Tag: Teaching

  • A new approach to driving STEM workforce readiness

    A new approach to driving STEM workforce readiness

    Key points:

    STEM workforce shortages are a well-known global issue. With demand set to rise by nearly 11 percent in the next decade, today’s students are the solution. They will be the ones to make the next big discoveries, solve the next great challenges, and make the world a better place.

    Unfortunately, many students don’t see themselves as part of that picture.

    When students struggle in math and science, many come to believe they simply aren’t “STEM people.” While it’s common to hear this phrase in the classroom, a perceived inability in STEM can become a gatekeeper that stops students from pursuing STEM careers and alters the entire trajectory of their lives. Because of this, educators must confront negative STEM identities head on.

    One promising approach is to teach decision-making and critical thinking directly within STEM classrooms, equipping students with the durable skills essential for future careers and the mindset that they can decide on a STEM career for themselves.

    Teaching decision-making

    Many educators assume this strategy requires a full curriculum overhaul. Rather, decision-making can be taught by weaving decision science theories and concepts into existing lesson plans. This teaching and learning of skillful judgment formation and decision-making is called Decision Education. 

    There are four main learning domains of Decision Education as outlined in the Decision Education K-12 Learning Standards: thinking probabilistically, valuing and applying rationality, recognizing and resisting cognitive biases, and structuring decisions. Taken together, these skills, among other things, help students gather and assess information, consider different perspectives, evaluate risks and apply knowledge in real-world scenarios. 

    The intersection of Decision Education and STEM

    Decision Education touches on many of the core skills that STEM requires, such as applying a scientific mindset, collaboration, problem-solving, and critical thinking. This approach opens new pathways for students to engage with STEM in ways that align with their interests, strengths, and learning styles.

    Decision Education hones the durable skills students need to succeed both in and out of the STEM classroom. For example, “weight-and-rate” tables can help high school students evaluate college decisions by comparing elements like tuition, academic programs, and distance from home. While the content in this exercise is personalized and practical for each student, it’s grounded in analytical thinking, helping them learn to follow a structured decision process, think probabilistically, recognize cognitive biases, and apply rational reasoning.

    These same decision-making skills mirror the core practices of STEM. Math, science, and engineering require students to weigh variables, assess risk, and model potential outcomes. While those concepts may feel abstract within the context of STEM, applying them to real-life choices helps students see these skills as powerful tools for navigating uncertainty in their daily lives.

    Decision Education also strengthens cognitive flexibility, helping students recognize biases, question assumptions, and consider different perspectives. Building these habits is crucial for scientific thinking, where testing hypotheses, evaluating evidence objectively, and revising conclusions based on new data are all part of the process. The scientific method itself applies several core Decision Education concepts.

    As students build critical thinking and collaboration skills, they also deepen their self-awareness, which can be transformative for those who do not see themselves as “STEM people.” For example, a student drawn to literacy might find it helpful to reimagine math and science as languages built on patterns, symbols, and structured communication. By connecting STEM to existing strengths, educators can help reshape perceptions and unlock potential.

    Adopting new strategies

    As educators seek to develop or enhance STEM education and cultures in their schools, districts and administrators must consider teacher training and support.

    High-quality professional development programs are an effective way to help teachers hone the durable skills they aim to cultivate in their students. Effective training also creates space for educators to reflect on how unconscious biases might shape their perceptions of who belongs in advanced STEM coursework. Addressing these patterns allows teachers to see students more clearly, strengthen empathy, and create deeper connections in the classroom.

    When educators come together to make STEM more engaging and accessible, they do more than teach content: they rewrite the narrative about who can succeed in STEM. By integrating Decision Education as a skill-building bridge between STEM and students’ everyday lives, educators can foster confidence, curiosity, and a sense of belonging, which helps learners build their own STEM identity, keeping them invested and motivated to learn. While not every student will ultimately pursue a career in STEM, they can leave the classroom with stronger critical thinking, problem-solving, and decision-making skills that will serve them for life.

    Creating that kind of learning environment takes intention, shared commitment, and a belief that every student deserves meaningful access to and engagement with STEM. But when the opportunity arises, the right decision is clear–and every school has the power to make it.

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  • Choosing Rhythms of Consistent, Predictable Joy – Teaching in Higher Ed

    Choosing Rhythms of Consistent, Predictable Joy – Teaching in Higher Ed

    These are the drawings from the instructor. Look lower in the post for information about the course she teaches, plus to see my drawings, as they are emerging….

    I don’t want to throw any shade on people who enjoy setting goals for yourselves in a new year. Hooray to Taylor Kay Phillips, who took over Lyz Lenz’s Dingus of the Week post this time, and said that she wants New Year’s Resolution Wet Blankets to settle down and let other people have their things. This year, one reflective approach that is resonating with me immensely this time around comes from Robert Talbert, in the form of his My Start/Stop/Continue for 2026 post. CW: He’s a bit down on resolutions in the beginning, but if you’re a big fan of setting them, just skip to his Start section about Going Analog and enjoy seeing what he’s up to…

    Start: Creating with Regularity

    Through an impulse purchase via Instagram advertising, I bought a year-long membership to the Art Makers Club at the tail end of the year. This all started with our son asking if he could participate in our revised advent plans for the holiday season (my goodness did our first attempt ever fail miserably) by doing digital art, instead of the watercolor the rest of us were doing. He likes using Procreate and mentioned offhand that it was one of those kinds of apps that you buy once (as in I/we already own it), which didn’t become relevant until weeks later, when I considered this purchase.

    My Art Makers Club purchase didn’t start with an entire year, but rather a highly structured course. The Kickstart Your Creativity with Procreate got me excited from the premise. I’m a huge fan of being able to track my progress toward goals, so the included progress tracker was super appleaing to me. Wait a second? I get to take 15-20 minute tutorials from an encouraging, down-to-earth, clear communicator and learn to actually use an app I already own instead of continuing to gather virtual dust, like I had been? And I get to save my various drawings in the form of a tracker all along, so I can see how far I’ve come and where I’m going?

    That was the hook, but it kept getting better from there. I also got a second Kickstart Your Creativity Course to go with it. But wait. There’s more. A ton of other courses, such as:

    • Imaginative Map-Making in Procreate
    • Getting Started with Procreate Dreams: Animation for Everyone (ever since seeing Mike Wesch’s very first animation video 10+ years ago: The Sleeper, I’ve dreamed of learning animation)
    • Easy, Eye-Catching Animations in Procreate
    • Realistic Paper Cut Illustrations in Procreate

    There are ~5 other full length courses and then a bunch of previously-recorded live sessions, the opportunity to be a part of a community of people going through the courses, etc. I have now drawn from the orange through the poppy, as of January 3, 2026, not too shabby a result of a person who hasn’t really taken art classes before.

    An unfinished grid of drawings... Created drawings include an orange, pear, fried egg, and some plants... there are still about 17 drawings to go on the tracker
    Here is my progress tracker so far for the course… I love how I can so easily see where I’ve been and where I’m headed. Those who know me well will know how excited I am to get to the bird!

    Depending on how you define art, of course…

    I also had bought one copy of Daily Drawing Prompts: A Year of Sketchbook Inspiration, by Jordan DeWilde for my Mom for Christmas and “accidentally” ordered a second copy for me. 😂😇 It has provided supplemental opportunities for reinforcing some of the skills I’m learning through the more structured courses.

    Tracing of a woman's hand, with a silver wedding band on the ring finger
    This was the first exercise in the book… to trace your hand and then add in details, like jewelry, etc. My hand does not look this young in real life, but if you look closely, you can tell that I at least tried to draw in the wrinkles.

    As excited as I clearly am about these drawing resources, I want to keep my definition of regular creation broad. Alan Levine recently shared his reflections on having achieved an entire year of capturing daily photos throughout 2025. He has previously been such an inspiration for me in those years when we don’t quite check every single box that we had hoped to… as in those years when he didn’t quite get to 365 days/photos. Still, it was fun to see him share stories of what his daily photo habit looked like in 2025 and in years past.

    I don’t want to say up front that I’m shooting for a daily goal. My streaks habits seem to be multiplying and I don’t want to put too much pressure on myself. As of today, I’ve used the Bend App to support 280 days of stretching. However, they let you “reset” your streak, once you’ve been consistent with it. So somewhere around 4-5 days, I missed stretching. But the following day was able to restore my streak without resetting the counter. I would love something like that for my daily create goal that is emerging, but I also am not inclined to figure out a whole system at this exact moment.

    Stop: Checking Work Email on My Mobile Devices

    This is one of those “I should 100% know better” things. I’ve gotta stop checking my work email on my mobile devices. One reason has to do with overall productivity. In The Extended Mind: The Power of Thinking Outside the Brain, Annie Murphy Paul describes the benefits researchers found of working on a large display (versus on a laptop or mobile device):

    When using a large display, they engaged in higher-order thinking, arrived at a greater number of discoveries and achieved broader, more integrative insights. Such gains are not a matter of individual differences or preferences, Ball emphasizes; everyone who engages with the larger display finds that their thinking is enhanced.

    Before reading The Extended Mind, I always felt like I worked more effectively at either of my two big-screen set ups (home and work offices), but Murphy Paul uncovered a number of researchers exploring this hypothesis much more soundly than my anecdotal evidence. I just feel better and more able to focus in constructive ways when I’m engaging with my work via a large monitor.

    Another reason I don’t want to keep doing this in 2026 is just that it tends to get me feeling all the negative feels during a time when I’m not going to proactively going to be able to dig in with problem solving or attempts to communicate about issues. If an email is going to evoke a sense that things aren’t right in a particular context, why not wait until I’m “in the saddle” and ready to “ride” toward a resolution vs stewing in the frustration needlessly. I don’t get that many emails that make me angry, by the way. I’ve got it pretty darn good in that department. But even if it is just an email that is going to require some kind of follow up, I tend to delay taking any steps toward moving forward until such time that I’m back at my computer. Why not just enjoy the time more in whatever context I may have been in when I succumbed to the temptation to just “dip my toe” into my work email to “check in”.

    As I prepare to live into this commitment (once again, as I have failed at this in the past), I will revisit Robert Talbert’s Grand Unified Theory of Academic Email: Fixing the Missing Piece of the Clarify Process, as he helps those of us who may have a tendency to over-function to ask ourselves if whatever may have bubbled up in our email is actually ours to do something with… I would probably do well to re-listen to Brené Brown’s Unlocking Us Podcast Episode: On Anxiety, Calm, and Over-/Under-Functioning. And Karen Costa’s conversation with me on Episode 505: How Role Clarity and Boundaries Can Help Us Thrive.

    Rinse and repeat. I feel a playlist coming on…

    Continue: Finding Times to Go to Jazzercise with My Mom

    Speaking of playlists, I’ve been having a bunch of opportunities to find great workout music, since I’ve been driving to Oceanside a number of times each week during this holiday break. If you’ve been listening to Teaching in Higher Ed for more than a couple of years, you may have “met” my Mom back on Episode 462: Teaching Lessons I Learned From Mom. During the episode, I read her a column I wrote for EdSurge about her: Teaching Lessons I Learned from Mom and then reflected with my mom on the death of her sister, Judy.

    It takes ~45 minutes to make the drive from where I live to the Oceanside Jazzercise location where my Mom takes classes. The class, itself, is an hour, and then it’s another hour to say my goodbyes and get back home. Yes, that’s three hours anytime I go take a class with her. However, I’ve been telling myself that if I set a goal to take a class with her once or twice a month, during regular work weeks, and then a few times a week when we are on Spring break, that it would quickly add up to a whole lot more joy in my life. I rarely take lunch breaks at work, though I do often go for walks during the day with work friends (and sometimes former students, etc.). I’m having this inner dialog with myself about how much time I would actually “lose” from work if I were to keep this commitment vs what I would “gain” from the experiences.

    Lest anyone reading this feel like you want to “fix” my stinkin’ thinking on this front and tell me stories about how much time you wish you still had with someone you’ve lost… you may be somewhat relieved of your duties to know that I’ve already put some things in motion toward this idea. Kerry Mandulak (who has been on Teaching in Higher Ed a couple times before) was down in Oceanside with her family this past week and we hung out together after I went to Jazzercise with my Mom. She raved about the Airbnb where her family was staying. I’ve already booked one in the same complex for Spring Break and blocked out four opportunities to join my Mom for Jazzercise that week.

    Two women smile together with an Airbnb in the backgroundTwo women smile together with an Airbnb in the background
    What a joy is was getting to spend some time with Kerry during her family’s trip to Oceanside.

    I’m headed down to the Lilly Conference on Tuesday and will stop and do a class with her on the way down. At this point, I just need to block a few more times in my calendar for Spring 2026 and I’ll have just the structure I need to turn this all into a reality and a bunch of memories with my Mom… That, plus an ever-growing playlist of energizing workout songs…

    Related Goals

    Robert Talbert mentions how poorly people, in general, tend to do with our resolutions. However, on my goal-setting, I tend to do ok, much of the time. To that end, I plan on continuing a few other things throughout 2026. I commit to:

    • Read at least 24 books (connect with me on StoryGraph, if you want to see how that’s going and what I’m reading)
    • Keep stretching daily using the Bend App
    • Continue closing my Apple Watch rings (currently at an 845 days streak, which kinda scares me a bit, just because I think occasional breaks are ok and even healthy to take)
    • Apply to present at a conference at another country with a couple of collaborators and see if we’re successful at getting to share our work in an entirely difference context than I will have ever experienced in my life (and I used to travel a ton for work in my younger days, so that’s saying something)
    • Air an episode of Teaching in Higher Ed each week for the entire year, keeping yet-another streak alive… making it 12+ years of consistent conversations about teaching and learning

    What are you up to in the new year? Anything you’re committing to stoping, starting, or continuing?

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  • Teaching, AI, and the Longing to Connect

    Teaching, AI, and the Longing to Connect

    Late yesterday, I logged into LinkedIn and saw that I had been mentioned in a post about AI. This person was vocal in his ongoing resistance to AI and vented a bit at those who seem to be not thinking critically in their adoption of it. I was listed among those who he said that he respected, in terms of how we were approaching it, despite his disagreement. I felt honored to have been thought of in his mind as someone who is carefully considering how to use or not use it, depending on the circumstances.

    That any part of my cognitive dissonance was showing up in anything that made the slightest bit of sense or left a positive impression had me go to bed feeling optimistic last night. When I woke up, his post was gone. He said he had regretted the tone of it and that his harshness wasn’t representative of how he wanted to go into the new year. While I took his mention of my “learning out loud” as an enormous compliment, I recognize that I wasn’t reading his message from the perspective of those not specifically named as among those he had respect for, but rather from the paradigm of those he was criticizing. His desire to consider how he hoped to frame the new year resonated, even if I did wish I had grabbed a screenshot of it to store in my encouragement folder.

    As I consider what messages keep rising up in seemingly random places, perhaps as a clue to what to take into the new year, one theme emerges more than any other. I keep seeing references to the word ‘return’ in podcasts I’ve been listening to, as well as in some reading I’ve been doing. On Episode 551, Peter Felten recommended the book Tomorrow and Tomorrow and Tomorrow: A Novel, by Gabrielle Zevin. The book sounded intriguing at the time, though I’m only just getting to it now, more than a year after our conversation. Such is the life of someone who has the privilege of hearing about wonderful books at least a few times each week. I don’t want to give too much away, but I think the words from a New York Times review (gift link) give you a flavor without me spoiling anything:

    Gabrielle Zevin’s novel “Tomorrow, and Tomorrow, and Tomorrow” is a love letter to the literary gamer… This is a story about brilliant young game designers — and Zevin burns precisely zero calories arguing that game designers are creative artists of the highest order. Instead, she accepts that as a given, and wisely so, for the best of them plainly are. “There is no artist,” one of her characters says, “more empathetic than the game designer.”

    At one point, the book references a game that lets you skip back and forth between worlds via a code word. There are also some plot points in which the characters wonder what would have happened if they had made a different choice in their life, or even turned a few seconds earlier (giving me Sliding Doors vibes), or said how they really felt. I’m more than halfway through and keep wishing that they could return to themselves and to each other in ways they are ill equipped to do at this point. The song, Return to Me, has been playing in the soundtrack of my mind, throughout these micro-meditations I’ve been experiencing on the idea of returning.

    The lyrics keep returning, as I consider those yearnings many of us have around our teaching and our life long learning.

    Return to me
    Oh, my dear, I’m so lonely
    Hurry back, hurry back, oh my love
    Hurry back, I’m yours

    In Voltaire on Working the Gardens of Our Classrooms, James Lang invites us to return to the familiar cultivating and harvesting we have been doing in our teaching for longer than most of us have known about something called general artificial intelligence. He describes the anxiety and anger felt by many, at the invasion of our classrooms by this technology which threatens to circumvent the very core skills and wisdom we seek to develop through our teaching. One of the older family members in the Tomorrow and Tomorrow and Tomorrow describes her disappointment at the shortcuts that too many people take, when it comes to producing fabric using technology.

    The character complains:

    “Computers make everything too easy,” she said with a sigh. “People design very quickly on a monitor, and they print on some enormous industrial printer in a warehouse in a distant country, and the designer hasn’t touched a piece of fabric at any point in the process or gotten her hands dirty with ink. Computers are great for experimentation, but they’re bad for deep thinking.”

    I’m never sure if I’m experiencing the recency effect, or if it really is more difficult to reach students than it used to be… GenAI make it simple to extrude text that meets explicitly stated criteria across many contexts and the idea of spending this one, precious life focused on the fight against that feels meaningless. Loneliness can sneak in, particularly when teaching primarily asynchronous courses, which I do about half the time.

    Return to me
    For my heart wants you only
    Hurry home, hurry home, won’t you please
    Hurry home to my heart

    Our son (L) got his first mobile phone for Christmas. This morning, we walked to the nearest Starbucks, which is just under two miles from our house. On the way, both kids participated in the augmented reality experience that is Pokemon. They used to play a little when the game first entered the scene on mobile phones, but there’s something all together different about having your own phone, I fully realize. Our daughter used my phone and kept asking as we walked if I wanted her to catch Pokemon or do battle at some Pokestop. Lest you worry that we’ve lost our children forever to these digital worlds and that they will never return to us, last night gave me a hint that it is far more complicated than that.

    L had been asking me to go for walks four or five times a day, as each time offered a new way to level up, or otherwise collect various types of Pokemon characters. When we got home from dinner at our favorite Japanese restaurant, he asked if I would walk and I reluctantly obliged. It was close to 9 PM and I was exhausted, especially after having gone to Jazzercise with my Mom that morning. However, I decided to go and packed the handwarmers he bought Dave and I for Christmas in my pockets. When we reached the point halfway down the steep hill near our house, I pulled out my phone to spin the “thingy” that lets you collect items such as berries and pokeballs (not sure that’s their official name). It surprised me that L’s phone remained in his pocket and I reminded him not to forget the loot off to his right.

    “I didn’t bring my phone,” he said, indicating that he just wanted to enjoy the walk with me. It was later in the walk that he lamented that his screentime limits don’t let him use apps after the 9 PM cutoff. I had tried to give him the app-specific permission the other night on a walk and it hadn’t worked. I’ll never know if he really was looking forward to walking with me, or if this was some subversive plot to gain greater autonomy over his screen limits. Either way, it was a wonderful walk. I left with the familiar nuanced feelings of being a parent to two curious, kind, and smart kids.

    My darling
    If I hurt you I’m sorry
    Forgive me
    And please say you are mine

    This semester, I was treated to some of the most unique writing I’ve read in a long while from any of the students taking classes with me. I teach a class called Personal Leadership and Productivity in which students set up a GTD (Getting Things Done) system during the semester and make use of the GTD Workflow Processing and Organizing Diagram quite a bit. I even used Canva’s AI code generating feature to create this game to help support their learning about the GTD workflow diagram, since this is an often-confused concept from the course. One exercise from David Allen is the mind sweep, in which you use trigger lists to empty your mind. Allen tells us:

    Your mind is for having ideas, not holding them.

    Freeing our mind up for having ideas involves the mind sweep, so students go through the process about five times during the semester. Thus far, this seems an assignment that is likely not worth trying to get AI to complete it for them, so I rarely see what appears to be AI-generated text. However, I would describe much of what I see as varying in levels of transparency and detail. One student this semester had the most unique and delightful responses I’ve ever read. This is when I let you down easy, as I won’t be sharing what she wrote here. I didn’t ask her permission and doing so would have felt like I was taking advantage of all these treasures she shared with me.

    Return to me
    Please come back bella mia
    Hurry back, hurry home to my arms
    To my lips and my heart

    This semester, I also added some times in which students had to sign up to meet with me and a small group of others from the class for what I referred to as the Personal Leadership Learning Labs. I later heard Meghan Donnelly on the Think UDL podcast call these assessments Conversational Quizzes and I like that name quite a bit. When I met with the student who brought me so much joy with what she shared in her mind sweeps, she told me how edifying my words had been to her, as she read my feedback on these assignments. She just happened to be the only student who had signed up for that particular time slot, so I was able to speak freely with her about some of the things she had shared.

    I didn’t want to scare her with my exuberance over her being so authentic in her writing and sharing with me in real time. It had just been so long since I had experienced in such a visceral way the highs and lows of college life. I missed the unpredictability and messiness of the writing I would see prior to the vast emergence of chat-based large language models. However, I also recall being frustrated in my younger days of teaching at what seemed to be careless grammatical errors and rushing through assignments. Now, I more enjoy seeing typos, though have to remind myself that most students are well aware that they can add in these clues of humanness in writing through their prompts to avoid being identified as having used AI in ways that don’t live up to the expectations outlined in the assignment.

    Ritorna me
    Cara mia ti amo
    Solo tu, solo tu, solo tu
    Solo tu, mi amor

    The more I reflect on these desires to return to another time when it was easier to connect with students, the more I’m convinced that it has always been incredibly challenging. Dave Cormier describes the longer arc of these challenges, which are just that much more visible through the rapid expansion of chat-based large language models in his post In Search of Quality Points of Contact with Students. He writes:

    I think the crisis is 25 years in the making and AI is the lens through which can finally see the problem for what it is. We have spent 250 years (give or take) trying to find ways to scale up our education system to try and teach more people, often with fewer resources.

    Cormier goes on to describe how important letting students know why we are asking them to learn things and also how vital engagement is… That’s probably one of the reasons I felt so connected to the student whose mind sweep was rich with stresses, ideas, and celebrations of her own, unique life. And to why I understand the need to vent on social media, sometimes, even if we ultimately decide it isn’t quite what we want to bring into the new year, after all.

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  • Edtech teaching strategies that support sustainability

    Edtech teaching strategies that support sustainability

    eSchool News is counting down the 10 most-read stories of 2025. Story #7 focuses on sustainability in edtech.

    Key points:

    Educational technology, or edtech, has reshaped how educators teach, offering opportunities to create more sustainable and impactful learning environments.

    Using edtech in teaching, educators and school leaders can reduce environmental impact while enhancing student engagement and creativity. The key is recognizing how to effectively leverage edtech learning strategies, from digitized lesson plans to virtual collaboration, and keeping an open mind while embracing new instructional methods.

    Rethinking teaching methods in the digital age

    Teaching methods have undergone significant transformation with the rise of educational technology. Traditional classroom settings are evolving, integrating tools and techniques that prioritize active participation and collaboration.

    Here are three edtech learning strategies:

    • The flipped classroom model reverses the typical teaching structure. Instead of delivering lectures in class and assigning homework, teachers provide pre-recorded lessons or materials for students to review at home. Classroom time is then used for hands-on activities, group discussions, or problem-solving tasks.
    • Gamification is another method gaining traction. By incorporating game-like elements such as point systems, leaderboards, and challenges into lesson plans, teachers can motivate students and make learning more interactive. Platforms like Kahoot and Classcraft encourage participation while reducing paper-based activities.
    • Collaborative online tools, such as Google Workspace for Education, also play a critical role in modern classrooms. They enable students to work together on projects in real time, eliminating the need for printed resources. These tools enhance teamwork and streamline the sharing of information in eco-friendly ways.

    Sustainability and innovation in education

    Have you ever wondered how much paper schools use? There are approximately 100,000 schools in this country that consume about 32 billion sheets of paper yearly. On a local level, the average school uses 2,000 sheets daily–that comes out to $16,000 a year. Think about what else that money could be used for in your school.

    Here are ways that edtech can reduce reliance on physical materials:

    • Digital textbooks minimize the need for printed books and reduce waste. Through e-readers, students access a vast library of resources without carrying heavy, paper-based textbooks.
    • Virtual labs provide another example of sustainable education. These labs allow students to conduct experiments in a simulated environment, eliminating the need for disposable materials or expensive lab setups. These applications offer interactive simulations that are cost-effective and eco-conscious.
    • Schools can also adopt learning management systems to centralize course materials, assignments, and feedback. By using these platforms, teachers can cut down on printed handouts and encourage digital submissions, further reducing paper usage.

    Additionally, edtech platforms are beginning to incorporate budget-friendly tools designed with sustainability in mind; some of these resources are free. For instance, apps that monitor energy consumption or carbon footprints in school operations can educate students about environmental stewardship while encouraging sustainable practices in their own lives.

    Supporting teachers in the shift to edtech

    Transitioning to edtech can be a challenging yet rewarding experience for educators. By streamlining administrative tasks and enhancing lesson delivery, technology empowers teachers to focus on what matters most: engaging students.

    Circling back to having an open mind–while many teachers are eager to adopt edtech learning strategies, others might struggle more with technology. You need to expect this and be prepared to offer continuous support. Professional development opportunities are essential to ease the adoption of edtech. Schools can offer workshops and training sessions to help teachers feel confident with new tools. For instance, hosting peer-led sessions where educators share best practices fosters a collaborative approach to learning and implementation.

    Another way to support teachers is by providing access to online resources that offer lesson plans, tutorials, and templates. Encouraging experimentation and flexibility in teaching methods can also lead to better integration of technology. By allowing teachers to adapt tools to their unique classroom needs, schools can foster an environment where innovation thrives.

    If you’re concerned about bumps on this road, remember teachers have common traits that align with edtech. Good teachers are organized, flexible, have communication skills, and are open-minded. Encourage a team approach that’s motivating and leverages their love of learning.

    Bringing sustainability and enhanced learning to classrooms

    The integration of edtech learning strategies into classrooms brings sustainability and enhanced learning experiences to the forefront. By reducing reliance on physical materials and introducing eco-friendly tools, schools can significantly lower their environmental impact. At the same time, teachers gain access to methods that inspire creativity and collaboration among students.

    There’s also this: Edtech learning strategies are constantly evolving, so you’ll want to stay on top of these trends. While many of those focus on learning strategies, others are more about emergency response, safety, and data management,

    Investing in modern technologies and supporting teachers through training and resources ensures the success of these initiatives. By embracing edtech learning strategies, educators and administrators can create classrooms that are not only effective but also sustainable–a win for students, teachers, and the planet.

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  • The Science of Attention for Better Teaching

    The Science of Attention for Better Teaching

    Myriam Da Silva, CEO of CheckIT Learning, discusses the complexities of attention in education, emphasizing realistic expectations for student engagement. Through research and practical examples, she highlights how teachers can create engaging environments. The episode also shares a poignant story about the impact of a teacher’s attention on a young girl in the 1960s.

    We want kids to “pay attention” But is it realistic that they could actually pay attention all the time? How about the attention at the beginning of class? Or multiple peaks of attention?

    Myriam Da Silva, CEO of CheckITLearning and author of the first AI neuroscience lesson planning tool, Cleo, talks today about the aspects of attention that can help us be better teachers. She dives into practical examples, research, and we share lots of ideas for helping our classroom students learn while having an engaging, exciting environment (and realistic expectations.)

    This show is sponsored by CheckIT Learning. All opinions are that of the respective person.

    The, I share a story of Sue and Mrs. Scruggs about the power of 20 minutes of a teacher’s attention of a young girl living in Alabama in the 1960’s. This is a special story and I hope you enjoy how we’ve retold and remastered it just for high quality radio.

    I hope you enjoy this show. The content is so great, I’m going to also be sharing a full blog post with the ideas in written form, but in the meantime, I hope you enjoy the show.

    This infographic was created using the transcript of this episode and Google Notebook LM’s infographic feature based on the content shared in the show.

    Listen to the Show

    The Science of Attention: How One Teacher Changed Everything

    Myriam Da Silva – Bio as Submitted

    Myriam Da Silva, CheckIT Learning CEO

    Myriam Da Silva is a visionary, entrepreneur, AI ethicist, speaker, and artist driven by a singular mission: to inspire people to believe in themselves. Through her work and her story, she empowers audiences to embrace their unique gifts as a force for contribution, leading lives filled with meaning, purpose, and fulfillment.

    As the CEO of CheckIT Learning and President of the CheckIT Foundation, Myriam is pioneering a new vision for education grounded in human development. She is the creator of Cleo, the world’s first AI neuro-mentor designed to support teachers and students through the science of learning, and she developed a widely adopted Science of Learning micro-course that helps educators bring neuroeducation into daily practice.

    Myriam works with global organizations on AI ethics and child-centered design, including UNESCO, iRAISE, and international coalitions shaping responsible AI in education. She will also be featured on Women in Power, an Inside Success TV series highlighting female leaders who are redefining impact and innovation.

    She is the author of the forthcoming book The Black Sheep (2026), a powerful call to reimagine education so that every student’s uniqueness becomes their strength, empowering them to live, lead, and contribute with lasting impact. 

    Blog: www.checkitlearning.com

    Linked In: www.linkedin.com/in/myriamdasilva

    Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.”

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  • An educator’s top tips to integrate AI into the classroom

    An educator’s top tips to integrate AI into the classroom

    eSchool News is counting down the 10 most-read stories of 2025. Story #10 focuses on teaching strategies around AI.

    Key points:

    In the last year, we’ve seen an extraordinary push toward integrating artificial intelligence in classrooms. Among educators, that trend has evoked responses from optimism to opposition. “Will AI replace educators?” “Can it really help kids?” “Is it safe?” Just a few years ago, these questions were unthinkable, and now they’re in every K-12 school, hanging in the air.

    Given the pace at which AI technologies are changing, there’s a lot still to be determined, and I won’t pretend to have all the answers. But as a school counselor in Kansas who has been using SchoolAI to support students for years, I’ve seen that AI absolutely can help kids and is safe when supervised. At this point, I think it’s much more likely to help us do our jobs better than to produce any other outcome. I’ve discovered that if you implement AI thoughtfully, it empowers students to explore their futures, stay on track for graduation, learn new skills, and even improve their mental health.

    Full disclosure: I have something adjacent to a tech background. I worked for a web development marketing firm before moving into education. However, I want to emphasize that you don’t have to be an expert to use AI effectively. Success is rooted in curiosity, trial and error, and commitment to student well-being. Above all, I would urge educators to remember that AI isn’t about replacing us. It allows us to extend our reach to students and our capacity to cater to individual needs, especially when shorthanded.

    Let me show you what that looks like.

    Building emotional resilience

    Students today face enormous emotional pressures. And with national student-to-counselor ratios at nearly double the recommended 250-to-1, school staff can’t always be there right when students need us.

    That’s why I created a chatbot named Pickles (based on my dog at home, whom the kids love but who is too rambunctious to come to school with me). This emotional support bot gives my students a way to process small problems like feeling left out at recess or arguing with a friend. It doesn’t replace my role, but it does help triage students so I can give immediate attention to those facing the most urgent challenges.

    Speaking of which, AI has revealed some issues I might’ve otherwise missed. One fourth grader, who didn’t want to talk to me directly, opened up to the chatbot about her parents’ divorce. Because I was able to review her conversation, I knew to follow up with her. In another case, a shy fifth grader who struggled to maintain conversations learned to initiate dialogue with her peers using chatbot-guided social scripts. After practicing over spring break, she returned more confident and socially fluent.

    Aside from giving students real-time assistance, these tools offer me critical visibility and failsafes while I’m running around trying to do 10 things at once.

    Personalized career exploration and academic support

    One of my core responsibilities as a counselor is helping students think about their futures. Often, the goals they bring to me are undeveloped (as you would expect—they’re in elementary school, after all): They say, “I’m going to be a lawyer,” or “I’m going to be a doctor.” In the past, I would point them toward resources I thought would help, and that was usually the end of it. But I always wanted them to reflect more deeply about their options.

    So, I started using an AI chatbot to open up that conversation. Instead of jumping to a job title, students are prompted to answer what they’re interested in and why. The results have been fascinating—and inspiring. In a discussion with one student recently, I was trying to help her find careers that would suit her love of travel. After we plugged in her strengths and interests, the chatbot suggested cultural journalism, which she was instantly excited about. She started journaling and blogging that same night. She’s in sixth grade.

    What makes this process especially powerful is that it challenges biases. By the end of elementary school, many kids have already internalized what careers they think they can or can’t pursue–often based on race, gender, or socioeconomic status. AI can disrupt that. It doesn’t know what a student looks like or where they’re from. It just responds to their curiosity. These tools surface career options for kids–like esports management or environmental engineering–that I might not be able to come up with in the moment. It’s making me a better counselor and keeping me apprised of workforce trends, all while encouraging my students to dream bigger and in more detail.

    Along with career decisions, AI helps students make better academic decisions, especially in virtual school environments where requirements vary district to district. I recently worked with a virtual school to create an AI-powered tool that helps students identify which classes they need for graduation. It even links them to district-specific resources and state education departments to guide their planning. These kinds of tools lighten the load of general advising questions for school counselors and allow us to spend more time supporting students one on one.

    My advice to educators: Try it

    We tell our students that failure is part of learning. So why should we be afraid to try something new? When I started using AI, I made mistakes. But AI doesn’t have to be perfect to be powerful. Around the globe, AI school assistants are already springing up and serving an ever-wider range of use cases.

    I recommend educators start small. Use a trusted platform. And most importantly, stay human. AI should never replace the relationships at the heart of education. But if used wisely, it can extend your reach, personalize your impact, and unlock your students’ potential.

    We have to prepare our students for a world that’s changing fast–maybe faster than ever. I, for one, am glad I have AI by my side to help them get there.

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  • Online Teaching & Learning Manifesto

    Online Teaching & Learning Manifesto

     Soon, I’ll teach a graduate course centered around teaching and learning online. In my roles as an adjunct instructor in higher education and the Director of Distance Learning for a community college, I live and breathe this modality. One of the assignments my students will be asked to do is to create an “Online Teaching and Learning Manifesto” in which they share their current beliefs. I love the reflective nature of this assignment and thought it was the right time to put mine on (digital) paper. In no particular order, here are some of the tenets that shape my beliefs and reflect how I teach graduate courses asynchronously and how I would like to be taught.

    Design matters. From user experience (UX) to interaction design (IX/ID), every decision made by an online instructor is important. Many students (and instructors) have bitter memories of in-person courses being moved online during 2020’s Emergency Remote Learning. Taking an in-person course and moving it online with no change to design or pedagogy is a disservice to the modality and to the students. Online courses should be constructed to help students easily navigate the interface while interacting with classmates, content, and the instructor. 

    Content knowledge matters. Good teachers never stop learning and are open to learning alongside their students. Using materials that are current and relevant helps students stay engaged and connect course concepts to real-world experiences. I keep a living document throughout the year that contains links, articles, and ideas to implement each time I teach. Updating content, checking links, and being mindful of accessibility every time a course runs should be the norm for all teachers. 

    Passion matters. Each semester, I give an anonymous survey to my students asking for feedback on design, pedagogy, and content. Regularly, I receive comments about how well the course is designed and how my passion for technology in education comes through. These are asynchronous courses- yet my passion for my subject matter still comes through to my students. Having a sense of curiosity and wonder, along with continuous learning on my own and with my students, helps them feel connected to the content. Some begin to develop passions of their own.

    Multimodal content is important. We live in a world where snackable content and short attention spans are the norm. This isn’t a judgment or an excuse; it’s our reality. To meet our students where they are (and how they learn), we need to provide content that is tactile, visual, auditory, and more. In 2025, this isn’t difficult to do, and we owe it to our students to meet them where they are, not where we are.

    Building community is important. I am a strong believer in Participant Pedagogy. I am not the ‘keeper of all knowledge’ for my students. I want to learn with them and from them! I help my students take ownership of their learning by providing a safe space for them to share ideas, express wonderings, and connect with classmates, all while adding their own personal touch. My students blog instead of using our LMS discussion platform. Expressing themselves and responding to classmates in this format makes them feel more connected to each other, as if they are having casual conversations instead of meeting a course requirement.

    Learner agency is important. In education, there is no such thing as ‘one size fits all!’ This is another reason why multimodal content is so important. Students not only learn in complex, individual ways but should have the ability to demonstrate this learning through multiple avenues. I offer choice in assignments and allow students to tailor work to fit their current or intended career paths.

    This isn’t a complete list of my beliefs, and I didn’t arrive here overnight. Throughout my time in education, I’ve had to learn to move away from being the ‘center of attention’ in my courses and acting more in the interest of policy than in individuals. I’m continuing to practice showing more grace and assuming positive intent. 

    I’m still a work in progress- and I always hope to be.

    P.S. I inserted my manifesto into NotebookLM and asked it to generate two infographics based on my writing. The results are below!

    A vertical infographic created by NotebookLM based on my manifesto text.



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  • Digital Tools for Note Taking and PKM – Teaching in Higher Ed

    Digital Tools for Note Taking and PKM – Teaching in Higher Ed

    My friend Kerry left me one of her infamous voice messages today. These are the fancy kinds that go beyond voice mail, but instead show up in my text messages app, only I get to hear her voice. Apple nicely transcribes these messages for me, too, though it cracks me up what it sometimes thinks Kerry says in these messages. This time, it thought that she called me “Fran,” but instead she was calling me, “friend.”

    She’s going to be on sabbatical next semester, so is wanting to get going with a note-taking application. In my over two decades in higher education, I’ve never had a sabbatical, but I imagine that if that time were to come, I would really want to get a jump on the organization side of things, as well. I’ve enjoyed following Robert Talbert’s transparency around his sabbatical as he seeks to be intentional with his sabbatical, even subtitling one of his blogs: Or, how my inherent laziness has made me productive on a big project. He also suggests that we regularly carve out time to reflect on whether where we are spending our time and devoting our attention is in alignment with the things that are most important to us.

    I like reading Robert’s blogs in which he geeks out about the tools that he uses. Like me, he’s evolved what applications he uses, most recently documenting the digital tools he is using for his own sabbatical project (part 1 and part 2).

    Even though Kerry asked me about my suggestions for a note-taking tool, I can’t help but zoom back out and make sure we both understand that bigger picture. I can’t really answer the question as to giving my advice related to taking notes, unless I’m sure she’s got the other vital pieces going that she will need to maximize her time. Not to mention, giving herself permission to wander and be entirely “unproductive” for at least some portions of this time away.

    The Tools

    For any sabbatical, I’m making an assumption that at least some portion of it will involve doing research and some writing.

    References Manager

    There are many good references managers out there. I haven’t changed mine really ever, since landing on Zotero many years ago. I didn’t have a references manager when doing my master’s or doctorate, so when I talk about the power of one, I tend to sound like an old person talking about having to walk uphill to get to school, both ways, with a bit of “get off my lawn” sentiment, throughout.

    Hands down, if you’re going to research, or plan on doing some academic writing, it makes zero sense not to be capturing sources in a references manager. Off the top of my head, be sure you know how to:

    1. Add sources using the Zotero extension installed on your preferred browser. Zotero must be running in the background as an application, at least for how I have things configured on my Mac, but it will nudge you, if you forget.
    2. I choose to check each source, as I add it, though this isn’t necessary. Zotero is great because much of the time, it will grab the metadata associated with the item you have saved, including the author’s name, date of publication, URL, etc. However, sometimes websites don’t have their information set up such that some of the information gets missed. I would always way rather just add it, manually, in the moment I’m already on that page. Others just figure they’ll wait to see if they actually wind up citing that source.
    3. Cite sources within your word processor, which for me is Microsoft Word. I use the toolbar for Zotero when I need to cite a source, as I’m writing, I easily search for it, and then press enter and away I go.
    4. Create a bibliography using Zotero. This would have been a game changer, had I had this tool when I was in school. Some years back, they made this auto-update so each time you add a new source, your references list automatically updates, as you go. If you delete a sentence containing a citation, it is removed from your references. So cool.

    Digital Bookmarks

    For any other type of digital resource (ones I doubt I’ll wind up citing in formal, academic writing), I save them to my preferred digital bookmarking tool: Raindrop.io. I can’t even imaging doing any computing in any context without having a bookmarking tool available to save things to…

    I’ve got collections (folders) for Teaching in Higher Ed, AI (this one is publicly viewable as a page, and as an RSS feed), Teaching, Technology, and ones for specific classes, just as an example. Take a look at my Raindrop blog post, which talks more about why I recommend it and how I have it set up to support my ongoing learning.

    Note-Taking

    Now we’re finally getting around to Kerry’s original question. I had to first talk about a references manager and digital bookmarks, since I wanted to ensure that she will have at least Zotero (or similar tool) for the formal, academic writing, including citing sources and doing the necessary sense-making required for academic writing.

    Chicken Scratch (Quick Capture) Notes

    There’s a place in many people’s lives for quick-capture notes. You’re talking to someone and they mention something you want to remember. You don’t first want to figure out where to put that information; you just want to grab it, like you might a sticky note in an analog world.

    Hands down, for me, that app is Drafts.

    At this exact moment, I would consider myself a “bad” Drafts user. I’ve got 172 “chicken scratch” notes sitting, unorganized. That said, I don’t put anything there that it would be terrible if the notes got “lost” from my attention for a while. These past three months, I was a keynote speaker at a conference in Michigan, and did a pre-conference workshop for the POD Conference in San Diego. Being on the road means lots of opportunities for me to hear about something, or have an idea, that I just want to quickly capture in that moment, and get back to, later.

    I submitted grades late last night, so today means getting back to a more regular GTD weekly review, at which point I’ll be emptying my inboxes, including my Drafts inbox. If you’re curious about the process I use to accomplish this, I couldn’t recommend more another post by Robert Talbert: How and why to achieve inbox zero.

    One other thing I’ll mention about Drafts is that it is incredibly easy to get started with… and once you’re up and running, there are a gazillion bells and whistles you could discover, should you want to get even more benefit out of it.

    One fun thing I enjoy is using an app on my iPhone and Apple Watch (via a complication) called Whisper Memos, which lets me record a voice memo and then receive an email with my “ramblings turned into paragraphed articles.” However, instead of cluttering up my email inbox, I have it set up to send an email to my special Drafts email, which then sends the transcription (broken into paragraphs, which I find super handy) to my Drafts inbox, for later use.

    I also keep a Drafts workspace (not in my inbox) dedicated just to my various checklists, such as packing lists, a school departure checklist (which we haven’t had to use in a long while, since our kids keep getting older and more independent), password reset checklist (where are all of the different apps and services I need to visit, anytime I get forced to reset my password for work), and a checklist for all the places I have to change my profile photo, anytime in the future I get new headshots or otherwise want a change.

    Primary Note Taking Tool

    Now we’re finally to the real question Kerry was asking: What app should she use to take notes? Well, as I mentioned, I actually have a fair amount of them, but since I’m at least attempting to stay focused on the sabbatical needs, I had better get back to it now.

    My primary notetaking tool these days is Obsidian. Robert Talbert again does a great job of articulating how and why he uses Obsidian. A big driver for me is that if I ever want to switch things up down the road, I don’t have to worry about how to get stuff out of Obsidian. As it is just a “wrapper” or a “view” of plain text files that are sitting on my computer. If they ever decided to jack their users around by significant increases to their pricing model, without the added value one might expect, I wouldn’t be locked in at all. There are plenty of other note-taking apps that would know how to “talk” to and display the plain text files on my computer in a similar fashion as Obsidian.

    That said, some people might be intimidated by becoming familiar with writing using Markdown, which is the formatting used in plain text files. Since the text is “plain,” that means you can only make something bold by using other indicators that a given word or phrase is meant to be bold. However, I find you could get up and running with the vast majority of Markdown in less than five minutes, such that this isn’t as big a barrier as it might seem.

    As an example, I don’t have to type the formatting for bold, I can just high light those words and then press command-B on my keyboard, same as I would in any other writing context. Headings are just indicated by typing the number of pound signs at the start of a line. So the heading for this section of this post required four number signs, because it is a heading 4 (H4), and then I just press space and type the subheading, like normal.

    That said, you couldn’t go wrong with Bear, or Craft, if you aren’t as concerned about being able to get stuff easily out of them, should you ever change note taking tools in the future.

    Getting Started

    The tool we select is important, yes. But more important is how we set them up to help us achieve the intended purpose of wanting a note taking tool in the first place.

    Daily notes. I am not as disciplined about this as I once was, but hope to get back to doing daily notes. Carl Pullein talks about the history of the “daily note” and how to use them to keep yourself organized and focused.

    Meeting notes. I am close to 100% disciplined about taking notes during meetings (really helps me stay focused, as otherwise my mind can wander quite a bit), or when attending conferences or webinars. I keep a consistent naming convention for these notes, as follows: yyyy-mm-dd-meeting-name and then move the note to a dedicated folder in Obsidian. I only move the note into the follow after I have reviewed it for any “open loops” and then captured those in my task manager.

    Other writing. I’ve got folders for other types of writing that I do, as well. To me, the key is having a “home” for where things belong and to be super disciplined about consistent naming conventions, so I don’t get overwhelmed with the messiness of the creative process.

    That said, Kerry will first want to play around with any note taking tool she is considering just at the note level, before she worries about how she will organize things. Otherwise, it is way too easy to get overwhelmed and not cross over the finish line of getting started using a note taking tool, consistently.

    The University of Virginia Library offers ideas for how to organize research data across all disciplines. Don’t miss the part where they say to write down your organization system before you start, or in my experience, it is too easy to forget how I set things up in the first place.

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  • How an AI-generated song transformed my ELL classroom

    How an AI-generated song transformed my ELL classroom

    Key points:

    A trending AI song went viral, but in my classroom, it did something even more powerful: it unlocked student voice.

    When teachers discuss AI in education, the conversation often focuses on risk: plagiarism, misinformation, or over-reliance on tools. But in my English Language Learners (ELL) classroom, a simple AI-generated song unexpectedly became the catalyst for one of the most joyful, culturally rich, and academically productive lessons of the year.

    It began with a trending headline about an AI-created song that topped a music chart metric. The story was interesting, but what truly captured my attention was its potential as a learning moment: music, identity, language, culture, creativity, and critical thinking–all wrapped in one accessible trend.

    What followed was a powerful reminder that when we honor students’ voices and languages, motivation flourishes, confidence grows, and even the shyest learners can find their space to shine.

    Why music works for ELLs

    Music has always been a powerful tool for language development. Research consistently shows that rhythm, repetition, and melody support vocabulary acquisition, pronunciation, and memory (Schön et al., 2008). For multilingual learners, songs are more than entertainment–they are cultural artifacts and linguistic resources.

    But AI-generated songs add a new dimension. According to UNESCO’s Guidance for Generative AI in Education and Research (2023), AI trends can serve as “entry points for student-centered learning” when used as prompts for analysis, creativity, and discussion rather than passive consumption.

    In this lesson, AI wasn’t the final product; it was the spark. It was neutral, playful, and contemporary–a topic students were naturally curious about. This lowered the affective filter (Krashen, 1982), making students more willing to take risks with language and participate actively.

    From AI trend to multilingual dialogue

    Phase 1: Listening and critical analysis

    We listened to the AI-generated song as a group. Students were immediately intrigued, posing questions such as:

    “How does the computer make a song?”

    “Does it copy another singer?”

    “Why does it sound real?”

    These sparked critical thinking naturally aligned with Bloom’s Taxonomy:

    • Understanding: What is the song about?
    • Analyzing: How does it compare to a human-written song?
    • Evaluating: Is AI music truly ‘creative’?

    Students analyzed the lyrics, identifying figurative language, tone, and structure. Even lower-proficiency learners contributed by highlighting repeated phrases or simple vocabulary.

    Phase 2: The power of translanguaging

    The turning point came when I invited students to choose a song from their home language and bring a short excerpt to share. The classroom transformed instantly.

    Students became cultural guides and storytellers. They explained why a song mattered, translated its meaning into English, discussed metaphors from their cultures, or described musical traditions from home.

    This is translanguaging–using the full linguistic repertoire to make meaning, an approach strongly supported by García & Li (2014) and widely encouraged in TESOL practice.

    Phase 3: Shy learners found their voices

    What surprised me most was the participation of my shyest learners.

    A student who had not spoken aloud all week read translated lyrics from a Kurdish lullaby. Two Yemeni students, usually quiet, collaborated to explain a line of poetry.

    This aligns with research showing that culturally familiar content reduces performance anxiety and increases willingness to communicate (MacIntyre, 2007). When students feel emotionally connected to the material, participation becomes safer and joyful.

    One student said, “This feels like home.”

    By the end of the lesson, every student participated, whether by sharing a song, translating a line, or contributing to analysis.

    Embedding digital and ethical literacy

    Beyond cultural sharing, students engaged in deeper reflection essential for digital literacy (OECD, 2021):

    • Who owns creativity if AI can produce songs?
    • Should AI songs compete with human artists?
    • Does language lose meaning when generated artificially?

    Students debated respectfully, used sentence starters, and justified their opinions, developing both critical reasoning and AI literacy.

    Exit tickets: Evidence of deeper learning

    Students completed exit tickets:

    • One thing I learned about AI-generated music
    • One thing I learned from someone else’s culture
    • One question I still have

    Their responses showed genuine depth:

    • “AI makes us think about what creativity means.”
    • “My friend’s song made me understand his country better.”
    • “I didn’t know Kurdish has words that don’t translate, you need feeling to explain it.”

    The research behind the impact

    This lesson’s success is grounded in research:

    • Translanguaging Enhances Cognition (García & Li, 2014): allowing all languages improves comprehension and expression.
    • Self-Determination Theory (Deci & Ryan, 2000): the lesson fostered autonomy, competence, and relatedness.
    • Lowering the Affective Filter (Krashen, 1982): familiar music reduced anxiety.
    • Digital Literacy Matters (UNESCO, 2023; OECD, 2021): students must analyze AI, not just use it.

    Conclusion: A small trend with big impact

    An AI-generated song might seem trivial, but when transformed thoughtfully, it became a bridge, between languages, cultures, abilities, and levels of confidence.

    In a time when schools are still asking how to use AI meaningfully, this lesson showed that the true power of AI lies not in replacing learning, but in opening doors for every learner to express who they are.

    I encourage educators to try this activity–not to teach AI, but rather to teach humanity.

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