Category: classroom

  • 4 ways to transform your classroom through playful gamification 

    4 ways to transform your classroom through playful gamification 

    Key points:

    Every educator hopes to instill a lifelong love of learning within their students. We strive to make each lesson engaging, while igniting a sense of curiosity, wonder, and discovery in every child.

    Unfortunately, we don’t always succeed, and recent reports suggest that today’s students are struggling to connect with the material they’re taught in school–particularly when it comes to STEM. While there are many potential culprits behind these numbers (shortened attention spans, the presence of phones, dependency on AI, etc.), educators should still take a moment to reflect and strategize when preparing a new lesson for their class. If we truly want to foster a growth mindset within our students, we need to provide lessons that invite them to embrace the learning process itself.

    One way to accomplish this is through gamification. Gamification brings the motivational elements of games into your everyday lessons. It increases student engagement, builds perseverance, and promotes a growth mindset. When used strategically, it helps learners take ownership of their progress and encourages creativity and collaboration without sacrificing academic rigor.

    Here are just 4 ways that educators can transform their classroom through playful gamification:

    1. Introduce points and badges: Modern video games like Pokémon and Minecraft frequently use achievements to guide new players through the gaming process. Teachers can do the same by assigning points to different activities that students can acquire throughout the week. These experience points can also double as currency that students can exchange for small rewards, such as extra free time or an end-of-year pizza party.
    2. Create choice boards: Choice boards provide students with a range of task options, each with a point value or challenge level. You can assign themes or badges for completing tasks in a certain sequence (e.g., “complete a column” or “complete one of each difficulty level”). This allows students to take ownership of their learning path and pace, while still hitting key learning targets.
    3. Host a digital breakout: Virtual escape rooms and digital breakouts are great for fostering engagement and getting students to think outside the box. By challenging students to solve content-based puzzles to unlock “locks” or progress through scenarios, they’re encouraged to think creatively while also collaborating with their peers. They’re the ideal activity for reviewing classwork and reinforcing key concepts across subjects.
    4. Boss battle assessments: This gamified review activity has students “battle” a fictional character by answering questions or completing tasks. Each correct response helps them defeat the boss, which can be tracked with points, health bars, or progress meters. This engaging format turns practice into a collaborative challenge, building excitement and reinforcing content mastery.

    When implemented correctly, gamification can be incredibly fun and rewarding for our students. With the fall semester drawing closer, there has never been a better time to prepare lessons that will spark student curiosity, creativity, and critical thinking.

    We can show our students that STEM learning is not a chore, but a gateway to discovery and excitement. So, get your pencils ready, and let the games begin.

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  • Most students, educators use AI–but opinions differ on ethical use

    Most students, educators use AI–but opinions differ on ethical use

    Key points:

    As generative AI continues to gain momentum in education each year, both its adoption and the attitudes toward its use have steadily grown more positive, according to a new report from Quizlet.

    The How America Learns report explores U.S. student, teacher, and parent perspectives on AI implementation, digital learning and engagement, and success beyond the classroom.

    “At Quizlet, we’ve spent nearly two decades putting students at the center of everything we do,” said Quizlet CEO Kurt Beidler. “We fielded this research to better understand the evolving study habits of today’s students and ensure we’re building tools that not only help our tens of millions of monthly learners succeed, but also reflect what they truly need from their learning experience.”

    AI becomes ubiquitous in education
    As generative AI solutions gain traction in education year over year, adoption and attitudes towards the technology have increased and improved. Quizlet’s survey found that 85 percent of respondents–including high school and college teachers, as well as students aged 14-22–said they used AI technology, a significant increase from 66 percent in 2024. Of those respondents using AI, teachers now outpace students in AI adoption (87 percent vs 84 percent), compared to 2024 findings when students slightly outpaced teachers.

    Among the 89 percent of all students who say they use AI technology for school (up from 77 percent in 2024), the top three use cases are summarizing or synthesizing information (56%), research (46 percent), and generating study guides or materials (45 percent). The top uses of AI technology among teachers remained the same but saw significant growth YoY: research (54 percent vs. 33 percent), summarizing or synthesizing information (48 percent vs. 30 percent), and generating classroom materials like tests and assignments (45 percent vs. 31 percent).

    While the emergence of AI has presented new challenges related to academic integrity, 40 percent of respondents believe that AI is used ethically and effectively in the classroom. However, students are significantly less likely to feel this way (29 percent) compared to parents (46 percent) and teachers (57 percent), signaling a continued need for education and guidelines on responsible use of AI technology for learning.

    “Like any new technology, AI brings incredible opportunities, but also a responsibility to use it thoughtfully,” said Maureen Lamb, AI Task Force Chair and Language Department Chair at Miss Porter’s School. “As adoption in education grows, we need clear guidelines that help mitigate risk and unlock the full potential of AI.  Everyone–students, educators, and parents–has a role to play in understanding not just how to use AI, but when and why it should be used.”

    Digital learning demands growth while equity gap persists
    Just as AI is becoming a staple in education, survey results also found that digital learning is growing in popularity, with 64 percent of respondents expressing that digital learning methods should be equal or greater than traditional education methods, especially teachers (71 percent).

    Respondents indicated that flexibility (56 percent), personalized learning (53 percent), and accessibility (49 percent) were the most beneficial aspects of digital learning. And with 77 percent of students making sacrifices, including loss of sleep, personal time, and missed extracurriculars due to homework, digital learning offers a promising path toward a more accommodating approach. 

    While the majority of respondents agreed on the importance and benefits of digital learning, results also pointed to a disparity in access to these tools. Despite nearly half (49 percent) of respondents agreeing that all students in their community have equal access to learning materials, technology, and support to succeed academically, that percentage drops to 43 percent for respondents with diagnosed or self-identified learning differences, neurodivergent traits, or accessibility needs.

    Maximizing success for academic and real-world learning
    While discussion around AI and education has largely focused on use cases for academic learning, the report also uncovered an opportunity for greater support to help drive success beyond the classroom and provide needed resources for real-world learning.

    Nearly 60 percent of respondents believe a four-year college degree is of high importance for achieving professional success (58 percent). However, more than one-third of students, teachers, and parents surveyed believe schools are not adequately preparing students for success beyond the classroom.

    “As we drive the next era of AI-powered learning, it’s our mission to give every student and lifelong learner the tools and confidence to succeed, no matter their motivation or what they’re striving to achieve,” said Beidler. “As we’ve seen in the data, there’s immense opportunity when it comes to career-connected learning, from life skills development to improving job readiness, that goes well beyond the classroom and addresses what we’re hearing from students and teachers alike.”

    The top five skills respondents indicated should be prioritized more in schools are critical thinking and problem solving (66 percent), financial literacy (64 percent), mental health management (58 percent), leadership skills (52 percent), and creativity and innovation (50 percent).

    This press release originally appeared online.

    eSchool News Staff
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  • The move from principal to district leader was fraught–here’s what I missed the most

    The move from principal to district leader was fraught–here’s what I missed the most

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

    I didn’t expect to grieve.

    I knew taking a central office role meant trading the school building for a district badge. I knew the days would be filled with policy, meetings, and personnel issues. What I didn’t know was how much I would miss morning announcements, front office chatter, and the small but sacred chaos of classroom life.

    When I accepted my central office role at Knox County Schools nearly three years ago, I heard words of congratulations and encouragement, and a lot of “You’ll be great at this.” What I didn’t hear was, “You’re going to miss the cafeteria noise” or “You’ll feel phantom pain for your walkie and reach for it like it’s still there.” No one warned me I’d find myself lingering too long during school visits, trying to feel like I still belong.

    What I lost wasn’t just proximity; it was identity.

    As a principal, I was part of everything. Students shouted greetings across the parking lot. Parents stopped me in the grocery store to ask about bus routes or share weekend news. Teachers popped into my office with questions or just to drop off a piece of cake from the lounge. I wasn’t above the work. I was in it. I was woven into the messy, beautiful rhythm of a school day.

    Shifting to the central office changed not just the pace of my day, but the feel of the work. The space was quieter, the communication more deliberate. There are no morning announcements. No car rider line and morning high-fives from kids. No spontaneous TikTok dances during class change. I moved from the rhythm of a living, breathing school to a place where school leadership feels more technical, more filtered, and more removed.

    The relationships changed, too. As a principal, you’re not just part of a team; you’re a part of a family. You laugh together, carry each other’s burdens, and share both the stress and the wins. Move into a district role, and you’re now “from downtown,” even if your heart still lives on campus. You walk into buildings with a badge that means something different, and the conversations shift just enough for you to notice.

    None of this means the central office work doesn’t matter. It does. Or that I don’t love it. I do. Central office work gives me a systems-level view of how our schools function. I find purpose in improving not just individual outcomes, but the structures that guide them.

    Still, the change in relational gravity caught me off guard. And once the initial disorientation passed, it left me with a deeper concern: How will I stay connected to how the work is actually experienced and carried out in schools if I’m no longer living in it each day?

    At first, I told myself it was just a learning curve, that it would pass, that I’d find new rhythms soon enough. And I did — but not before realizing that central office leadership requires a different kind of muscle. One I hadn’t needed before.

    As a principal, I lived in fast feedback loops. I saw the effects of my decisions by lunchtime. I knew which teachers were having a hard week, which student needed extra eyes, which parent was about to call. Even hard conversations came with a certain clarity because I was close to the context and knew the culture I wanted to build.

    At the district level, the impact is broader but harder to track. The wins take longer to see. The feedback is quieter.

    I had to become more intentional about noticing what I could no longer see. That meant listening differently during school visits, paying closer attention to what leaders were navigating, and asking better questions. Not just about what was happening, but what it was costing them to make it happen.

    One of the advantages of working at a systems level is being able to recognize patterns across multiple settings. They can reveal root causes that individual concerns might never expose. That clarity opens the door to more aligned, lasting support.

    I began thinking less about whether expectations were clear and more about whether they were sustainable. My role was not to direct the work but to support the people carrying it out.

    These changes didn’t come naturally. They came because I didn’t want to become a leader who made good decisions in theory but stayed out of touch in practice. I didn’t want to lead by spreadsheet, even though color-coded tabs bring me great joy. I wanted to lead by understanding.

    Eventually, I began to see that even though I was no longer in the thick of the school day, I could still choose to stay connected — to show up, to ask real questions, to build trust not just through policy, but through presence.

    The classroom educators and school leaders I supported didn’t need someone who had knowledge of what it was like to be a teacher or principal. They needed someone who remembered what it felt like to be one. Someone who hadn’t forgotten the rush of the morning bell or the weight of a tough parent meeting or the impossible feeling of juggling school culture, teacher evaluations, instructional priorities, and a leaky roof all before noon.

    I think back often to my first year in central office. The silence. The absence of bells and kids and chaos. The invisible weight of missing something no one warned me I would lose. I remember walking through a school one afternoon and instinctively reaching for my walkie talkie. It wasn’t there. Of course it wasn’t there. But the reflex reminded me of something important: I still wanted to be tuned in.

    Leadership doesn’t have to grow lonelier as it grows broader. But staying connected takes intention. It takes habits, not just memories.

    I didn’t expect to grieve. But I’m grateful I did. Because grief has a way of reminding you what still deserves your presence.

    Chalkbeat is a nonprofit news site covering educational change in public schools.

    For more news on district management, visit eSN’s Educational Leadership hub.

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  • Digital learning is different

    Digital learning is different

    Key points:

    In the animated film Up, the character Dug is a talking dog with an interesting mannerism. Each time he sees a movement off to the side, he stops whatever he is doing, stares off in that direction and shouts, “Squirrel!” I feel that this is a perfect representation of how schools often deal with new and emerging technologies. They can be working hard to provide the best instruction for their students but become immediately distracted anytime a new technology is introduced.

    From the internet and computers to cell phones and artificial intelligence, schools continue to invest a lot of time and money into figuring out how best to use these new technologies. Overall, schools have done a good job adapting to the numerous digital tools introduced in classrooms and offices–and often, these tools are introduced as standalone initiatives. Why do school districts feel the need to ‘reinvent the wheel’ every time a new technology is released? Instead of looking at each new technology as a tool that must be integrated in the curriculum, why not determine what is missing from current instruction and identify what prevents integration from occurring naturally?

    Schools need to recognize that it is not just learning how to use these new digital tools that is important. They must learn how to interpret and use the incredible variety of resources that accompany these tools–resources that provide perspectives that students would never have access to when using physical resources.

    Digital is different

    For centuries, learning material has come from a variety of physical resources. These include human-made items (i.e. textbooks, documents, paintings, audio recordings, and movies) as well as one of the most commonly used physical resources: teachers. In traditional instruction, teachers spend a great deal of class time teaching students information from these physical resources. But the physical nature of these resources limits their availability to students. To ensure that students have long-term access to the information provided by these physical resources, most traditional instruction emphasizes memorization, summarizing, and note taking. 

    With digital resources, students can access information at any time from anywhere, which means learning how to retain information is less important than learning how to effectively find credible information. The authenticity of the information is important because the same tools that are used to access digital resources can just as easily be used to create new digital resources. This means there is a lot of misinformation available online, often consisting of nothing more than personal opinions. Students need to not only be able to search for information online, but they also need to be able to verify the authenticity of online information. The ability to identify misleading or false information is a skill that will benefit them in their personal and academic lives.

    Learning

    While it is fairly easy to find information online, especially with the inclusion of AI in search engines, there are some search techniques that will reduce the amount of misinformation found in simple search requests. By teaching students how to refine their searches and discussing the impact of these search skills, students will be more discerning when it comes to reviewing search results. They need to be aware that the most helpful sites do not always appear at the top of the search list. Some sites are sponsored and thus automatically placed at the beginning of the search list. Other sites will tweak their web search parameters to ensure a higher priority in the search list.  A better understanding of how online searching works will result in more effective searches. 

    Once information is found, the authenticity of the resource and the information itself needs to be established. Fortunately, there are standard practices that can be utilized to teach verification. In the early 2000’s, a popular checklist method called CRAAP (Currency [timeliness], Relevance, Authority, Accuracy, Purpose) emerged. While this method was effective in evaluating the authenticity of the website, it did not ensure the accuracy of the information on the website. In 2019, the SIFT (Stop, Investigate, Find confirming resources, and Trace claims) methodology was introduced.  This methodology focuses on determining if online content is credible. These are not the only tools available to teachers. Librarians and media specialists are a good place to start when determining age-appropriate lessons and material to teach verification.

    Students need to have access to some high-quality digital resources starting in elementary school. Teaching website verification at an early age will help students understand, from the beginning, that there is a lot of misinformation available online. At the same time, schools need to ensure that they provide access to digital resources that are age appropriate. Today’s network technology provides many ways for schools to monitor and control what information or sites are available to students at different grade levels. While these network tools are effective, they should be used in conjunction with well-trained teachers who understand how to safely navigate digital resources and students who are expected to practice responsible internet behavior. Introducing a select number of digital resources in elementary classes is the first step toward creating discerning researchers who will gain the ability to effectively judge a website’s appropriateness and usefulness.

    Teaching

    In order to create opportunities for students to experience learning with digital resources, instructional practices need to be less reliant on teacher-directed instruction. The use of physical resources requires the teacher to be the primary distributor of the information. Typically, this is done through lecture or whole-class presentations. With digital resources, students have direct access to the information, so whole-class distribution is not necessary. Instead, instructional practices need to provide lessons that emphasize finding and verifying information, which can be done by shifting to a learner-centered instructional model. In a learner-centered lesson, the onus falls on the student to determine what information is needed, and if the found information is credible for a given task. The class time that previously would have been spent on lecture becomes time for students to practice finding and authenticating online information. Initially, these learning experiences would be designed as guided practice for finding specific information. As students become more proficient with their search skills, the lesson can shift toward project-based lessons.

    Project-based lessons will help students learn how to apply the information they find, as well as determine what unknown information they need to complete the work. Unlike lesson design for practicing information searching and verification, project-based lessons provide opportunities for students to decide what information is needed and how best to use it. Instead of directing the student’s information-gathering, the teacher provides guidance to ensure they are accessing information that will allow the students to complete the project.

    This shift in instruction does not necessarily mean there will be a significant curricular change. The curricular content will remain the same, but the resources could be different. Because students control what resources they use, it is possible that they could find resources different from the ones specified in the curriculum. Teachers will need to be aware of the resources students are using and may have to spend time checking the credibility of the resource. Given the varying formats (text, audio, video, graphic) available with digital resources, students will be able to determine which format(s) best supports their learning style. Because most digital tools utilize the same digital resources and formats, teaching students how to learn with digital resources will prepare them for adapting to the next new digital tool. It is simply a matter of learning how to use the tool–after all, they already know how to use the resource.

    When creating units of study, teachers should consider the type of resources students will be using. To simplify matters, some units should be designed to utilize digital resources only and include lessons that teach students how to find and verify information. Students still need to develop skills to work with physical resources as well. It may be helpful to start off with units that utilize only physical or digital resources. That way teachers can focus on the specific skills needed for each type of resource. As students gain proficiency with these skills, they will learn to use the appropriate skills for the given resources.

    The amount of information available to the public today is staggering. Unfortunately, too much of it is unverified and even purposely misleading. Trying to stop misinformation from being created and distributed is not realistic. But teaching students how to validate online information can make the distribution of and exposure to misinformation much less impactful. The open nature of the internet allows for many divergent opinions and perspectives. We need to ensure that when students graduate, they have the skills necessary to determine the authenticity of online information and to be able to determine its merit.

    Teaching and learning with digital resources is different, and traditional instruction does not meet the learning needs of today’s students. Giving students the opportunity to master learning with digital resources will prepare them for the next technology “squirrel” and will enable them to determine how best to use it on their own.

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  • 10 (and counting…) Google goodies for your classroom

    10 (and counting…) Google goodies for your classroom

    Key points:

    Google enthusiasts, unite.

    During an ISTELive 25 session, Dr. Wanda Terral, chief of technology for Tennessee’s Lakeland School System, took attendees through a growing list of Google tools, along with some non-Google resources, to boost classroom creativity, productivity, and collaboration.

    Here are just 10 of the resources Terral covered–explore the full list for more ideas and resources to increase your Google knowledge.

  • 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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  • How we designed a space where our students connect, collaborate, and flourish

    How we designed a space where our students connect, collaborate, and flourish

    Key points:

    Our charter school, Westbrook Academy, has been serving middle and high school students in the South Los Angeles area for the past six years and stands as a beacon of opportunity for our community. With a student body comprising nearly 99 percent Black and Latinx individuals hailing from historically under-resourced communities, we confront the realities of poverty and the accompanying insecurities head-on.

    Despite the odds, our 400 students consistently demonstrate remarkable resilience and a profound capacity for excellence. Our institution is supported by generous donors and funding sources. Operated and managed by the education nonprofit LA Promise Fund, which provides students with academic and enrichment opportunities that support our mission to spark passion, empower leadership, and prepare them for their chosen college and career paths.

    At one point, our high school students were learning in a church because we didn’t have a traditional classroom set-up. We also lacked the equipment that a traditional high school might have. This changed when we moved into our forever home in South Gate, where an on-campus Empowerment Center serves as a modern, welcoming “student hub.”

    Designed and outfitted by MiEN and Meteor Education, the Empowerment Center is where kids go to hang out, collaborate, and/or participate in school club activities. The hub is also set up with two wellness rooms where students can go to debrief and disconnect from a long day or just the stresses of being a student. It’s there for the students’ use.

    Here are the steps we took to create a space that consistently makes jaws drop and impresses parents who never thought their children would have access to such a warm, welcoming communal space on campus:

    • Add some flexibility into the process. Our original goal was to open the Empowerment Center’s doors in time for the 2023-24 school year, but getting it done the right way would require a bit more time. Our partners were willing to listen to us in terms of what we wanted to create, but within the realistic timelines. That was really cool.
    • Acknowledge the financial limitations. We largely relied on fundraising for this project and knew that some things just weren’t going to be realistic. To other schools in similar situations, I’d recommend staying flexible enough to hit the timelines and get all of the bases covered while keeping student needs in mind. We can have all the bells and whistles, but at the end of the day, if the car runs, the car runs. We know we can always add a new paint job later.
    • Get the right partners onboard early. As we went through the steps of designing the Empowerment Center, we learned a lot about architecture, planning, and construction. Through it all, having the right partners in its corner helped the school achieve its goals within budget and on time. It was really great to have our design and furniture partners sharing their best practices and other insights with us. We knew what we wanted to do, and a lot of the ideas came from our families and students. We just needed them to show us how we could get those ideas as close to reality as possible.
    • Make it personal. Special features we wanted in our Empowerment Center included a huge, interactive flatscreen TV that students, teachers, and guest speakers use to interact and work together. There’s also a large selection of donated books, the latest technology tools, and artwork that was personally selected by an art curation team. They were able to secure artists from the LA community to create and share visuals that our students are really familiar with. For example, some of the artwork spotlights female empowerment (i.e., with photos of authors like Octavia Butler) and the importance of acknowledging indigenous people. Everything in the hub is meant to spark curiosity. 
    • Brace yourself for some jaw-dropping moments. At our ribbon-cutting ceremony last year, our parents’ jaws were on the floor. They just never thought these resources would be available to their kids. A lot of them grew with us being in the church and a co-located space, and then we asked them to trust us to deliver on our promise, and now we’re able to show that as the reward for supporting us. We feel really proud that our parents were just over the moon about it.

    Hitting it out of the park

    Reflecting on the process we put in place to get our modern student hub designed, built, and open for business, I can say that the end result is an engaging, collaborative space that can be used for hanging out, structured learning, or a little of both. I think we really hit the ball out of the park with this innovative space.

    Student, teacher, and family feedback on the Empowerment Center has been extremely positive. Everyone loves it, and students are always excited to come and spend time in the modern, comfortable space that’s equipped with the technology and tools they need to be able to learn and engage.

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  • Microsoft and FFA help students use smart sensors and AI to learn about the future of farming and technology

    Microsoft and FFA help students use smart sensors and AI to learn about the future of farming and technology

    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.

    Kevin Hogan
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  • Alliant Credit Union Foundation Grants $108K to Boost AI and Digital Programs at Ridgewood High School

    Alliant Credit Union Foundation Grants $108K to Boost AI and Digital Programs at Ridgewood High School

    The Alliant Credit Union Foundation has awarded a $108,000 grant to Digital Leaders Now, the nonprofit that powers the Digital Leaders Academy at Ridgewood Community High School District 234, to support the implementation of innovative digital opportunity programs.

    The initiative will begin rolling out in Spring 2025, with full program implementation for the 2025-2026 school year. The grant will help students gain critical digital skills, enhance career preparation opportunities at Ridgewood and beyond, and ensure teachers have the necessary resources to integrate technology into the classroom effectively.

    “The Alliant Credit Union Foundation is committed to fostering educational opportunities that prepare students for the future,” said Meredith Ritchie, President of The Alliant Credit Union Foundation. “By partnering with the Digital Leaders Academy, we are helping to bridge the digital divide and ensure that students in Ridgewood Community High School District 234 are equipped with the skills and knowledge they need to succeed in the evolving workforce.”

    The grant will support key initiatives, including:

    • Integration of AI Tools: Students will gain hands-on experience using AI and emerging technologies to enhance their learning and problem-solving skills.
    • Teacher Training & Development: Supporting professional development programs that empower educators with the tools and knowledge to incorporate digital learning strategies into their curriculum.
    • Digital Fluency Expansion: Enhancing student digital literacy and technology-based learning experiences to build a foundation for future careers.
    • Career Readiness Programs: Preparing students for high-demand technology roles by connecting them with industry experts, mentorship opportunities, and real-world applications of digital skills.

    Through this initiative, the Alliant Credit Union Foundation continues its mission of driving positive change in education by expanding access to technology and professional development resources.

    “The Digital Leaders Academy is a testament to the power of partnership and community. With the support of Alliant, we’re equipping students, teachers, and parents with the tools to thrive in the digital age, because when we invest in digital fluency, we unlock limitless potential,” said Caroline Sanchez Crozier, Founder of Digital Leaders Now, an Illinois-based nonprofit, and creator of Digital Leaders Academy.

    Ridgewood Community High School District 234 students will benefit from enhanced learning experiences, giving them a competitive edge in today’s digital economy.

    Kevin Hogan
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  • Empowering neurodiverse learners with AI-driven solutions

    Empowering neurodiverse learners with AI-driven solutions

    Key points:

    A traditional classroom is like a symphony, where every student is handed the same sheet music and expected to play in perfect unison. But neurodiverse learners are not able to hear the same rhythm–or even the same notes. For them, learning can feel like trying to play an instrument that was never built for them. This is where AI-powered educational tools step in, not as a replacement for the teacher, but as a skilled accompanist, tuning into each learner’s individual tempo and helping them find their own melody.

    At its best, education should recognize and support the unique ways students absorb, process, and respond to information. For neurodiverse students–those with ADHD, dyslexia, autism spectrum disorder (ASD), and other learning differences–this need is especially acute. Traditional approaches often fail to take care of their varied needs, leading to frustration, disengagement, and lost potential. But with advances in AI, we have the opportunity to reshape learning environments into inclusive spaces where all students can thrive.

    Crafting personalized learning paths

    AI’s strength lies in pattern recognition and personalization at scale. In education, this means AI can adapt content and delivery in real time based on how a student is interacting with a lesson. For neurodiverse learners who may need more repetition, multi-sensory engagement, or pacing adjustments, this adaptability is a game changer.

    For example, a child with ADHD may benefit from shorter, interactive modules that reward progress quickly, while a learner with dyslexia might receive visual and audio cues alongside text to reinforce comprehension. AI can dynamically adjust these elements based on observed learning patterns, making the experience feel intuitive rather than corrective.

    This level of personalization is difficult to achieve in traditional classrooms, where one teacher may be responsible for 20 or more students with diverse needs. AI doesn’t replace that teacher; it augments their ability to reach each student more effectively.

    Recent research supports this approach–a 2025 systematic review published in the EPRA International Journal of Multidisciplinary Research found that AI-powered adaptive learning systems significantly enhance accessibility and social-emotional development for students with conditions like autism, ADHD, and dyslexia.

    Equipping educators with real-time insights

    One of the most significant benefits of AI tools for neurodiverse learners is the data they generate–not just for students, but for educators. These systems can provide real-time dashboards indicating which students are struggling, where they’re excelling, and how their engagement levels fluctuate over time. For a teacher managing multiple neurodiverse learners, these insights are crucial. Rather than relying on periodic assessments or observations, educators can intervene early, adjusting lesson plans, offering additional resources, or simply recognizing when a student needs a break.

    Imagine a teacher noticing that a student with ASD consistently disengages during word problems but thrives in visual storytelling tasks. AI can surface these patterns quickly and suggest alternatives that align with the student’s strengths, enabling faster, more informed decisions that support learning continuity.

    Success stories from the classroom

    Across the U.S., school districts are beginning to see the tangible benefits of AI-powered tools for neurodiverse learners. For instance, Humble Independent School District in Texas adopted an AI-driven tool called Ucnlearn to manage its expanding dyslexia intervention programs. The platform streamlines progress monitoring and generates detailed reports using AI, helping interventionists provide timely, personalized support to students. Since its rollout, educators have been able to handle growing caseloads more efficiently, with improved tracking of student outcomes.

    Meanwhile, Houston Independent School District partnered with an AI company to develop reading passages tailored to individual student levels and classroom goals. These passages are algorithmically aligned to Texas curriculum standards, offering engaging and relevant reading material to students, including those with dyslexia and other learning differences, at just the right level of challenge.

    The future of neurodiverse education

    The promise of AI in education goes beyond improved test scores or sleek digital interfaces, it’s about advancing equity. True inclusion means providing every student with tools that align with how they best learn. This could be gamified lessons that minimize cognitive overload, voice-assisted content to reduce reading anxiety, or real-time emotional feedback to help manage frustration. Looking ahead, AI-driven platforms could even support early identification of undiagnosed learning differences by detecting subtle patterns in student interactions, offering a new frontier for timely and personalized intervention.

    Still, AI is not a silver bullet. Its impact depends on thoughtful integration into curricula, alignment with proven pedagogical goals, and ongoing evaluation of its effectiveness. To be truly inclusive, these tools must be co-designed with input from both neurodiverse learners and the educators who work with them. The score is not yet finished; we are still composing. Technology’s real legacy in education will not be in algorithms or interfaces, but in the meaningful opportunities it creates for every student to thrive.

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