Category: digital

  • 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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  • Savvy Cyber Kids Appoints New Members to Board of Directors

    Savvy Cyber Kids Appoints New Members to Board of Directors

    Atlanta, Georgia,(GLOBE NEWSWIRE) — Savvy Cyber Kids, a 501(c)(3) non-profit organization, appointed new members to the Board of Directors starting July, 1, 2025. 

    Joining the Board of Directors for Savvy Cyber Kids are James Azar, Anne-Marie Brockwell, Jason Cenamor, Nelson Soares, and Dr. Jasyn Voshell. 

    Savvy Cyber Kids enables youth, families and school communities empowerment through technology by providing age-appropriate cyber safety, cyber ethics and digital parenting resources and education starting at three years old.

    ———-

    “As a father, cybersecurity practitioner, and advocate for creating a safer digital environment for all children, I was compelled to join the board of Savvy Cyber Kids,” states James Azar, CISO and Host, CyberHub Podcast. “The organization’s mission, under the leadership of Ben Halpert, deeply resonates with me. Promoting responsible internet use begins at home, and Savvy Cyber Kids equips parents with the guidance and talking points they need to raise digitally aware and cyber-safe children.”

    James Azar is a dedicated cybersecurity practitioner and CISO in industries like FinTech, Banking, Energy and Oil and Gas with over 20 years of experience. He has a passion for aligning security and business goals, believing that innovation and creative thinking are key to solving today’s security challenges. As the host of the CyberHub Podcast, James enjoys sharing insights and fostering conversations around cybersecurity, technology, and business. He’s had the privilege of speaking at industry-leading events like RSA and CyberTech Israel and contributing to well-known publications. When not immersed in security, James enjoys espresso, good food, and a fine whiskey.

    ———-

    “I’m thrilled to join the board of Savvy Cyber Kids, where I can further my commitment to empowering families, educators, and students with the knowledge to navigate the digital world safely and responsibly,” states Anne-Marie Brockwell, Account Executive, Microsoft. “Through my advocacy for proactive digital learning and community engagement, I aim to expand awareness and foster a more inclusive, ethical online future. I look forward to using my network to amplify this vital mission.”

    Anne-Marie Brockwell is a seasoned Account Executive and strategic education leader with a deep commitment to empowering learners and advancing digital citizenship. At Microsoft, she leads partnerships with premier higher education institutions across New England, helping them accelerate AI innovation, modernize infrastructure, transform data strategies, and strengthen cybersecurity postures—all in service of their ultimate stakeholders: the students. With over a decade of experience spanning education technology and enterprise sectors, Anne-Marie brings a global, cross-industry perspective shaped by leadership roles at Rosetta Stone, Sanofi/Genzyme, Imagine Learning, and Deloitte. Her career has consistently focused on consulting selling, strategic partnerships, and operational excellence, underpinned by a passion for equity, access, and innovation in education.

    ———-

    “As technology becomes increasingly more prominent in our everyday lives, so does the need for increased education around cybersecurity,” states Jason Cenamor, Founder, Confide Group and The CISO Society. “Like all important things, cybersecurity education starts at the grassroots, and organizations like Savvy Cyber Kids will ensure cyber safety becomes as natural as looking both ways before you cross the road. Witnessing so many people fall victim to bad actors every day, I could not be more passionate about ensuring the next generation is prepared to navigate the new world equipped with the knowledge and tools to avoid the same fate.”

    Jason is the Founder and CEO of Confide Group – a cybersecurity advisory firm, and the Founder and Chief Community Officer of The CISO Society – a private community where members collaborate and share expertise on security strategy, project roadmaps, technology partners, CISO jobs, talent acquisition, industry news, and more. As a community figurehead and advocate, Jason possesses a passion for relationship building, networking, events, and providing an environment for security leaders to connect and learn from one another.

    ———-

    “As a father, cybersecurity advocate, and entrepreneur passionate about digital education, I’m honored to join the Board of Directors at Savvy Cyber Kids,” states Nelson Soares, Founder & CEO, C-Vision International and CEO, NS Advisory Group Inc. “Today’s children are growing up in a world shaped by rapid technological change—one that demands both awareness and resilience. I’ve spent my career helping organizations navigate innovation responsibly, and I believe there’s no greater mission than empowering our youth to do the same. I look forward to contributing to this critical cause and supporting Savvy Cyber Kids in building a safer digital future for families everywhere.”

    Nelson Soares is a dynamic entrepreneur and executive with deep expertise in leadership, consulting, and go-to-market strategy. As the Founder & CEO of C-Vision International, he has played a pivotal role in producing global thought leadership experiences for C-suite executives. He is also the CEO of NS Advisory Group Inc., where he advises startups and enterprise technology providers on scale, sales, and strategic growth. Nelson’s work bridges innovation and executive influence, particularly in cybersecurity and enterprise software, and his network spans the U.S., EMEA, LATAM, and APAC. He also serves on the board of Pocket Security, a nonprofit. A proud husband and father of two daughters, Nelson brings a personal and professional commitment to helping the next generation thrive in the digital age.

    ———-

    “I’ve had the privilege of knowing and working with Ben Halpert for over 20 years, including some of his earliest projects in cybersecurity education,” states Dr. Jasyn Voshell, Senior Director, Products and Solutions Security, Zebra Technologies. “Joining the Savvy Cyber Kids Board is especially meaningful to me as an uncle to nieces and nephews who are growing up in a world where digital technology is ever-present. Being part of an organization that empowers families to navigate the online world safely and confidently is both a personal passion and professional commitment I hold close to my heart.”

    Dr. Jasyn Voshell is the Senior Director of Products and Solutions Security at Zebra Technologies, where he leads the global Product & Solutions Security Program. He is responsible for the strategy, planning, and execution of Zebra’s enterprise-wide security initiatives across all products and solutions. Jasyn works closely with engineering and business teams to ensure security is embedded throughout the product lifecycle—secure by design, secure in use, and secure through trust. Jasyn was instrumental in establishing the Product Security Organization at Zebra, significantly reducing risk exposure while reinforcing customer trust in Zebra’s solutions. Under his leadership, the organization has delivered measurable improvements in secure software development practices, vulnerability management, and risk governance across the product portfolio. He holds bachelor’s degrees in Mathematics and Physics, a master’s degree in Applied Mathematics and Computer Information Systems, and a doctorate in Civil Law and Cybersecurity. Jasyn also maintains numerous industry-recognized certifications in cybersecurity and audit.

    ———-

    “Our children are frontline warriors pitted against threats delivered by today’s latest technology they can’t even comprehend,” states Ben Halpert, Founder, Savvy Cyber Kids. “Parents and schools unwittingly place the children they are responsible for up against harms they are not equipped to triumph over in their daily battles, both physically and mentally.” 

    Making meaningful, long term, generational change for the world’s most vulnerable population which is young children, takes dedication. “In today’s reality of youth sextortion related suicide, AI suicide encouragement, 24/7 cyberbullying, and the realization of harms against our children delivered through technology, educating young children starting at age three is paramount,” said Ben Halpert.

    “Most people want to believe quick fixes will work; when it comes to shaping human behaviors to build individual resilience, that is not the case. Our dedicated team looks forward to expanding our reach for the benefit of the world’s children,” said Ben Halpert.

    Learn more about the Board of Directors and their passion for Savvy Cyber Kids at https://savvycyberkids.org/about/board-of-directors/

    Savvy Cyber Kids is grateful for the ongoing support of its sponsors: CISO Horizon, C-Vision International, VIPRE Security Group, PWC US, Yass Partners, Jodi Fink Halpert Berkshire Hathaway HomeServices Georgia Properties, Vercel,and SecurityScorecard.

    About Savvy Cyber Kids

    Savvy Cyber Kids (SCK), a 501(c)(3) nonprofit organization whose mission is to enable youth, families, and school communities to be empowered by technology, recognizes that children may be Digital Natives but are also “Digital Naives”, who, without intervention, completely lack understanding of the implications of their digital actions. Founded in 2007 by noted speaker and author Ben Halpert, Savvy Cyber Kids resources are used in 50 states and 54 countries around the world to help parents and teachers educate today’s youth on cyber safety and cyber ethics topics of cyberbullying, digital reputation, technology and screen-time balance, mental health, body and self-image, physical safety, sexting, privacy, gaming, child sexual predators, and more starting at 3 years old.

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  • 8 under-the-radar digital learning resources

    8 under-the-radar digital learning resources

    Key points:

    Digital learning resources are transforming classrooms, and educators are always on the lookout for tools that go beyond the standard platforms. There are numerous lesser-known digital platforms that offer unique, high-quality learning experiences tailored to students’ and teachers’ needs.

    Here are ten standout resources that can enhance instruction, boost engagement, and support deeper learning.

    1. CurrikiStudio

    Subject areas: All subjects
    Best for: Interactive learning content creation

    CurrikiStudio is a free, open-source platform that allows teachers to design interactive learning experiences without needing coding skills. Educators can create multimedia lessons, games, and assessments tailored to their curriculum. It’s ideal for flipped classrooms, project-based learning, or blended learning environments.

    2. InqITS (Inquiry Intelligent Tutoring System)

    Subject areas: Science
    Best for: Developing scientific inquiry skills

    InqITS offers virtual science labs where students can conduct experiments, analyze results, and receive real-time feedback. The platform uses AI to assess student performance and provide just-in-time support, making it a great tool for teaching scientific practices and critical thinking aligned with NGSS.

    3. Parlay

    Subject areas: ELA, Social Studies, Science
    Best for: Structured online and in-class discussions

    Parlay enables educators to facilitate student discussions in a more inclusive and data-informed way. With written and live discussion formats, students can express their ideas while teachers track participation, collaboration, and the quality of responses. It’s an excellent tool for fostering critical thinking, debate, and reflective dialogue.

    4. Geoguessr EDU

    Subject areas: Geography, History, Global Studies
    Best for: Geospatial learning and global awareness

    Geoguessr EDU is an educational version of the popular game that drops players into a random location via Google Street View. Students use context clues to determine where they are, building skills in geography, culture, and critical observation. The EDU version allows teachers to control content and track student progress.

    5. Mosa Mack Science

    Subject areas: Science
    Best for: Middle school science with an inquiry-based approach

    Mosa Mack offers animated science mysteries that prompt students to explore real-world problems through investigation and collaboration. With built-in differentiation, hands-on labs, and assessments, it’s a rich resource for schools seeking engaging science content that supports NGSS-aligned inquiry and critical thinking.

    6. Listenwise

    Subject areas: ELA, Social Studies, Science
    Best for: Listening comprehension and current events

    Listenwise curates high-quality audio stories from public radio and other reputable sources, paired with interactive transcripts and comprehension questions. It helps students build listening skills while learning about current events, science topics, and historical moments. It’s especially helpful for English learners and auditory learners.

    7. Mind Over Media

    Subject areas: Media Literacy, Social Studies
    Best for: Analyzing propaganda and media messages

    Created by media literacy expert Renee Hobbs, Mind Over Media teaches students to critically analyze modern propaganda in advertising, news, social media, and political content. Through guided analysis and opportunities to submit their own examples, students build essential digital citizenship and media literacy skills.

    8. Brilliant

    Subject areas: Math, Science, Computer Science
    Best for: Problem-solving and conceptual learning

    Brilliant.org offers interactive lessons and puzzles that teach students how to think logically and apply concepts rather than simply memorize formulas. With content tailored for advanced middle schoolers and high school students, it’s ideal for enrichment, gifted learners, or students seeking challenge and depth in STEM topics.

    Each of these digital learning tools brings something unique to the table–whether it’s fostering deeper discussion, building scientific inquiry skills, or promoting digital literacy.

    As schools look to personalize learning and prepare students for a complex, fast-evolving world, these lesser-known platforms provide meaningful ways to deepen engagement and understanding across subjects.

    By incorporating these tools into your classroom, you not only diversify your digital toolkit but also give students access to a wider range of learning modalities and real-world applications. Whether you’re looking for curriculum support, project-based tools, or enrichment resources, there’s a good chance one of these platforms can help meet your goals.

    Laura Ascione
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  • How Gimkit engages my students

    How Gimkit engages my students

    Key points:

    During the height of the COVID-19 outbreak, teachers needed to become resourceful in how they delivered content to students. During this time, students experienced significant change and evolved into a more technologically-dependent group.

    This sparked a period when online learning and digital resources gained substantial popularity, and one tool that helps students learn–while also feeling like a game instead of a lesson–is Gimkit.

    I am an 8th-grade science teacher in a fairly large district, and I recognize the importance of these engaging and interactive resources to help students build knowledge and continue learning.

    What is Gimkit?

    To begin with, what is Gimkit? According to a tutorial, “Gimkit is an excellent game-based learning platform that combines fun and education, making it a highly engaging tool for both teachers and students. It works like a mashup of Kahoot and flash card platforms, but with several unique features that set it apart.

    “Unlike other platforms, Gimkit allows students to earn virtual currency for every correct answer, which they can use to purchase power-ups, adding a competitive edge that keeps students motivated.”

    Gimkit offers so much more than just a game-based learning experience for students–it can be used as an introduction to a lesson, as assigned homework, or as a tool for reviewing.

    Building a Gimkit

    From the teacher’s side of Gimkit, the platform makes it extremely easy to build lessons for the students to use. When you go to create a lesson, you are given many different options to help with the construction.

    Jamie Keet explains: “After establishing your basic Kit information, you will then move onto the fun part–adding your questions! You will be given the option of adding a question, creating your Kit with Flashcards, continuing with KitCollab, adding from Gimkit’s Question Bank, or importing from Spreadsheet.”

    Adding your questions is a great way to make sure your students are getting the exact information they have been provided in class, but some of the other options can help with a teacher’s time, which always seems to be scarce.

    The option to add questions from the question bank allows teachers to view other created kits similar to their topic. With a few simple clicks, a teacher can add questions that meet the needs of their lesson.

    Gimkit as data collection

    Gimkit isn’t just a tool for students to gain knowledge and play games; it is also an excellent way for teachers to collect data on their students. As Amelia Bree observes:

    “Gimkit reports explained show you both big pictures and small details. The look might change sometimes. But you will usually see:

    • Overall Class Performance: This shows the average right answers. It tells you the total questions answered. It also shows how long the game took. It’s a good first look at how everyone understood.
    • Individual Student Results: Click on each student’s name here. You see their personal game path. Their accuracy. Which questions did they get right or wrong? Sometimes, even how fast they answered.
    • Question Breakdown: This part is very powerful. It shows how everyone did on each question you asked. You see how many got it right. How many missed it? Sometimes, it shows common wrong answers for multiple-choice questions.”

    Being able to see this data can help ensure that your students are not just completing the required steps to finish the task, but are also working towards mastering the materials within your class.

    When examining the data, if you identify trends related to specific questions or concepts that students are struggling with, you have the opportunity to revisit and reteach these areas.

    Conclusion

    As you can see, Gimkit isn’t just a tool for students to play games and have fun in class; it is also an opportunity for students to gain knowledge in your lessons while potentially having some fun in the process. Teachers can make creating content for their classes much easier by utilizing some of the built-in features Gimkit provides.

    They can collect the meaningful data needed to ensure students are making progress in the areas where they want them to.

    Works Cited

    Breisacher, J. (2024, October 7). How Teachers Can Use Gimkit in the Classroom (a tutorial). Student-Centered World. https://www.studentcenteredworld.com/gimkit/

    Keet, J. (2021, July 9). How to Use Gimkit- Step By Step Guide. Teachers.Tech.
    https://teachers.tech/how-to-use-gimkit/

    Bree, E. (2025, June 6). Unlock Data-Driven Teaching: Using Gimkit for Meaningful
    Assessment Insights. GIMKIT JOIN.
    https://gimkitjoin.net/gimkit-for-meaningful-assessment-insights/

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  • 5 online resources to beat the summer slide

    5 online resources to beat the summer slide

    Key points:

    As the final school bells ring and students head into summer vacation, educators and parents alike are turning their attention to the phenomenon known as the summer slide–the learning loss that can occur when children take a long break from structured academic activity.

    NWEA research notes that students can lose up to two months of math skills over the summer, and reading abilities can also decline, particularly for students from underserved communities.

    But the summer slide isn’t inevitable. With the growing availability of engaging, high-quality online learning tools, students have more opportunities than ever to keep their skills sharp. These tools offer interactive lessons, personalized learning paths, and fun activities that reinforce what students learned during the school year–without making summer feel like school.

    Here are five standout online resources designed to help K-12 students stay on track over the summer months:

    1. Khan Academy: Khan Academy’s free online platform offers comprehensive lessons in math, science, history, and more. Its summer learning programs provide structured plans for students in grades K-12, including daily activities tailored by grade level. Each lesson includes short instructional videos, interactive quizzes, and mastery challenges. For students who want to get ahead or reinforce tricky concepts from the previous school year, Khan Academy is an ideal, self-paced resource.

    Khan Kids, a separate app for younger learners (ages 2-8), combines educational videos, stories, and games that focus on early literacy, math, and social-emotional development.

    2. PBS LearningMedia: PBS LearningMedia curates thousands of free videos, lesson plans, and interactive activities aligned to state and national standards. The content is engaging and age-appropriate, drawing from trusted PBS programs like Wild Kratts, NOVA, and Peg + Cat. During the summer, PBS typically offers special themed weeks–like “Summer of Reading” or “Science Week”–featuring playlists and activity bundles to help children stay curious and engaged.

    For younger children, PBS Kids also provides games and shows that reinforce foundational skills in reading, math, and critical thinking.

    3. ReadWorks: Reading skills are among the most vulnerable to decline during the summer, especially for students who do not have regular access to books or structured reading activities. ReadWorks is a nonprofit platform offering free, research-based reading comprehension materials for grades K-12. Teachers and parents can assign grade-level texts, paired with vocabulary lessons and comprehension questions. The platform also features an Article-A-Day challenge that encourages students to build background knowledge and reading stamina with just 10 minutes a day. ReadWorks is especially helpful for English Language Learners, offering audio versions and question supports to aid comprehension.

    4. Prodigy: For students who struggle to stay motivated during math practice, Prodigy turns learning into a role-playing adventure game. Students solve math problems to earn rewards and level up characters, making the experience both educational and fun. Aligned with state standards and suitable for grades 1-8, Prodigy adapts to each learner’s skill level, offering targeted practice without the pressure of grades or tests. Parents can access dashboards to track progress and set goals over the summer. Prodigy also offers a version for English Language Arts, expanding the platform’s reach beyond numbers.

    5. Smithsonian Learning Lab: For families looking to incorporate cross-curricular learning, the Smithsonian Learning Lab provides a treasure trove of multimedia collections that blend history, science, art, and culture. Students can explore virtual exhibits, complete inquiry-based lessons, and create their own digital portfolios. The platform is well-suited for middle and high school students, especially those interested in project-based learning and critical thinking. Whether studying the Civil Rights Movement or learning about ecosystems, students can explore real artifacts, images, and primary sources from the Smithsonian’s vast collection.

    Keeping minds active and curious

    Experts emphasize that summer learning doesn’t need to mirror the structure of the traditional classroom–keeping students intellectually engaged as they explore their personal interests reinforces academic skills in an low-stress environment.

    Families can also incorporate daily routines that promote learning–reading together before bed, practicing math while cooking, or exploring nature to spark scientific curiosity.

    As the digital learning landscape expands, there are more tools than ever to support students year-round. With just 20-30 minutes of meaningful academic engagement each day, students can maintain their momentum and return to the classroom in the fall ready to learn.

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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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  • 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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  • Helping students evaluate AI-generated content

    Helping students evaluate AI-generated content

    Key points:

    Finding accurate information has long been a cornerstone skill of librarianship and classroom research instruction. When cleaning up some materials on a backup drive, I came across an article I wrote for the September/October 1997 issue of Book Report, a journal directed to secondary school librarians. A generation ago, “asking the librarian” was a typical and often necessary part of a student’s research process. The digital tide has swept in new tools, habits, and expectations. Today’s students rarely line up at the reference desk. Instead, they consult their phones, generative AI bots, and smart search engines that promise answers in seconds. However, educators still need to teach students the ability to be critical consumers of information, whether produced by humans or generated by AI tools.

    Teachers haven’t stopped assigning projects on wolves, genetic engineering, drug abuse, or the Harlem Renaissance, but the way students approach those assignments has changed dramatically. They no longer just “surf the web.” Now, they engage with systems that summarize, synthesize, and even generate research responses in real time.

    In 1997, a keyword search might yield a quirky mix of werewolves, punk bands, and obscure town names alongside academic content. Today, a student may receive a paragraph-long summary, complete with citations, created by a generative AI tool trained on billions of documents. To an eighth grader, if the answer looks polished and is labeled “AI-generated,” it must be true. Students must be taught how AI can hallucinate or simply be wrong at times.

    This presents new challenges, and opportunities, for K-12 educators and librarians in helping students evaluate the validity, purpose, and ethics of the information they encounter. The stakes are higher. The tools are smarter. The educator’s role is more important than ever.

    Teaching the new core four

    To help students become critical consumers of information, educators must still emphasize four essential evaluative criteria, but these must now be framed in the context of AI-generated content and advanced search systems.

    1. The purpose of the information (and the algorithm behind it)

    Students must learn to question not just why a source was created, but why it was shown to them. Is the site, snippet, or AI summary trying to inform, sell, persuade, or entertain? Was it prioritized by an algorithm tuned for clicks or accuracy?

    A modern extension of this conversation includes:

    • Was the response written or summarized by a generative AI tool?
    • Was the site boosted due to paid promotion or engagement metrics?
    • Does the tool used (e.g., ChatGPT, Claude, Perplexity, or Google’s Gemini) cite sources, and can those be verified?

    Understanding both the purpose of the content and the function of the tool retrieving it is now a dual responsibility.

    2. The credibility of the author (and the credibility of the model)

    Students still need to ask: Who created this content? Are they an expert? Do they cite reliable sources? They must also ask:

    • Is this original content or AI-generated text?
    • If it’s from an AI, what sources was it trained on?
    • What biases may be embedded in the model itself?

    Today’s research often begins with a chatbot that cannot cite its sources or verify the truth of its outputs. That makes teaching students to trace information to original sources even more essential.

    3. The currency of the information (and its training data)

    Students still need to check when something was written or last updated. However, in the AI era, students must understand the cutoff dates of training datasets and whether search tools are connected to real-time information. For example:

    • ChatGPT’s free version (as of early 2025) may only contain information up to mid-2023.
    • A deep search tool might include academic preprints from 2024, but not peer-reviewed journal articles published yesterday.
    • Most tools do not include digitized historical data that is still in manuscript form. It is available in a digital format, but potentially not yet fully useful data.

    This time gap matters, especially for fast-changing topics like public health, technology, or current events.

    4. The wording and framing of results

    The title of a website or academic article still matters, but now we must attend to the framing of AI summaries and search result snippets. Are search terms being refined, biased, or manipulated by algorithms to match popular phrasing? Is an AI paraphrasing a source in a way that distorts its meaning? Students must be taught to:

    • Compare summaries to full texts
    • Use advanced search features to control for relevance
    • Recognize tone, bias, and framing in both AI-generated and human-authored materials

    Beyond the internet: Print, databases, and librarians still matter

    It is more tempting than ever to rely solely on the internet, or now, on an AI chatbot, for answers. Just as in 1997, the best sources are not always the fastest or easiest to use.

    Finding the capital of India on ChatGPT may feel efficient, but cross-checking it in an almanac or reliable encyclopedia reinforces source triangulation. Similarly, viewing a photo of the first atomic bomb on a curated database like the National Archives provides more reliable context than pulling it from a random search result. With deepfake photographs proliferating the internet, using a reputable image data base is essential, and students must be taught how and where to find such resources.

    Additionally, teachers can encourage students to seek balance by using:

    • Print sources
    • Subscription-based academic databases
    • Digital repositories curated by librarians
    • Expert-verified AI research assistants like Elicit or Consensus

    One effective strategy is the continued use of research pathfinders that list sources across multiple formats: books, journals, curated websites, and trusted AI tools. Encouraging assignments that require diverse sources and source types helps to build research resilience.

    Internet-only assignments: Still a trap

    Then as now, it’s unwise to require students to use only specific sources, or only generative AI, for research. A well-rounded approach promotes information gathering from all potentially useful and reliable sources, as well as information fluency.

    Students must be taught to move beyond the first AI response or web result, so they build the essential skills in:

    • Deep reading
    • Source evaluation
    • Contextual comparison
    • Critical synthesis

    Teachers should avoid giving assignments that limit students to a single source type, especially AI. Instead, they should prompt students to explain why they selected a particular source, how they verified its claims, and what alternative viewpoints they encountered.

    Ethical AI use and academic integrity

    Generative AI tools introduce powerful possibilities including significant reductions, as well as a new frontier of plagiarism and uncritical thinking. If a student submits a summary produced by ChatGPT without review or citation, have they truly learned anything? Do they even understand the content?

    To combat this, schools must:

    • Update academic integrity policies to address the use of generative AI including clear direction to students as to when and when not to use such tools.
    • Teach citation standards for AI-generated content
    • Encourage original analysis and synthesis, not just copying and pasting answers

    A responsible prompt might be: “Use a generative AI tool to locate sources, but summarize their arguments in your own words, and cite them directly.”

    In closing: The librarian’s role is more critical than ever

    Today’s information landscape is more complex and powerful than ever, but more prone to automation errors, biases, and superficiality. Students need more than access; they need guidance. That is where the school librarian, media specialist, and digitally literate teacher must collaborate to ensure students are fully prepared for our data-rich world.

    While the tools have evolved, from card catalogs to Google searches to AI copilots, the fundamental need remains to teach students to ask good questions, evaluate what they find, and think deeply about what they believe. Some things haven’t changed–just like in 1997, the best advice to conclude a lesson on research remains, “And if you need help, ask a librarian.”

    Steven M. Baule, Ed.D., Ph.D.
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  • 5 AI tools for classroom creativity

    5 AI tools for classroom creativity

    Key points:

    • AI tools enhance K-12 creativity and innovation through interactive projects
    • A new era for teachers as AI disrupts instruction
    • Report details uneven AI use among teachers, principals
    • For more news on AI and creativity, visit eSN’s Digital Learning hub

    As AI becomes more commonplace in classrooms, it gives students access to creative tools that enhance learning, exploration, and innovation. K-12 students can use AI tools in various ways to boost creativity through art, storytelling, music, coding, and more.

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    Want to share a great resource? Let us know at [email protected].

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