement with students and families,” Factor added. “For AI to have meaningful impact, integrating it with high-quality, standards-aligned curricula is essential. By ensuring that AI tools are deeply tied to learning objectives, schools can design implementations that are thoughtful, ethical, and centered on genuine educational value, paving the way for AI to make meaningful contributions to learning environments.”