Category: challenges

  • Funding technology initiatives in uncertain times

    Funding technology initiatives in uncertain times

    Key points:

    Recent policy shifts have caused significant uncertainty in K-12 education funding, especially for technology initiatives. It’s no longer business as usual. Schools can’t rely on the same federal operating funds they’ve traditionally used to purchase technology or support innovation. This unpredictability has pushed school districts to explore creative, nontraditional ways to fund technology initiatives. To succeed, it’s important to understand how to approach these funding opportunities strategically.

    How to find funding

    Despite the challenges, there are still many grants available to support education initiatives and technology projects. Start with an online search using key terms related to your project–for example, “virtual reality,” “virtual field trips,” or “career and technical education.”

    Explore national organizations like the Bill & Melinda Gates Foundation or Project Tomorrow and consider potential local funding sources. Local organizations such as Rotary or Kiwanis clubs can be powerful allies in helping to fund projects. The local library and city or county government may also offer grants or partnership opportunities. Schools should also reach out to locally-headquartered businesses, many of which have community outreach or corporate social responsibility goals that align with supporting local education.

    Colleges and universities are another valuable resource. They may be conducting research that aligns with your school’s technology project. Building relationships with these institutions and organizations can put your school “in the right place at the right time” when new funding opportunities arise.

    Strategies to win the grant

    Once potential funding sources are identified, the next step is crafting a compelling proposal. Consider the following strategies to strengthen your application.

    1. Focus on the “how and why,” not just the “what.” If your school is seeking funds to buy hardware, don’t simply say, “Here’s what we want to buy.” Instead, frame it as, “Here’s how this project will improve student learning and why it matters.” Funders want to see the impact their support will have on outcomes. The more clearly a proposal connects technology to learning gains, the stronger it will be.

    2. Highlight the research. Use evidence to validate your project’s value. For example, if a school plans to purchase virtual reality headsets, cite studies showing that VR improves knowledge retention, engagement, and comprehension compared to traditional instruction. Demonstrating that the technology is research-backed helps funders feel confident in their investment.

    3. Paint a picture. Bring the project to life. Describe what students will experience and how they’ll benefit. For example: “When students put on the headset, they aren’t just reading about ancient civilizations, they’re walking through them.” Vivid descriptions help reviewers visualize the impact and believe in your vision.

    Eight questions to consider when applying for a grant

    Use these guiding questions to sharpen your proposal and ensure a strong foundation for implementation and long-term success.

    1. What is the goal? Clearly define what students will be able to do as a result of the project. Use action-orientated language: “Students will be able to…”
    2. Is the technology effective? Support your proposal with evidence such as whitepapers, case studies, or research that can demonstrate proven impact.
    3. How will the technology impact these specific students? Emphasize what makes your school or district unique, whether it’s serving a rural, urban, or high-poverty community and how this technology addresses those specific needs.
    4. What is the scope of the application? Specify whether the project involves elementary school, secondary school, or a specific subject or program like a STEM lab.
    5. How will success be measured? Too often schools reach the end of a project without a plan to track results. Plan your evaluation from the start. Track key metrics such as attendance, disciplinary data, academic performance, or engagement surveys, both before and after implementation to demonstrate results.
    6. What are your budgetary needs? Include all associated costs, including professional development and substitute coverage for teacher training.
    7. What happens after the grant is over? If you plan to use the technology for multiple years, apply for a multi-year grant rather than assuming future funding will appear. Sustainability is key.
    8. How will success be celebrated and communicated to stakeholders? Share results with the community and stakeholders. Host events recognizing teachers, students, and partners. Invite local media and highlight your funding partners–they’re not just donors, but partners in student success.

    Moving forward with confidence

    Education funding will likely remain uncertain in the years ahead. However, by being intentional about where to look for funds, how to frame proposals, and how to measure and share impact, schools can continue to implement innovative technology initiatives that elevate teaching and learning.

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  • How interactive tech simplifies IT and supercharges learning

    How interactive tech simplifies IT and supercharges learning

    Key points:

    Today’s school IT teams juggle endless demands–secure systems, manageable devices, and tight budgets–all while supporting teachers who need tech that just works.

    That’s where interactive displays come in. Modern, OS-agnostic solutions like Promethean’s ActivPanel 10 Premium simplify IT management, integrate seamlessly with existing systems, and cut down on maintenance headaches. For schools, that means fewer compatibility issues, stronger security, and happier teachers.

    But these tools do more than make IT’s job easier–they transform teaching and learning. Touch-enabled collaboration, instant feedback, and multimedia integration turn passive lessons into dynamic, inclusive experiences that keep students engaged and help teachers do their best work.

    Built to last, interactive displays also support long-term sustainability goals and digital fluency–skills that carry from classroom to career.

    Discover how interactive technology delivers 10 powerful benefits for schools.

    Download the full report and see how interactive solutions can help your district simplify IT, elevate instruction, and create future-ready classrooms.

    Laura Ascione
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  • New research highlights the importance and challenges of K-12 student engagement

    New research highlights the importance and challenges of K-12 student engagement

    This press release originally appeared online.

    Key points:

    While there is wide agreement that student engagement plays a vital role in learning, educators continue to face uncertainty about what engagement looks like, how best to measure it, and how to sustain it, according to a new study from Discovery Education. 

    Education Insights 2025–2026: Fueling Learning Through Engagement captures prevailing attitudes and beliefs on the topic of engagement from 1,398 superintendents, teachers, parents, and students from across the United States. Survey data was collected in May 2025 by Hanover Research on behalf of Discovery Education. 

    “Discovery Education conducted the Education Insights report to gain a deeper understanding of how engagement is defined, observed, and nurtured in K-12 classrooms nationwide, and we are thankful to the participants who shared their perspectives and insights with us,” said Brian Shaw, Discovery Education’s Chief Executive Officer. “One of the most important findings of this report is that engagement is seen as essential to learning, but is inconsistently defined, observed, and supported in K-12 classrooms. I believe this highlights the need for a more standardized approach to measuring student engagement and connecting it to academic achievement. Discovery Education has embarked on an effort to address those challenges, and we look forward to sharing more as our work progresses.” 

    Key findings of the Education Insights 2025–2026: Fueling Learning Through Engagement report include: 

    Engagement is broadly recognized as a key driver of learning and success. Ninety-three percent of educators surveyed agreed that student engagement is a critical metric for understanding overall achievement, and 99 percent of superintendents polled believe student engagement is one of the top predictors of success at school. Finally, 92 percent of students said that engaging lessons make school more enjoyable. 

    But educators disagree on the top indicators of engagement. Seventy-two percent of teachers rated asking thoughtful questions as the strongest indicator of student engagement. However, 54 percent of superintendents identified performing well on assessments as a top engagement indicator. This is nearly twice as high as teachers, who rank assessments among the lowest indicators of engagement. 

    School leaders and teachers disagree on if their schools have systems for measuring engagement. While 99 percent of superintendents and 88 percent of principals said their district has an intentional approach for measuring engagement, only 60 percent of teachers agreed. Further, nearly one-third of teachers said that a lack of clear, shared definitions of student engagement is a top challenge to measuring engagement effectively. 

    Educators and students differ on their perceptions of engagement levels. While 63 percent of students agreed with the statement “Students are highly engaged in school,” only 45 percent of teachers and 51 percent of principals surveyed agreed with the same statement.  

    Students rate their own engagement much higher than their peers. Seventy percent of elementary students perceived themselves as engaged, but only 42 percent perceived their peers as engaged. Fifty-nine percent of middle school students perceived themselves engaged in learning, but only 36 percent perceived their peers as engaged. Finally, 61 percent of high school students perceived themselves as engaged, but only 39 percent described their peers as engaged. 

    Proximity to learning changes impressions of AI. Two-thirds of students believe AI could help them learn faster, yet fewer than half of teachers report using AI themselves to complete tasks. Only 57 percent of teachers agreed with the statement “I frequently learn about positive ways students are using AI,” while 87 percent of principals and 98 percent of superintendents agree. Likewise, only 53 percent of teachers agreed with the statement “I am excited about the potential for AI to support teaching and learning,” while 83 percent of principals and 94 percent of superintendents agreed. 

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  • Project POTUS 2025 Middle School Winners Announced

    Project POTUS 2025 Middle School Winners Announced

    Indianapolis, IN — Project POTUS, a national middle school history initiative from the Benjamin Harrison Presidential Site, has named winners for this year’s competition. 

    Since the founding of our nation, there have been nearly half a billion American citizens. Of those, over 12,000 of us have served in Congress. Just 115 have become Supreme Court Justices. Only 45 citizens have become President of the United States. There’s something exceptional about each POTUS — good, bad, or otherwise. Project POTUS? challenges students in middle school to research an American president and create a video, 60 seconds or less, representing the POTUS chosen in a way that is creative, supported by good history research, and fun. A Citizen Jury made up of nearly 100 people reviewed all qualifying submissions and selected this year’s winners.

    Grand Jury’s Grand Prize and Spotlight Award Selections  

    Grand Prize Winner ($500 award) 

    • 6th grader Peter Gestwicki from Muncie, Indiana won grand prize for his video about Theodore Roosevelt. Watch his winning video  here.

    Spotlight Award  Winners ($400 award winners) 

    • 8th grader Grace Whitworth from St. Richard’s Episcopal School in Indianapolis, Indiana won for her video about President Thomas Jefferson. Watch her winning video  here.
    • 8th grader Izzy Abraham from Sycamore School in Indianapolis, Indiana for her video about President Calvin Coolidge. Watch his winning video  here.
    • 8th grader Clara Haley from St. Richards Episcopal School in Indianapolis, Indiana for her video about President George W. Bush. Watch his winning video  here. 
    • 8th graders Delaney Guy and Nora Steinhauser from Cooperative Middle School in Stratham, New Hampshire for their video about President James Polk. Watch their winning video  here.

    37 students throughout the country each won their Presidential Category and received $100 awards. Check out all of their videos  here.

    The 2026 Project POTUS competition begins Election Day, November 4, 2025 and all submissions must be entered by Presidents Day, February 16, 2026. Learn more  here.

    Project POTUS is made possible by the generous support from Russell & Penny Fortune. 

    About the Benjamin Harrison Presidential Site

    The Benjamin Harrison Presidential Site is the former home of the 23rd U.S. President. Now celebrating its 150th anniversary, it is a stunningly restored National Historic Landmark that shares the legacy of Indiana’s only President and First Lady with tens of thousands of people annually through guided tours, educational programs, special events and cultural programs. Rated “Top 5 Stately Presidential Homes You Can Visit” by Architectural Digest, the Harrison’s 10,000 square foot Italianate residence in downtown Indianapolis houses nearly 11,000 curated artifacts spanning more than two centuries of American and presidential history. Recently expanded and restored through a $6 million campaign, the Benjamin Harrison Presidential Site is also consistently ranked a Top 5 Thing To Do in Indianapolis by TripAdvisor. Signature programs and initiatives include: Future Presidents of America; Project POTUS, Candlelight Theatre; Juneteenth Foodways Festival; Wicket World of Croquet; and Off the Record. Founded in 1966 as a private 501c(3) that receives no direct federal support, the Benjamin Harrison Presidential Site is dedicated to increasing public participation in the American system of self-government through the life stories, arts and culture of an American President. Find out more at PresidentBenjaminHarrison.org. 

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  • Embracing complexity in writing instruction

    Embracing complexity in writing instruction

    Key points:

    Early in our careers, when we were fresh-faced and idealistic (we still are!) the prepackaged curriculum and the advice of more experienced colleagues was the go-to resource. Largely, we were advised that teaching writing was a simple matter of having students walk through and complete organizers, spending about one day for each “stage” of the writing process. At the end of the writing unit, students had finished their compositions–the standardized, boring, recreated ideas that we taught them to write.

    As we matured and grew as teachers of writing, we learned that teaching writing in such simplistic ways may be easier, but it was not actually teaching students to be writers. We learned with time and experience that writing instruction is a complex task within a complex system.

    Complex systems and wicked problems

    Complexity as it is applied to composition instruction recognizes that there is more than just a linear relationship between the student, the teacher, and the composition. It juggles the experiences of individual composers, characteristics of genre, availability of resources, assignment and individual goals, and constraints of composing environments. As with other complex systems and processes, it is non-linear, self-organizing, and unpredictable (Waltuck, 2012).

    Complex systems are wicked in their complexity; therefore, wicked problems cannot be solved by simple solutions. Wicked problems are emergent and generative; they are nonlinear as they do not follow a straight path or necessarily have a clear cause-and-effect relationship. They are self-organizing, evolving and changing over time through the interactions of various elements. They are unpredictable and therefore difficult to anticipate how they will unfold or what the consequences of any intervention might be. Finally, they are often interconnected, as they are symptoms of other problems. In essence, a wicked problem is a complex issue embedded in a dynamic system (Rittel & Webber, 1973).

    Writing formulas are wicked

    As formulaic writing has become and remains prevalent in instruction and classroom writing activity, graphic organizers and structural guides, which were introduced as a tool to support acts of writing, have become a wicked problem of formula; the resource facilitating process has become the focus of product. High-stakes standardized assessment has led to a focus on compliance, production, and quality control, which has encouraged the use of formulas to simplify and standardize writing instruction, the student writing produced, and the process of evaluation of student work. Standardization may improve test scores in certain situations, but does not necessarily improve learning. Teachers resort to short, formulaic writing to help students get through material more quickly as well as data and assessment compliance. This serves to not only create product-oriented instruction, but a false dichotomy between process and product, ignoring the complex thinking and design that goes into writing.

    As a result of such a narrow view of and limited focus on writing process and purpose, formulas have been shown to constrain thinking and limit creativity by prioritizing product over the composing process. The five-paragraph essay, specifically, is a structure that hinders authentic composing because it doesn’t allow for the “associative leaps” between ideas that come about in less constrained writing. Formulas undermine student agency by limiting writers’ abilities to express their unique voices because of over-reliance on rigid structures (Campbell, 2014; Lannin & Fox, 2010; Rico, 1988).

    An objective process lens: A wicked solution

    The use of writing formulas grew from a well-intentioned desire to improve student writing, but ultimately creates a system that is out of balance, lacking the flexibility to respond to a system that is constantly evolving. To address this, we advocate for shifting away from rigid formulas and towards a design framework that emphasizes the individual needs and strategies of student composers, which allows for a more differentiated approach to teaching acts of writing.

    The proposed framework is an objective process lens that is informed by design principles. It focuses on the needs and strategies that drive the composing process (Sharples, 1999). This approach includes two types of needs and two types of strategies:

    • Formal needs: The assigned task itself
    • Informal needs: How a composer wishes to execute the task
    • “What” strategies: The concrete resources and available tools
    • “How” strategies: The ability to use the tools

    An objective process lens acknowledges that composing is influenced by the unique experiences composers bring to the task. It allows teachers to view the funds of knowledge composers bring to a task and create entry points for support.

    The objective process lens encourages teachers to ask key questions when designing instruction:

    • Do students have a clear idea of how to execute the formal need?
    • Do they have access to the tools necessary to be successful?
    • What instruction and/or supports do they need to make shifts in ideas when strategies are not available?
    • What instruction in strategies is necessary to help students communicate their desired message effectively?

    Now how do we do that?

    Working within a design framework that balances needs and strategies starts with understanding the type of composers you are working with. Composers bring different needs and strategies to each new composing task, and it is important for instructors to be aware of those differences. While individual composers are, of course, individuals with individual proclivities and approaches, we propose that there are (at least) four common types of student composers who bring certain combinations of strategies and needs to the composition process: the experience-limited, the irresolute, the flexible, and the perfectionist composers. By recognizing these common composer types, composition instructors can develop a flexible design for their instruction.

    An experience-limited composer lacks experience in applying both needs and strategies to a composition, so they are entirely reliant on the formal needs of the assigned task and any what-strategies that are assigned by the instructor. These students gravitate towards formulaic writing because of their lack of experience with other types of writing. Relatedly, an irresolute composer may have a better understanding of the formal and informal needs, but they struggle with the application of what and how strategies for the composition. They can become overwhelmed with options of what without a clear how and become stalled during the composing process. Where the irresolute composer becomes stalled, the flexible composer is more comfortable adapting their composition. This type of composer has a solid grasp on both the formal and informal needs and is willing to adapt the informal needs as necessary to meet the formal needs of the task. As with the flexible composer, the perfectionist composer is also needs-driven, with clear expectations for the formal task and their own goals for the informal tasks. Rather than adjusting the informal needs as the composition develops, a perfectionist composer will focus intensely on ensuring that their final product exactly meets their formal and informal needs.

    Teaching writing requires embracing its complexity and moving beyond formulaic approaches prioritizing product over process. Writing is a dynamic and individualized task that takes place within a complex system, where composers bring diverse needs, strategies, and experiences. By adopting a design framework, teachers of writing and composing can support students in navigating this complexity, fostering creativity, agency, and authentic expression. It is an approach that values funds of knowledge students bring to the writing process, recognizing the interplay of formal and informal needs, as well as their “what” and “how” strategies; those they have and those that need growth via instruction and experience. Through thoughtful design, we can grow flexible, reflective, and skilled communicators who are prepared to navigate the wicked challenges of composing in all its various forms.

    These ideas and more can be found in When Teaching Writing Gets Tough: Challenges and Possibilities in Secondary Writing Instruction.

    References

    Campbell, K. H. (2014). Beyond the five-paragraph essay. Educational Leadership, 71(7), 60-65.

    Lannin, A. A., & Fox, R. F. (2010). Chained and confused: Teacher perceptions of formulaic writing. Writing & Pedagogy, 2(1), 39-64.

    Rico, G. L. (1988). Against formulaic writing. The English Journal, 77(6), 57-58.

    Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155–169.

    Sharples, M. (1999). How we write : writing as creative design (1st ed.). Routledge. https://doi.org/10.4324/9780203019900

    Waltuck, B. A. (2012). Characteristics of complex systems. The Journal for Quality & Participation, 34(4), 13–15.

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  • Wearable tech helps students overcome central vision challenges

    Wearable tech helps students overcome central vision challenges

    Central vision loss–a condition that impairs the ability to see objects directly in front of the eyes–can have profound academic and social impacts on K-12 students. Because this type of vision loss affects tasks that require detailed focus, such as reading, writing, and recognizing faces, students with central vision impairment often face unique challenges that can affect their overall school experience.

    In the classroom, students with central vision loss may struggle with reading printed text on paper or on the board, despite having otherwise healthy peripheral vision. Standard classroom materials are often inaccessible without accommodations such as large print, magnification devices, or digital tools with text-to-speech capabilities. These students might take longer to complete assignments or may miss visual cues from teachers, making it difficult to follow along with lessons. Without appropriate support, such as assistive technology, students may fall behind academically, which can affect their confidence and motivation to participate.

    As a result, they may be perceived as aloof or unfriendly, leading to social isolation or misunderstanding. Group activities, games, and unstructured time like lunch or recess can become sources of anxiety if students feel excluded or unsafe. Moreover, children with vision loss may become overly dependent on peers or adults, which can further affect their social development and sense of independence.

    While this may seem daunting, there are assistive technologies to help students navigate central vision loss and have fulfilling academic and social experiences.

    One such technology, eSight Go from Gentex Corporation’s eSight, uses an advanced high-speed, high-definition camera to capture continuous video footage of what a user is looking at. Algorithms optimize and enhance the footage and share it on two HD OLED screens, providing sharp, crystal-clear viewing. The user’s brain then synthesizes the images to fill any gaps in their vision, helping them to see more clearly, in real time.

    “The ability to have central perception brought back into your set of tools for education is critically important,” said Roland Mattern, eSight’s director of sales and marketing. “Ease of reading, ease of seeing the board, using tablets or computers–all of these things [lead to] the ability to complete an academic task with greater ease.”

    One key feature, Freeze Frame, lets the user capture a temporary photograph with the device’s camera, such as an image on an interactive whiteboard, a textbook page, or a graphic. The student can magnify the image, scan and study it, and take what they need from it.

    “This eases the ability to absorb information and move on, at a regular pace, with the rest of the class,” Mattern noted.

    Socially, central vision loss can create additional barriers. A major part of social interaction at school involves recognizing faces, interpreting facial expressions, and making eye contact–all tasks that rely heavily on central vision. Students with this impairment might have difficulty identifying peers or teachers unless they are spoken to directly. The glasses can help with these social challenges.

    “There’s a huge social aspect to education, as well–seeing expressions on teachers’ and fellow students’ faces is a major part of communication,” Mattern said.

    What’s more, the glasses also help students maintain social connections inside and outside of the classroom.

    “Think of how much peer-to-peer communication is digital now, and if you have central vision loss, you can’t see your phone or screen,” Mattern said. “The educational part is not just academic–it’s about the student experience that you want to enhance and optimize.”

    Educators, parents, and school staff play a crucial role in fostering inclusive environments–by educating classmates about visual impairments, encouraging empathy, and ensuring that students with central vision loss are supported both academically and socially. With the right accommodations and social-emotional support, these students can thrive in school and build strong connections with their peers.

    “If we can make daily living, hobbies, and education easier and facilitate participation, that’s a win for everybody,” Mattern said.

    For more spotlights on innovative edtech, visit eSN’s Profiles in Innovation hub.

    Laura Ascione
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  • Why agentic AI matters now more than ever

    Why agentic AI matters now more than ever

    Key points:

    For years now, the promise of AI in education has centered around efficiency–grading faster, recommending better content, or predicting where a student might struggle.

    But at a moment when learners face disconnection, systems are strained, and expectations for personalization are growing, task automation feels…insufficient.

    What if we started thinking less about what AI can do and more about how it can relate?

    That’s where agentic AI comes in. These systems don’t just answer questions. They recognize emotion, learn from context, and respond in ways that feel more thoughtful than transactional. Less machine, more mentor.

    So, what’s the problem with what we have now?

    It’s not that existing AI tools are bad. They’re just incomplete.

    Here’s where traditional AI systems tend to fall short:

    • NLP fine-tuning
       Improves the form of communication but doesn’t understand intent or depth.
    • Feedback loops
       Built to correct errors, not guide growth.
    • Static knowledge bases
       Easy to search but often outdated or contextually off.
    • Ethics and accessibility policies
       Written down but rarely embedded in daily workflows.
    • Multilingual expansion
       Translates words, not nuance or meaning across cultures.

    These systems might help learners stay afloat. They don’t help them go deeper.

    What would a more intelligent system look like?

    It wouldn’t just deliver facts or correct mistakes. A truly intelligent learning system would:

    • Understand when a student is confused or disengaged
    • Ask guiding questions instead of giving quick answers
    • Retrieve current, relevant knowledge instead of relying on a static script
    • Honor a learner’s pace, background, and context
    • Operate with ethical boundaries and accessibility in mind–not as an add-on, but as a foundation

    In short, it would feel less like a tool and more like a companion. That may sound idealistic, but maybe idealism is what we need.

    The tools that might get us there

    There’s no shortage of frameworks being built right now–some for developers, others for educators and designers. They’re not perfect. But they’re good places to start.

    Framework Type Use
    LangChain Code Modular agent workflows, RAG pipelines
    Auto-GPT Code Task execution with memory and recursion
    CrewAI Code Multi-agent orchestration
    Spade Code Agent messaging and task scheduling
    Zapier + OpenAI No-code Automated workflows with language models
    Flowise AI No-code Visual builder for agent chains
    Power Automate AI Low-code AI in business process automation
    Bubble + OpenAI No-code Build custom web apps with LLMs

    These tools are modular, experimental, and still evolving. But they open a door to building systems that learn and adjust–without needing a PhD in AI to use them.

    A better system starts with a better architecture

    Here’s one way to think about an intelligent system’s structure:

    Learning experience layer

    • Where students interact, ask questions, get feedback
    • Ideally supports multilingual input, emotional cues, and accessible design

    Agentic AI core

    • The “thinking” layer that plans, remembers, retrieves, and reasons
    • Coordinates multiple agents (e.g., retrieval, planning, feedback, sentiment)

    Enterprise systems layer

    • Connects with existing infrastructure: SIS, LMS, content repositories, analytics systems

    This isn’t futuristic. It’s already possible to prototype parts of this model with today’s tools, especially in contained or pilot environments.

    So, what would it actually do for people?

    For students:

    • Offer guidance in moments of uncertainty
    • Help pace learning, not just accelerate it
    • Present relevant content, not just more content

    For teachers:

    • Offer insight into where learners are emotionally and cognitively
    • Surface patterns or blind spots without extra grading load

    For administrators:

    • Enable guardrails around AI behavior
    • Support personalization at scale without losing oversight

    None of this replaces people. It just gives them better support systems.

    Final thoughts: Less control panel, more compass

    There’s something timely about rethinking what we mean by intelligence in our learning systems.

    It’s not just about logic or retrieval speed. It’s about how systems make learners feel–and whether those systems help learners grow, question, and persist.

    Agentic AI is one way to design with those goals in mind. It’s not the only way. But it’s a start.

    And right now, a thoughtful start might be exactly what we need.

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  • 7 new and engaging virtual field trips

    7 new and engaging virtual field trips

    Key points:

    Virtual field trips have emerged as an engaging resource, offering students immersive experiences and allowing them to explore global landmarks, museums, and natural wonders without leaving their classrooms.​

    Virtual field trips connect students to places that, due to funding, geography, or other logistical challenges, they may not otherwise have a chance to visit or experience.

    These trips promote active engagement, critical thinking, and cater to diverse learning styles. For instance, students can virtually visit the Great Wall of China or delve into the depths of the ocean, fostering a deeper understanding of subjects ranging from history to science.

    If you’re looking for a new virtual field trip to bring to your classroom, here are a few to investigate:

    Giant Panda Cam at the Smithsonian National Zoo: Watch Bao Li and Qing Bao–the two new Giant Pandas at Smithsonian’s National Zoo–as they explore their indoor and outdoor habitats at the David M. Rubenstein Family Giant Panda Habitat. The Giant Panda Cam is live from 7 a.m. to 7 p.m. ET daily. After 7 p.m., the cam feed will switch to a pre-recorded view of the last 12 hours.  

    The Superpower of Story: A Virtual Field Trip to Warner Bros. Studios: Students will go behind the scenes on an exclusive virtual field trip to DC Comics headquarters at Warner Bros. Studios in Burbank, California!.They’ll step into the world of legendary superheroes and blockbuster films, uncovering the secrets of how stories evolve from bold ideas to iconic comics to jaw-dropping live-action spectacles on the big screen. Along the way, they’ll hear from the creative minds who shape the DC Universe and get an insider’s look at the magic that brings their favorite characters to life.

    Mount Vernon: Students can enter different buildings and click on highlighted items or areas for explanations about their significance or what they were used for.

    Arctic Adventures: Polar Bears at Play Virtual Field Trip: Do polar bears play? The LEGO Group’s sustainability team, Polar Bears International, and Discovery Education travel to Churchill Manitoba and the Polar Frontier habitat at the Columbus Zoo and Aquarium in search of polar bears at play. Students will meet polar bears and play experts and uncover how arctic animals use play to learn just like humans, while inspiring students to use their voice to change their planet for the better.

    The Manhattan Project: Join The National WWII Museum for a cross-country virtual expedition to discover the science, sites, and stories of the creation of the atomic bomb. Student reporters examine the revolutionary science of nuclear energy in the Museum’s exhibits and the race to produce an atomic weapon in complete secrecy. 

    The Anne Frank House in VR: Explore the hiding place of Anne Frank and her family in virtual reality using the Anne Frank House VR app. The app provides a very special view into the Secret Annex where Anne Frank and the seven other people hid during WWII. In the VR app, all of the rooms in the Secret Annex are furnished according to how it was when occupied by the group in hiding, between 1942 and 1944. 

    Night Navigators: Build for Bats Virtual Field Trip: Join Discovery Education, the LEGO Group’s Social Responsibility Team, and Bat Conservation International as we travel across Texas and Florida in search of bat habitats. Students will meet play experts as they explore how these nighttime pollinators use play to learn and discover the critical role of bats in protecting farmers’ crops from pests and what we can do to help bats thrive.

    Laura Ascione
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  • Do we really empower sabbatical offices to be the voice of students?

    Do we really empower sabbatical offices to be the voice of students?

    by Rebecca Turner, Jennie Winter & Nadine Schaefer

    Student voice is firmly embedded within the architecture of universities, with multiple mechanisms existing through which we (as educators) can ‘hear’, and students can ‘leverage’ their voice.  The notion of student voice is widely debated (and critiqued – see Mendes & Hammett, 2023), and whilst relevant to this blog post, it is not what we seek to focus on here. Rather we focus on one of the primary figureheads of student voice within universities – the sabbatical officer – and consider how they are empowered to represent the ‘voice’ of their peers to their university.

    Sabbatical officers are elected by the student body to represent their interests to the wider university community. They are leaders and trustees of their student union – semi autonomous organisations that operate alongside universities to advocate for the student body (Brooks, Byford & Sela 2016).  As elected student representatives, sabbatical officers sit on high-level university committees where student voice is ‘required,’ making the rapid transition from a student in a lecture hall, to a voice for all. Though this is an anticipated move, it is potentially challenging. Becoming a sabbatical officer is the accumulation of a hard-fought election campaign, which commonly builds on several years of working with their students’ union alongside their undergraduate studies (Turner & Winter, 2023).

    In collaboration with the NUS, and with the support of a small grant from the Staff and Educational Development Association (SEDA), we undertook a national survey to develop contemporary insights into the work of elected sabbatical officers. Sabbatical officers were clearly keen to share their experiences as we achieved responses from 59% of student unions affiliated to the NUS. We also undertook interviews with a sample of sabbatical officers (n=4) and permanent student union staff (n=6) who supported them during their time in office. Here we reflect on headlines emerging from this study, to place a brief spotlight on the work of sabbatical officers. 

    What a busy year (or two!)

    Sabbatical officers were often negotiating multiple, potentially competing, demands – as this survey respondent reflected when invited to comment on the main challenges they faced:

    ‘Getting up to speed with the fast-moving world of [being] a sabbatical officer and the many roles I had (sabb, trustee, leader, admin and campaigner)’.

    Sabbatical officers had a long list of responsibilities, including jobs inherited from their predecessor, union and university commitments, as well as the commitments they made through their own manifestos.  Attending university committees to give the student voice took considerable time, with many questioning the value of the time spent in meetings:

    ‘It’s very much the case that you are in a room for two hours where you will be speaking for, I don’t know, two minutes. So sometimes it seems very boring to get involved with those random conversations which have very little to do directly with student experience.’ SO1

    It was a common theme that sabbatical officers were silent during these meetings, waiting for the brief interlude when they were invited to speak. Leading us to question both where their agency as student representatives lay in these committees, and how they could effect change in this space, when their engagement was limited. A concern shared across survey respondents, for example:

    ‘I’m in a huge number of meetings which significantly reduces the amount of time I have to work on manifesto objectives.’

    With a jobs list (and a diary) that echoed that of many Vice Chancellors (though with considerably less experience in HE), sabbatical officers reported engaging in trade-offs for who they worked with, whose voice was heard and opinions sought, to balance the demands of their role.  As this sabbatical officer reflected, this could leave the wider student body questioning their actions:

    ‘[Students] want to see the battle happening.  What they don’t want to see, is me sit for three hours and hash out the middle ground with some members of staff who probably aren’t going to change their mind.’ SO2

    Finding their voice

    Though given a seat at high level tables, respondents did not always feel at ease speaking up, the sentiments of this respondent were repeated many times in our data:

    ‘I think the hardest part is, we are sitting on committees with individuals who have worked here for years.  We’re never going to have that same knowledge, so that makes it quite a challenge um to be able to understand the ins and outs of the university and the institution, and the politics.’ SO3

    We did question whether the expectation to engage in these spaces may further reinforce the inequalities in student leadership highlighted by Brooks et al (2015).  However, sabbatical officers were not working alone. Permanent officers played an important role, helping them, for example, to decode paperwork and plan their contributions. Leadership allies, who may, for example, provide early access to meeting paperwork to aide preparation, or coach sabbatical officers in advance of meetings, assisted sabbatical officers to find their voice:

    ‘I think the university has been really accommodating giving me the heads up on things that I could then have a bit more time to read up on things and to improve my knowledge.’ SO4

    Developing effective support networks was essential; through these networks they gained the knowledge needed to contribute confidently in ‘university’ spaces. However, this took considerable time and resulted in many reprioritising their work. They focused on activities deemed essential (which were many!) with other areas of the work being streamlined to ensure promised commitments could be fulfilled (Turner & Winter, 2023). 

    The time taken for sabbatical officers to get up to speed was discussed at length by those serving a second term, which as this respondent noted, was ‘when the real work got done.’   They had learnt the ropes, and as another Sabbatical Officer (SO) reflected:

    ‘There’s a lot of stuff [to learn] when you come into this role.  I think sabbatical officers do well if they are re-elected because they’ve had to learn a lot.’ SO2

    ‘Knowing the route to achieve my goals’

    Our data captured the committed and driven nature of this (overlooked and overworked) constituent of the HE community. Though working in challenging circumstances, they embraced opportunities to influence policy and practice. Successes were based on the support they received and the strategies they developed to undertake their work. The value of an effective handover from their predecessor cannot be overlooked and permanent student union staff provided much needed continuity and support. Sabbatical officers drew on their student representatives to provide the eyes on the ground and engaged with senior leaders to develop their understanding of how universities work and through these individuals they grew in confidence to speak in front of diverse audiences.  As individuals, many respondents performed their roles with tenacity, approaching their work both pragmatically and innovatively. Yet the time limited nature of this role added pressure and delineated what could be achieved:

    ‘Knowing the route to achieve my goals was difficult because it requires knowing what exactly you want before you’ve even started the job [so that you can] achieve what you want in year.’

    This prompted us to question the sustainability of the sabbatical officer role; realistically who can manage, at this early stage in their career, the breadth of demands placed on them for more than a short period of time?

    Promoting the voice of sabbatical officers?

    As pedagogic researchers, we have a final, curious observation to make regarding the dearth of systematic research into this field of HE. Student unions have a long history; reference is still made to the activism and uprise of the 1960s (Klemenčič 2014). As a community we lament how student voice activities have become the realm of quality assurance, and question whether students have become politically apathetic (Raaper, 2020). The re-positioning of student unions has increased accountability and encouraged partnership working with their affiliated university (Brooks et al, 2016; Squire 2020). This leads us to question how relevant it is to continue to look backwards and talk of how students’ unions used to operate in the past. As the sector becomes increasingly diverse and how students engage with HE becomes more fragmented, we need to play closer attention to students’ unions to ensure they are supported to function effectively and represent the interest of students. 

    Dr Rebecca Turner is an Associate Professor in Educational Development at the University of Plymouth, UK.  Alongside her interest in student voice and representation, Rebecca’s research addresses themes relating to inclusivity, student success and widening participation. 

    Professor Jennie Winter is Dean of Teaching and Learning and Professor of Academic Development at Plymouth Marjon University, a National Teaching Fellow, and a Principal Fellow of the UK Higher Education Academy. She holds numerous external roles, contributes to international pedagogic research, and her work has been utilised by the European Commission and presented globally.

    Dr Nadine Schaefer is an Educational Developer at the University of Plymouth. Her research interests include student voice, student engagement and wider quality assurance issues in HE. Nadine is a Senior Advance HE Fellow (SFHEA).

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • How to incorporate real-world connections into any subject area

    How to incorporate real-world connections into any subject area

    Key points:

    In my classroom, I frequently encounter students expressing their opinions: “How is this relevant to the real world?” or “Why should I care? I will never use this.” This highlights the need for educators to emphasize real-world applications across all subjects.

    As an educator, I consistently strive to illustrate the practical applications of geography beyond the classroom walls. By incorporating real-world experiences and addressing problems, I aim to engage students and encourage them to devise solutions to these challenges. For instance, when discussing natural resources in geography, I pose a thought-provoking question: “What is something you cannot live without?” As students investigate everyday items, I emphasize that most of these products originate from nature at some point, prompting a discussion on the “true cost” of these goods.

    Throughout the unit, I invite a guest speaker who shares insights about their job duties and provides information related to environmental issues. This interaction helps students connect the dots, understanding that the products they use have origins in distant places, such as the Amazon rainforest. Despite it being thousands of miles away, I challenge students to consider why they should care.

    As students engage in a simulation of the rainforest, they begin to comprehend the alarming reality of its destruction, driven by the increasing demand for precious resources such as medicines, fruits, and beef. By the conclusion of the unit, students will participate in a debate, utilizing their research skills to argue for or against deforestation, exploring its implications for resources and products in relation to their daily lives. This approach not only enhances their understanding of geography but also creates a real-world connection that fosters a sense of responsibility toward the environment.

    Creating a foundation to build upon

    Engaging in academic discussions and navigating through academic content is essential for fostering a critical thinking mentality among students. However, it is often observed that this learning does not progress to deeper levels of thought. Establishing a solid foundation is crucial before advancing toward more meaningful and complex ideas.

    For instance, in our geography unit on urban sprawl, we start by understanding the various components related to urban sprawl. As we delve into the topic, I emphasize the importance of connecting our lessons to the local community. I pose the question: How can we identify an issue within the town of Lexington and address it while ensuring we do not contribute to urban sprawl?  Without a comprehensive foundation, students struggle to elevate their thinking to more sophisticated levels. Therefore, it is imperative to build this groundwork to enable students to engage in higher-order thinking effectively.

    Interdisciplinary approaches

    Incorporating an interdisciplinary approach can significantly enrich the learning process for students. When students recognize the connections between different subjects, they gain a deeper appreciation for the relevance of their education. According to Moser et. al (2019), “Integrative teaching benefits middle-level learners as it potentially increases student engagement, motivation, and achievement. It provides learners with the opportunity to synthesize knowledge by exploring topics and ideas through multiple lenses.” This method emphasizes the importance of making meaningful connections that deepen students’ comprehension. As they engage with the content from different perspectives, students will apply their learning in real-world contexts.

    For instance, principles from science can be linked to literature they are studying in English class. Similarly, concepts from physics can be applied to understand advancements in medical studies. By fostering these connections, students are encouraged to think critically and appreciate the interrelated nature of knowledge.

    Incorporating technology within classrooms

    In today’s digital world, where technology is readily accessible, it is crucial for classroom learning to align with current technological trends and innovations. Educators who do not incorporate technology into their teaching practices are missing an opportunity to enhance student learning experiences. In my class, I have students explore their designated area using Google Earth, which we previously outlined. Each student selected a specific region to concentrate on during their analysis. This process involves identifying areas that require improvement and discussing how it can benefit the community. Additionally, we examine how these changes can help limit urban sprawl and reduce traffic congestion.

    We have moved beyond the era of relying solely on paper copies and worksheets; the focus now is on adapting to change and providing the best opportunities for students to express themselves and expand their knowledge. As Levin & Wadmany (2014) observe, “some teachers find that technology encourages greater student-centeredness, greater openness toward multiple perspectives on problems, and greater willingness to experiment in their teaching.” This highlights the necessity for teachers to evolve into facilitators of learning, acting as guides who support students taking ownership of their learning.

    Strategies for implementation

    1. Start with the “why”: Teachers should critically consider the significance of their instructional approaches: Why is this method or content essential for students’ learning? Having a clear vision of the desired learning outcomes enables educators plan effectively and what instructional strategies to use. This intentionality is crucial.

    2. Use authentic materials: Incorporating meaningful text that involves real-world concepts can significantly enhance students’ engagement. For instance, in social studies class discussing renewable energy can lead to academic discussion or projects where students research about local initiatives in their community.

    3. Promote critical thinking: Encourage students to engage in critical thinking by asking open-ended questions, creating opportunities for debates to challenge their ideas, and urging them to articulate and defend their viewpoints.

    4. Encourage collaboration: Students excel in collaborative learning environment, such as group projects and peer reviews where they can engage with their classmates. These activities allow them to learn from each other and view different perspectives.

    5. Provide ongoing feedback: Providing constructive feedback is essential for helping students identify their strengths and areas for improvements. By having planned check-ins, teachers can tailor their instruction to ensure that they are meeting the academic needs of individual students.

    References

    Levin, T., & Wadmany, R. (2006). Teachers’ Beliefs and Practices in Technology-based Classrooms: A Developmental View. Journal of Research on Technology in Education, 39(2), 157–181. https://doi.org/10.1080/15391523.2006.10782478

    Moser, K. M., Ivy, J., & Hopper, P. F. (2019). Rethinking content teaching at the middle level: An interdisciplinary approach. Middle School Journal, 50(2), 17–27. https://doi.org/10.1080/00940771.2019.1576579

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