Tag: Tools

  • AI teacher tools display racial bias when generating student behavior plans, study finds

    AI teacher tools display racial bias when generating student behavior plans, study finds

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

    Asked to generate intervention plans for struggling students, AI teacher assistants recommended more-punitive measures for hypothetical students with Black-coded names and more supportive approaches for students the platforms perceived as white, a new study shows.

    These findings come from a report on the risks of bias in artificial intelligence tools published Wednesday by the non-profit Common Sense Media. Researchers specifically sought to evaluate the quality of AI teacher assistants — such as MagicSchool, Khanmingo, Curipod, and Google Gemini for Education — that are designed to support classroom planning, lesson differentiation, and administrative tasks.

    Common Sense Media found that while these tools could help teachers save time and streamline routine paperwork, AI-generated content could also promote bias in lesson planning and classroom management recommendations.

    Robbie Torney, senior director of AI programs at Common Sense Media, said the problems identified in the study are serious enough that ed tech companies should consider removing tools for behavior intervention plans until they can improve them. That’s significant because writing intervention plans of various sorts is a relatively common way teachers use AI.

    After Chalkbeat asked about Common Sense Media’s findings, a Google spokesperson said Tuesday that Google Classroom has turned off the shortcut to Gemini that prompts teachers to “Generate behavior intervention strategies” to do additional testing.

    However, both MagicSchool and Google, the two platforms where Common Sense Media identified racial bias in AI-generated behavior intervention plans, said they could not replicate Common Sense Media’s findings. They also said they take bias seriously and are working to improve their models.

    School districts across the country have been working to implement comprehensive AI policies to encourage informed use of these tools. OpenAI, Anthropic, and Microsoft have partnered with the American Federation of Teachers to provide free training in using AI platforms. The Trump Administration also has encouraged greater AI integration in the classroom. However, recent AI guidelines released by the U.S. Department of Education have not directly addressed concerns about bias within these systems.

    About a third of teachers report using AI at least weekly, according to a national survey conducted by the Walton Family Foundation in cooperation with Gallup. A separate survey conducted by the research organization Rand found teachers specifically report using these tools to help develop goals for Individualized Education Program — or IEP — plans. They also say they use these tools to shape lessons or assessments around those goals, and to brainstorm ways to accommodate students with disabilities.

    Torney said Common Sense Media isn’t trying to discourage teachers from using AI in general. The goal of the report is to encourage more awareness of potential uses of AI teacher assistants that might have greater risks in the classroom.

    “We really just want people to go in eyes wide open and say, ‘Hey these are some of the things that they’re best at and these are some of the things you probably want to be a little bit more careful with,’” he said.

    Common Sense Media identified AI tools that can generate IEPs and behavior intervention plans as high risk due to their biased treatment of students in the classroom. Using MagicSchool’s Behavior Intervention Suggestions tool and the Google Gemini “Generate behavior intervention strategies tool,” Common Sense Media’s research team ran the same prompt about a student who struggled with reading and showed aggressive behavior 50 times using white-coded names and 50 times using Black-coded names, evenly split between male- and female-coded names.

    The AI-generated plans for the students with Black-coded names didn’t all appear negative in isolation. But clear differences emerged when those plans from MagicSchool and Gemini were compared with plans for students with white-coded names.

    For example, when prompted to provide a behavior intervention plan for Annie, Gemini emphasized addressing aggressive behavior with “consistent non-escalating responses” and “consistent positive reinforcement.” Lakeesha, on the other hand, should receive “immediate” responses to her aggressive behaviors and positive reinforcement for “desired behaviors,” the tool said. For Kareem, Gemini simply said, “Clearly define expectations and teach replacement behaviors,” with no mention of positive reinforcement or responses to aggressive behavior.

    Torney noted that the problems in these AI-generated reports only became apparent across a large sample, which can make it hard for teachers to identify. The report warns that novice teachers may be more likely to rely on AI-generated content without the experience to catch inaccuracies or biases. Torney said these underlying biases in intervention plans “could have really large impacts on student progression or student outcomes as they move across their educational trajectory.”

    Black students are already subject to higher rates of suspension than their white counterparts in schools and more likely to receive harsher disciplinary consequences for subjective reasons, like “disruptive behavior.” Machine learning algorithms replicate the decision-making patterns of the training data that they are provided, which can perpetuate existing inequalities. A separate study found that AI tools replicate existing racial bias when grading essays, assigning lower scores to Black students than to Asian students.

    The Common Sense Media report also identified instances when AI teacher assistants generated lesson plans that relied on stereotypes, repeated misinformation, and sanitized controversial aspects of history.

    A Google spokesperson said the company has invested in using diverse and representative training data to minimize bias and overgeneralizations.

    “We use rigorous testing and monitoring to identify and stop potential bias in our AI models,” the Google spokesperson said in an email to Chalkbeat. “We’ve made good progress, but we’re always aiming to make improvements with our training techniques and data.”

    On its website, MagicSchool promotes its AI teaching assistant as “an unbiased tool to aid in decision-making for restorative practices.” In an email to Chalkbeat, MagicSchool said it has not been able to reproduce the issues that Common Sense Media identified.

    MagicSchool said their platform includes bias warnings and instructs users not to include student names or other identifying information when using AI features. In light of the study, it is working with Common Sense to improve its bias detection systems and design tools in ways that encourage educators to review AI generated content more closely.

    “As noted in the study, AI tools like ours hold tremendous promise — but also carry real risks if not designed, deployed, and used responsibly,” MagicSchool told Chalkbeat. “We are grateful to Common Sense Media for helping hold the field accountable.”

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

    For more news on AI, visit eSN’s Digital Learning hub.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • The Collaborative AI Classroom: Teaching Students to Work With, Not Against, AI Tools – Faculty Focus

    The Collaborative AI Classroom: Teaching Students to Work With, Not Against, AI Tools – Faculty Focus

    Source link

  • The Collaborative AI Classroom: Teaching Students to Work With, Not Against, AI Tools – Faculty Focus

    The Collaborative AI Classroom: Teaching Students to Work With, Not Against, AI Tools – Faculty Focus

    Source link

  • In Philly, a new generation finds it voice — and the tools to defend it

    In Philly, a new generation finds it voice — and the tools to defend it

    Katie Ratke is a rising senior and Shloka Mehta is a rising sophomore, both working as FIRE summer interns.

    Nearly 250 years ago, mere steps from the National Constitution Center in Philadelphia, a group of men locked in sweltering rooms debated the blueprint for a new nation, conceived in liberty. First among the freedoms they secured was the right to speak one’s mind, free from the chill of government meddling or the heat of mob intimidation. 

    Today, the floor echoes in the National Constitution Center. The walls are lined with powerful quotes. Along the gentle curve of the tall, marble ceilings hang the flags of all 50 states. And normally, these rooms are relatively still. But this July, the Center came alive when over 100 students from 70 universities across the country gathered there, not to write a constitution, but to figure out how to keep its promises alive.

    From July 11-13, FIRE hosted its annual Student Network Summer Conference at the National Constitution Center — a weekend-long crash course in civil liberties for young Americans who still believe the First Amendment matters, especially on campuses today. And, thanks to the generosity of FIRE’s donors, they were able to attend at no cost — with their travel, lodging, and meals entirely covered.

    “Hosting FIRE’s Summer Conference serves as a way to unite college students who care about preserving a climate of free expression on their campuses,” said Molly Nocheck, FIRE’s vice president of Student Development. “We hope students are able to take the lessons from this weekend and use them to foster a culture of civil discourse at their institutions.”

    The conference kicked off Friday evening in the Grand Hall Overlook, perched above exhibits of the very Constitution students had come to defend. FIRE’s Chief Operating Officer Alisha Glennon opened the program with a brief history of FIRE’s work protecting Americans’ First Amendment rights.

    Then came a crowd favorite: a live podcast recording of Advisory Opinions, hosted by New York Times columnist and former FIRE President David French, alongside Politico contributing editor Sarah Isgur, who is also former senior counsel to the deputy attorney general at the Department of Justice. The two unpacked a grab bag of pressing legal issues, including a new Florida decision regulating the use of pronouns in public schools and the long-running tug-of-war over campaign finance.

    Isgur ended the podcast with a rousing call-to-action: “To all you students, go out there and fight the fight!”

    Judging from the energy and spirit of debate on display throughout the weekend, the audience seemed ready to take up Isgur’s challenge.

    Saturday morning kicked off with “Free Speech 101,” led by FIRE Legal Director Will Creeley in a no-frills tour of key Supreme Court precedents and core First Amendment concepts. Afterwards, FIRE’s undergraduate summer interns turned up the heat with a fast-paced quiz game asking students to identify whether landmark cases involved protected or unprotected speech. 

    Next, FIRE General Counsel Ronnie London joined Creeley in dissecting the recent Supreme Court decision in Free Speech Coalition v. Paxton. This talk focused on the reasons why age restrictions burden free speech and raise privacy concerns. 

    After lunch, participants engaged in small group sessions where they discussed everything from global censorship to the underlying philosophy behind free speech. One student said the philosophy session was their favorite event of the weekend. “One of the exercises we did was about making the strongest cases against free speech,” they noted, “which was very useful.”

    Later that evening, David French returned for an open Q&A session that pulled no punches. Students asked about political polarization in the digital age and how to foster bipartisan dialogue on college campuses. These questions sparked probing discussions that continued well into dinner.

    The final day blended reflection with application. On Sunday morning, students put their First Amendment knowledge to the test with a Kahoot! quiz featuring scenarios based on Supreme Court cases, hosted by FIRE’s summer interns. Participants were then given the opportunity to play a massive game of  “This or That,” a political debate in which peers defended opposing views in real time. 

    Then came one of the weekend’s most forward-looking sessions. Ari Cohn, FIRE’s lead counsel for tech policy, gave a talk on the growing role of artificial intelligence in shaping public discourse and its relationship to freedom of speech.

    Before wrapping up, students heard from FIRE’s Chief People Officer Cait Scanlan, who mapped out career pathways within the civil liberties world. 

    Then the FIRE summer interns closed out the weekend with a session introducing FIRE’s “Let’s Talk!” curriculum, which teaches respectful civil discourse. Participants demonstrated key free speech principles through considering the arguments for their opponents side and ensuring everyone had an opportunity for their voice to be heard. 

    “A version of ‘Let’s Talk’ will definitely make an appearance on my campus,” one student said. But it’s not just this curriculum. This year’s cohort returns with more than just a handful of business cards. They walk away with a newfound mission to return to campus and begin work reviving the culture of civil discourse in this nation. Philadelphia may have been where free speech first became law, but for these students, it’s where their fight for it began.

    Want to join us next time? Stay tuned here for details about next year’s Student Network Summer Conference.

    Source link

  • In Philly, a new generation finds its voice — and the tools to defend it

    In Philly, a new generation finds its voice — and the tools to defend it

    Katie Ratke is a rising senior and Shloka Mehta is a rising sophomore, both working as FIRE summer interns.

    Nearly 250 years ago, mere steps from the National Constitution Center in Philadelphia, a group of men locked in sweltering rooms debated the blueprint for a new nation, conceived in liberty. First among the freedoms they secured was the right to speak one’s mind, free from the chill of government meddling or the heat of mob intimidation. 

    Today, the floor echoes in the National Constitution Center. The walls are lined with powerful quotes. Along the gentle curve of the tall, marble ceilings hang the flags of all 50 states. And normally, these rooms are relatively still. But this July, the Center came alive when over 100 students from 70 universities across the country gathered there, not to write a constitution, but to figure out how to keep its promises alive.

    From July 11-13, FIRE hosted its annual Student Network Summer Conference at the National Constitution Center — a weekend-long crash course in civil liberties for young Americans who still believe the First Amendment matters, especially on campuses today. And, thanks to the generosity of FIRE’s donors, they were able to attend at no cost — with their travel, lodging, and meals entirely covered.

    “Hosting FIRE’s Summer Conference serves as a way to unite college students who care about preserving a climate of free expression on their campuses,” said Molly Nocheck, FIRE’s vice president of Student Development. “We hope students are able to take the lessons from this weekend and use them to foster a culture of civil discourse at their institutions.”

    The conference kicked off Friday evening in the Grand Hall Overlook, perched above exhibits of the very Constitution students had come to defend. FIRE’s Chief Operating Officer Alisha Glennon opened the program with a brief history of FIRE’s work protecting Americans’ First Amendment rights.

    Then came a crowd favorite: a live podcast recording of Advisory Opinions, hosted by New York Times columnist and former FIRE President David French, alongside Politico contributing editor Sarah Isgur, who is also former senior counsel to the deputy attorney general at the Department of Justice. The two unpacked a grab bag of pressing legal issues, including a new Florida decision regulating the use of pronouns in public schools and the long-running tug-of-war over campaign finance.

    Isgur ended the podcast with a rousing call-to-action: “To all you students, go out there and fight the fight!”

    Judging from the energy and spirit of debate on display throughout the weekend, the audience seemed ready to take up Isgur’s challenge.

    Saturday morning kicked off with “Free Speech 101,” led by FIRE Legal Director Will Creeley in a no-frills tour of key Supreme Court precedents and core First Amendment concepts. Afterwards, FIRE’s undergraduate summer interns turned up the heat with a fast-paced quiz game asking students to identify whether landmark cases involved protected or unprotected speech. 

    Next, FIRE General Counsel Ronnie London joined Creeley in dissecting the recent Supreme Court decision in Free Speech Coalition v. Paxton. This talk focused on the reasons why age restrictions burden free speech and raise privacy concerns. 

    After lunch, participants engaged in small group sessions where they discussed everything from global censorship to the underlying philosophy behind free speech. One student said the philosophy session was their favorite event of the weekend. “One of the exercises we did was about making the strongest cases against free speech,” they noted, “which was very useful.”

    Later that evening, David French returned for an open Q&A session that pulled no punches. Students asked about political polarization in the digital age and how to foster bipartisan dialogue on college campuses. These questions sparked probing discussions that continued well into dinner.

    The final day blended reflection with application. On Sunday morning, students put their First Amendment knowledge to the test with a Kahoot! quiz featuring scenarios based on Supreme Court cases, hosted by FIRE’s summer interns. Participants were then given the opportunity to play a massive game of  “This or That,” a political debate in which peers defended opposing views in real time. 

    Then came one of the weekend’s most forward-looking sessions. Ari Cohn, FIRE’s lead counsel for tech policy, gave a talk on the growing role of artificial intelligence in shaping public discourse and its relationship to freedom of speech.

    Before wrapping up, students heard from FIRE’s Chief People Officer Cait Scanlan, who mapped out career pathways within the civil liberties world. 

    Then the FIRE summer interns closed out the weekend with a session introducing FIRE’s “Let’s Talk!” curriculum, which teaches respectful civil discourse. Participants demonstrated key free speech principles through considering the arguments for their opponents side and ensuring everyone had an opportunity for their voice to be heard. 

    “A version of ‘Let’s Talk’ will definitely make an appearance on my campus,” one student said. But it’s not just this curriculum. This year’s cohort returns with more than just a handful of business cards. They walk away with a newfound mission to return to campus and begin work reviving the culture of civil discourse in this nation. Philadelphia may have been where free speech first became law, but for these students, it’s where their fight for it began.

    Want to join us next time? Stay tuned here for details about next year’s Student Network Summer Conference.

    Source link

  • New Research Highlights the Power of Access Work — and the Tools We Need to Evaluate It 

    New Research Highlights the Power of Access Work — and the Tools We Need to Evaluate It 

    • This blog was kindly authored by Dr Anna Anthony, director of HEAT. HEAT provides a collaborative data service enabling higher education providers, Uni Connect partnerships and Third Sector Organisations to show the impact of their equality of opportunity delivery through a shared, standardised data system. By aggregating data from across the membership, HEAT can publish national-level impact reports for the sector. 

    It has never been more important for providers across the sector to show that access and participation activities have an impact. With resources stretched, we need to know the work we are doing is making a measurable difference. New research from HEAT reveals a series of powerful findings: 

    1. Intensive outreach boosts HE entry by up to 29% – Students who received at least 11 hours of intensive outreach were up to 29% more likely to enter higher education (HE) than matched peers receiving minimal support. 
    1. Disadvantaged students see the biggest gains – Free school meal (FSM) eligible students were up to 48% more likely to progress to HE when engaged in intensive outreach. 
    1. Uni Connect makes a difference – The largest relative increases in HE entry were observed in FSM-eligible students who participated in Uni Connect-funded activities, further demonstrating the importance of impartial outreach delivered collaboratively. 
    1. Access to selective universities improves – Intensive outreach from high-tariff providers increased the chance of progressing to a high-tariff university by 19%. 
    1. Sustained support across Key Stages is vital – Outreach delivered across both Key Stages 4 and 5 had the greatest impact, highlighting the need for long-term, multi-stage interventions throughout secondary education. 

    These findings provide compelling evidence that the work being done across the sector to widen participation is not only reaching the right students but changing trajectories at scale. Crucially, this latest research includes previously unavailable controls for student-level prior attainment — adding new rigour to our understanding of outreach impact. You can read the full report on our website. 

    What’s next for national-level research? 

    Our ability to generate this kind of national evidence is set to improve even further thanks a successful bid to the Office for Students (OfS) Innovation Fund. Through a collaboration with academics at the Centre for Education Policy and Equalising Opportunities (CEPEO) at the UCL Institute of Education, HEAT will lead on the development and piloting of a pioneering new Outreach Metric, measuring providers’ broader contribution to reducing socio-economic gaps in HE participation. More details about this project can be found here, and we look forward to sharing early findings with the sector in 2026. 

    Local-level evaluation is just as important 

    While national analyses like these are essential to understanding the big picture, the OfS rightly continues to require providers to evaluate their own delivery. Local evaluations are critical for testing specific interventions, understanding how programmes work in different contexts, and learning how to adapt practice to improve outcomes. Yet robust evaluation is often resource-intensive and can be out of reach for smaller teams. 

    This is where use of a sector-wide system for evaluation helps – shared systems like HEAT provide the infrastructure to track student engagement and outcomes at a fraction of the cost of building bespoke systems. Thanks to a decade of collaboration, we now have a system which the sector designed and built together, and which provides the tools necessary to deliver the evaluation that the OfS require providers to publish as part of their Access and Participation Plans (APP).  

    We’re also continuing to improve our infrastructure. Thanks to a second successful bid to the OfS Innovation Fund we are building system functionality to support providers to use their tracking data when evaluating their APP interventions. This includes an ‘automated comparator group tool’ that will streamline the process of identifying matched participant and non-participant groups based on confounding variables. By reducing the need for manual data work, the tool will make it easier to apply quasi-experimental designs and generate more robust evidence of impact. 

    Next steps – sharing through publication 

    With all these tools at their disposal, the next step is to support the sector to publish their evaluation. We need shared learning to avoid duplication and siloed working. HEAT is currently collaborating with TASO to deliver the Higher Education Evaluation Library (HEEL), which will collect, and share, intervention-level evaluation reports in one accessible place for the first time. By collating this evidence, the HEEL will help practitioners and policymakers alike to see what works, what doesn’t, and where we can improve together. 

    If we want to continue delivering meaningful progress on access and participation, we need both meaningful, critical local evaluation and powerful national insights. Centralised data tracking infrastructure can give the sector the tools it needs to do both. 

    Source link

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

    10 (and counting…) Google goodies for your classroom

    Key points:

    Google enthusiasts, unite.

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

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

  • Empowering neurodiverse learners with AI-driven solutions

    Empowering neurodiverse learners with AI-driven solutions

    Key points:

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

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

    Crafting personalized learning paths

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

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

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

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

    Equipping educators with real-time insights

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

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

    Success stories from the classroom

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

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

    The future of neurodiverse education

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

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

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • New tools for tough conversations

    New tools for tough conversations

    Let’s Talk just got a powerful new set of tools to help students meet the moment.

    FIRE’s civil discourse initiative has incorporated materials from the Mercatus Center’s concluded Program on Pluralism and Civil Exchange, enriching Let’s Talk with a new suite of exercises, facilitation strategies, and conversation formats designed to spark deeper dialogue across lines of difference. 

    These resources — now live on the FIRE website — offer practical support for students, faculty, and administrators looking to foster thoughtful, principled discussion on campus.

    The centerpiece of this addition is the Pluralist Lab, in which small groups of people discuss controversial topics using a method known as triadic illumination. In this method, participants not only share their own views but must articulate the reasons why someone would hold the opposite position. Both sides of the debate, as well as the undecideds, are equally represented in order to illuminate all aspects of an issue — hence the name. The goal isn’t to win the debate or change anyone’s mind, but to practice intellectual empathy and stretch the muscles of curiosity, humility, and reflection.

    These are the kinds of muscles campuses need most right now.

    FIRE staff began working with the Mercatus team on this transition in January and completed facilitator training in the Pluralist Lab earlier this year. We’ve since adapted these tools for wider use within Let’s Talk and we’re excited to put them into practice.

    The Pluralist Lab is especially well-suited for moments of tension. In the wake of a campus controversy, when emotions are high and trust is low, it offers a principled and emotionally intelligent way to bring people together — not to smooth over disagreement, but to engage it constructively.

    Let’s Talk

    Page

    Empowering students to talk to anyone and everyone on their campus about any and every idea.


    Read More

    This new offering reinforces Let’s Talk’s broader goal of preparing students not just to discuss controversial issues, but take meaningful action in defense of free speech when it is under attack. Let’s Talk is about more than conversation. It’s about mobilization. Dialogue is the spark. What follows is action. Let’s Talk groups are the front line of defense for free expression on campus, equipping students to resist censorship, advocate policy reform, and speak out when it matters most.

    Groups like the First Amendment Forum at the University of South Florida and the MIT Open Discourse Society have shown how powerful this model can be. From advocating in case controversies to securing lasting speech-protective policy reforms, these students demonstrate what’s possible when dialogue meets purpose.

    Whether you’re looking to start a Let’s Talk group, host a civil discourse workshop, or get trained in the new Pluralist Lab format, our Engagement and Mobilization team is here to help. Together, we can build a generation ready to talk — and ready to lead.

    Interested in starting a Let’s Talk group on your college campus, or in hosting a civil discourse workshop presented by FIRE staffers? Get in touch with our team to get started.

    Source link

  • Optoma Announces Launch of the New 3-Series Interactive Displays with Google Certification and AI-Enabled Tools

    Optoma Announces Launch of the New 3-Series Interactive Displays with Google Certification and AI-Enabled Tools

    FREMONT, CA – Optoma, a world-leading provider of visual solutions, today announced its latest Creative Touch 3-Series Interactive Displays designed to empower educators and business professionals with new tools and features to enhance learning, make presentations more effective, and increase collaboration in classrooms, lecture halls, boardrooms, remote working and other business environments.

    With Google’s Enterprise Device Licensing Agreement (EDLA) Certification and added functionality, the new 3-Series empowers professionals and educators to deliver dynamic and impactful content by providing cutting-edge tools that streamline management and elevate engagement. The advanced capabilities of the new 3-Series simplify planning and workflow through wireless collaboration, screen sharing, and innovative meeting solutions in both corporate and educational environments alike, all packed into a robust yet user-friendly platform.

    The 3-Series: Purpose-Built for Corporate and Education Environments

    New features and key highlights include:

    Google EDLA Certification: Ensures compatibility and optimized performance with thousands of educational applications and services available directly from the pre-installed Google Play Store allowing users to experience the full Google Suite for real-time collaboration from practically anywhere in the world.  Without compatibility issues or the hassle of connecting an external PC, users can easily access the entire suite of Google-based applications they are accustomed to – including Google Drive, Google Docs, YouTube, and more!

    The Optoma Solution Suite (OSS®): User-friendly software featuring Artificial Intelligence (AI) enabled tools, such as Sticky Notes* and AI Handwriting Recognition, the OSS package also includes:

    • Whiteboard: Unleash creativity through a digital whiteboard packed with tools that make learning and sharing ideas engaging – facilitating collaboration in real-time from anywhere.
      • Smart Sketch tool is ideal for drawing diagrams as it recognizes shapes and drawings and converts them into clipart images.
      • Floating Toolbar and Infinity Canvas allow you to seamlessly switch between tools to suit your tasks with a virtually limitless writing space.
      • Innovative Annotation and Highlighter Tools make underlining key points or annotating complex diagrams a breeze.
    • File Manager: Easily save, organize, or move files from local storage to networkable storage or to popular cloud services in seconds.
    • Display Share: Connect any device to wirelessly broadcast, share, or stream your content to the big screen. Bringing your own device has never been easier.

    Exceptional Performance: Seamless performance with an 8-core processor, Android 14 OS, and Zero Bonding screen for that natural writing experience.

    “We are excited to announce our new 3-Series and partnership with Raptor Technologies which truly embodies our commitment to supporting education through cutting-edge visual solutions, enhanced software packages and safety and security,” said Maria Repole, Head of Marketing at Optoma.

    A value-added solution, Optoma Management Suite (OMS®) is available out of the box on the 3-Series Interactive Displays, with a free trial available.** OMS offers IT administrators and technicians a real time remote platform to monitor, manage, diagnose, and update multiple or entire fleets of displays simultaneously that are either on the same network or connected through the cloud. OMS makes it easy to broadcast emergency messages, alerts, or announcements across displays worldwide.

    Optoma is thrilled to partner with Raptor® Technologies, the leading innovator in school safety solutions, redefining the landscape of school security with its Raptor School Safety Software Suite. By integrating Raptor’s software with Optoma’s interactive displays, school administrators and students can receive real-time alerts and emergency notifications using CAP protocols to improve the overall safety of the school.

    To experience a demonstration and learn more about Optoma’s new Creative Touch 3-Series Interactive Displays, please schedule a demo or visit: https://www.optomausa.com/products/interactive-flat-panel-displays-3-series/education https://www.optomausa.com/products/interactive-flat-panel-displays-3-series/corporate

    *Some AI features may require the use of an Optoma (OSS) account.

    **Free trial licenses are available for a limited time. Please register your OMS® Cloud account at https://oms.optoma.com or speak with your local representative.

    OMS and OSS are registered trademarks of Optoma Corporation

    DLP is a registered trademark of Texas Instruments

    About Optoma Technology, Inc.  

    Optoma combines cutting-edge technology and innovation to deliver remarkable visual display products designed to connect audiences with engaging video experiences. From the company’s ProScene projectors to its Creative Touch interactive, Professional LCD and LED displays, Optoma’s suite of products can meet the demands of nearly any professional environment, including conference rooms and classrooms, digital signage, corporate, houses of worship, retail, simulation environments and control rooms. Optoma Technology is the U.S. headquarters for The Optoma Group, with continental headquarters also in Europe and Asia. For more information, visit optomausa.com.   

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)

    Source link