Tag edtech

Learning about Civics and Government: The Ethics of AI in Political Campaigns

Dr. Rachelle Dené Poth Leave a comment

Guest post by: Torrey Trust and Robert W. Maloy, University of Massachusetts Amherst

“The Ethicist” – Kwane Anthony Appiah’s column in the New York Times Magazine – offers philosophical advice about how to respond to the dilemmas and complexities of everyday life. People submit questions they want answered, and the rights and wrongs or ethics of what to do are not immediately clear or self-evident. Questions posed include: “Is it ever acceptable to visit a Confederate historical site?” “My salary is too high. Is it wrong to stay in my job?” “Can I sell my Taylor Swift tickets for thousands of dollars?” and “Can I use ChatGPT for the tedious parts of my job?” In July 2023, the Ethicist responded to this last question about ChatGPT, which was written by the chair of the English department at a small college. The reply was “yes,” as long as “you exercise proper vigilance and can stand by what you submit” (para. 4). 

Utilizing “The Ethicist” as the starting point for instructional ideas, we envision giving elementary, middle, and high school students ongoing opportunities to develop their own ethical responses to authentic questions and issues they are facing in their lives, schools, and communities – especially those related to the use of GenAI tools and large language models (LLMs) – as a means of helping them develop their civic engagement skills and knowledge. Ideally, students engage in discussions about how they and others should act in the different situations and settings of everyday life. By stating their views and restating and understanding the views of others, students will become more socially conscious and civically engaged as members of our diverse society. 

Questions of ethics and ethical behavior are central to how individuals and groups conduct political campaigns. In the run-up to the 2024 election, political candidates, parties, and action and advocacy groups have been using GenAI tools to generate campaign speeches, policy proposals, and even fundraising emails. In one example, the Democratic Party used AI to write fundraising emails and found that AI-generated fundraising requests performed as well as or better than human-generated requests in generating financial responses from donors (Goldmacher, 2023). However, not all uses of GenAI in political campaigns have been done with honorable intentions. University of Georgia journalism professor David E. Clementson (2023) identified multiple ways that GenAI tools could make political campaigns more deceptive than ever, including using these tools to design customized bogus campaign promises, write outright lies presented as truthful statements, convince voters to reevaluate their choice of candidates, and craft manipulated photos of candidates.

Following the model of “The Ethicist,” students could be asked: “Is it ethical to use GenAI tools to craft political campaign materials and media?” To begin this activity, students could be encouraged to use the Teacher and Student Guide to Analyzing AI Writing Tools to critically investigate popular GenAI tools, including ChatGPT, Bard, Stable Diffusion, and DALL-E. This guide provides a series of prompts that motivate students to examine the design and production of AI tools (questioning things like “Who designed this tool and why? “How does this tool make money?” “What data was used to train this tool?” “What biases are represented in the data?” and “What privacy protections are in place for users’ data?”) and the output of AI tools (questioning things like “Who or what is included in the output and who or what is left out?” and “How does the AI-generated output compare to human-generated text or media?”). Through this type of critical investigation, students might uncover that GenAI tools are trained on data that has embedded biases and consider what that might mean if political campaign staff use these tools, for example, to write fundraising campaigns based on demographic data. 

Next, students could work on designing their own political campaign to run for a local or statewide political office (see the “Online Campaigning for Political Office” activity). Students could start this activity without any assistance from GenAI tools and then mid-way through the activity have the opportunity to use AI to help with or improve their campaign materials. For example, students might ask ChatGPT to generate a series of social media posts related to their campaign promises, write a script for a podcast or video that will be embedded into their campaign website, improve the quality of the text for their campaign website, or devise a strategy for increasing voter engagement with their campaign. Or, they could use image generators, like Microsoft Bing Image Creator powered by DALL-E, to produce visuals for their campaign websites or social media posts. 

After designing their own political campaigns with and without the assistance of GenAI tools, students could engage in a discussion or debate about whether they think it is ethical for politicians and their campaign staff to use GenAI tools to craft political campaign materials and media. Integrating an ethical question about the use of AI in political campaigns as students design their own run for political office gives students an opportunity to investigate what AI can and cannot do and what AI should and should not do as a tool. The cognitive scientist Fei-Fei Li said nearly a decade ago: “AI is a machine that can make a perfect chess move while the room is on fire” (quoted in Knight, 2017, para. 4). Her point is AI can generate content, but not critical thought or socially and morally ethical plans for action. Through this activity, students consider what role AI should play in politics, and then they should be able to form their own opinion to the prompt: “Is it ethical to use GenAI tools to craft political campaign materials and media?”

Author Bios

Torrey Trust, Ph.D. is a Professor of Learning Technology in the Department of Teacher Education and Curriculum Studies in the College of Education at the University of Massachusetts Amherst. Her scholarship and teaching focus on how technology shapes educator and student learning. Specifically, Dr. Trust studies how educators engage with digitally enhanced professional learning networks (PLNs), how emerging pedagogical tools (e.g., HyperDocs), practices (e.g., Making), and technologies (e.g., 3D printers, augmented reality) facilitate new learning experiences, and how to design and use open educational resources (OERs). Dr. Trust served as a professional learning network leader for the International Society for Technology in Education (ISTE) for five years, including a two-year term as the President of the Teacher Education Network from 2016 to 2018. In 2018, Dr. Trust was selected as a recipient of the ISTE Making IT Happen Award, which “honors outstanding educators and leaders who demonstrate extraordinary commitment, leadership, courage, and persistence in improving digital learning opportunities for students.” www.torreytrust.com

Robert W. Maloy is a senior lecturer in the College of Education at the University of Massachusetts Amherst where he coordinates the history teacher education program and co-directs the TEAMS Tutoring Project, a community engagement/service learning initiative through which university students provide academic tutoring to culturally and linguistically diverse students in public schools throughout the Connecticut River Valley region of western Massachusetts. His research focuses on technology and educational change, teacher education, democratic teaching, and student learning. He is co-author of Transforming Learning with New Technologies (4th edition); Kids Have All the Write Stuff:  Revised and Updated for a Digital Age; Wiki Works: Teaching Web Research and Digital Literacy in History and Humanities Classrooms; We, the Students and Teachers: Teaching Democratically in the History and Social Studies Classroom; Ways of Writing with Young Kids: Teaching Creativity and Conventions Unconventionally; Kids Have All the Write Stuff: Inspiring Your Child to Put Pencil to Paper; The Essential Career Guide to Becoming a Middle and High School Teacher; Schools for an Information Age; and Partnerships for Improving Schools. 

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

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Promoting collaboration in the classroom

Dr. Rachelle Dené Poth Leave a comment

Updated from prior post on Defined Learning

“Collaboration is being open to each other’s ideas and benefiting from each other’s perspectives in an open way.”

Alan Menken

Preparing our students for the future means that we need to continue to learn more about the types of jobs that are in demand and create opportunities for our students to develop a variety of skills that are transferable to many types of work. As we have experienced over the past few years, being able to collaborate whether in person or remote, was critical. We all faced challenges in our practice, especially in being able to connect with our students and create learning experiences that fostered the building of relationships and collaborative skills.

For our own professional learning, being able to facilitate instruction with students, and working with colleagues in the absence of being together in the physical space, we had to explore and learn what worked the best. By leveraging the right digital tools and spaces, whether in-person or virtual, we kept learning going and continued to build our own professional skills.

There is tremendous power in collaboration and if we want to best prepare our students with essential skills they need, being able to collaborate and work as part of a team are two of the top skills required by employers. There are a variety of ways that we can foster collaboration in our classrooms which are beneficial to our own learning and growth, but more importantly, for our students.

Benefits of Collaboration

When we collaborate, it not only impacts our growth as educators, it amplifies the learning potential for our students. In an article by Lily Jones, “The Power of Teacher Collaboration”, research showed that teacher collaboration helps to raise student achievement. They found that when teachers had more conversations that focused on the content area, that it helped to provide more for students. By modeling collaboration, students will see and experience the benefits of collaborating with classmates and even beyond our own classroom and school. Building relationships is important for social-emotional learning (SEL) and future preparedness, especially for having a system of support in place. Finding methods and tools that foster collaboration between students and teachers in the same school or school district as well as on a global scale, will provide many benefits.

When educators collaborate, it enables us to stay relevant and current with teaching methods and digital tools, and we have access to more feedback that helps with our professional growth. For our students, collaboration needs to be a priority so that we can provide the most beneficial learning experiences for them. When students work together on a common goal and share responsibility for creating a product of that learning, there are many benefits beyond just learning the content.

As students collaborate, they are building relationships and their own learning network. They can bounce ideas off of each other, provide peer feedback, work through learning challenges together and build SEL skills throughout. Through collaboration, students build their comfort and confidence in the classroom.

Here are three ideas to explore for promoting more collaboration:

  • Brainstorming spaces: Using a variety of digital tools, we promote collaboration beyond our classroom space. Whether through Google Jamboard, sharing ideas in a Wakelet collection, or posting on a Padlet board, everyone can contribute from wherever they are. With some of these options, audio or video can be added, which enhances the learning experience by feeling more connected to classmates and teachers. When students need to work together, they often need a way to collaborate beyond the school space. These options create a space for students to work as a team and feel more connected whenever they cannot be in the classroom working together. For students to explore and brainstorm ideas on their own, try Ideamapper for mind-mapping.
  • Methods: When we bring in methods like project based-learning, we provide many benefits for students. They can work together to solve a problem being faced in the world, for example, by learning about the United Nations Sustainable Development Goals (SDGs). PBL is also a good method that will help students to develop SEL skills, especially in self-management and decision-making. Game-based learning is always a good choice to not only build content area skills but also for promoting collaboration and boosting student engagement. Through the digital tools available, students can collaborate on teams and build teamwork skills while using the games to become self-aware of their growth and set new goals for learning. Some of my students’ favorites are Gimkit and Quizizz. Providing opportunities for summer learning and STEM exploration is another way to keep learning going and spark curiosity! Check out Lobee Learning and how they provide STEM and PBL experiences for students.
  • Feedback and reflection tools: Just as educators need feedback and opportunities to engage in conversations and collaborate, students also need to learn how to track their growth over time. Being able to identify strengths and also areas where they may want to focus on improving is important. Having a small group to collaborate and reflect with can help students not only become more self-aware, but also develop supportive relationships in the classroom. Some ideas for collaborating to help each other grow are to write a collaborative blog, launch a podcast, or even use collaborative spaces where students can share their progress and provide feedback. With Flip, students can record videos to reflect on their learning experiences and share these videos with the teacher or collaborate with classmates to reflect and give feedback to each other. Sharing a blogging space, even using Microsoft or Google tools, where students can write and collaborate would be beneficial. We also use Spaces EDU which offers individual, class, and group spaces, all great for collaboration at different levels. For teacher-to- student, the individual space helps students to build confidence in sharing their learning with teachers and the group spaces for working together on activities like a scavenger hunt, discussion, or PBL for example. In using formats like blogs, podcasts or even portfolios, students will not only develop skills for collaborating, but also skills of self-awareness and self-management which are vital for now and the future.

Each of these methods and tools offer a lot of ways to promote collaboration for students and teachers. Collaboration is an essential skill for everyone. Being able to ask for help, provide support to others, and work as part of a team, are transferable skills to any area of work and life. With a variety of methods and the use of different digital tools to facilitate them, we can foster collaboration and the other essential skills needed that are needed for future careers and success.

About the Author:

Rachelle Dené is a Spanish and STEAM: What’s nExT in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle is an ISTE Certified Educator and serves as the past president of the ISTE Teacher Education Network. She was named one of 30 K-12 IT Influencers to follow in 2021.

She is the author of seven books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU”, “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us” and her newest book “Things I Wish […] Knew” is now available at bit.ly/thingsiwishedu.

Follow Rachelle on Twitter @Rdene915 and on Instagram @Rdene915. Rachelle has a podcast, ThriveinEDU available at https://anchor.fm/rdene915

I am available for PD sessions in-person and virtual on a variety of topics. Key focus areas are AI, ChatGPT, AR and VR, SEL and STEM.

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

Spark Career Curiosity for Future Career Paths

Dr. Rachelle Dené Poth Leave a comment

Updated from a prior post

In today’s ever-changing job market, we need to help students develop a variety of skills that will enable them to be flexible with the changes we are seeing in the world of work. It is also important that students have opportunities to consider a variety of career paths. It’s not enough to just focus on the careers and options that exist today, as technology and the jobs in demand are constantly evolving. To help students take ownership of their career journey and be curious about opportunities available, educators can explore the resources provided by Defined Learning to help students learn about their options.

Defined Learning offers a variety of tools and resources to help K through 12 students explore career options and develop the skills needed to succeed in the future, whether in college or career. There are materials available for students in elementary, middle, and high school and each has a listing of possible career choices and

Here are some ideas to get students excited about creating their own career paths:

  • Encourage Career Exploration

One of the best ways to get students excited about creating their own career paths is to encourage them to explore their interests and passions. Ask students about their interests and provide opportunities for students to exchange ideas with classmates. Sparking interest in career exploration happens when students have a chance to dive into their own curiosity and tap into their personal interests. When students are passionate about something, they are more likely to be motivated and engaged in their work. Sharing resources will provide students with access to a wide range of real-world career scenarios that can help them identify their interests and passions. These resources may inspire students to think about the types of careers that would enable them to pursue their passions while also making a difference in the world. It includes job descriptions, education requirements, and salary information.

In addition to exploring different careers, students also need to develop the skills necessary to succeed in the workforce. Defined Learning Career offers resources to help students develop these skills through career courses. Each Career Course focuses on providing students with relevant career experiences and skills needed for a specific career. Each career course is a collection of projects that gives students hands-on learning opportunities. Teachers can supplement these materials by having students create materials they need for careers of interest such as resumes and cover letters, or preparing for an interview. Through the career clusters, students also create products of their learning that can be uploaded into their portfolio to track their growth. Students can explore to learn about the demand for specific careers and

Educators can incorporate these resources into their curriculum, either as standalone lessons or as part of larger projects. By helping students develop these skills, educators can empower them to take ownership of their career paths and feel confident in their ability to succeed.

One of the best ways to get students excited about their future careers is to give them real-world experiences. Defined Learning Career Courses offers a variety of units and career clusters that have projects and project descriptions to give students real-world learning experiences. To bring it to life even more, educators can help students to find opportunities to engage in virtual job shadowing or connect within the community to learn about industry-specific projects.

By incorporating these types of experiences into their curriculum, educators can help students see how their education is directly relevant to their future careers. This can be especially valuable for students who may not have a clear idea of what they want to do after graduation. Having a variety of options to explore within one platform is so helpful for educators looking to provide more choices for students and for students to have guided support as they learn about careers through the pathways. Exploring the work of commercial and industrial designers, a baker, a hazmat technician, and other careers will spark some curiosity.

In order to create their own career paths, students need to be able to think outside the box. Defined Learning Career resources can be used to help students think creatively about their future careers. Especially for students that may be unsure about future plans, exploring these real-world tasks can be so beneficial.

For example, students can explore non-traditional career paths, such as entrepreneurship or freelancing, game designers, and learn about the skills and resources they will need to succeed in these types of careers. By encouraging students to think outside the box, educators can help them see the possibilities for their future careers and feel excited about the opportunities that lie ahead. Educators can also offer their own guidance by providing one-on-one meetings with students to discuss their career goals and help them create a plan for achieving those goals. By offering this kind of support, educators can help students feel more confident in their ability to navigate the constantly changing job market.

Getting students excited about creating their own career paths is essential to best prepare them for the future. Defined Learning offers a variety of resources to help educators foster career exploration, develop career readiness skills, and incorporate real-world experiences, through a range of project-based learning experiences that help students develop the skills they will need to succeed. By utilizing these tools, educators can empower their students to take ownership of their future careers and feel confident in their ability to succeed.

Author

Rachelle Dené is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle is an ISTE Certified Educator and Community Leader and served as president of the ISTE Teacher Education Network. She was named one of 30 K-12 IT Influencers to follow in 2021.

She is the author of seven books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us” and her newest book “Things I Wish […] Knew” is now available at bit.ly/thingsiwishedu.

Follow Rachelle on Twitter @Rdene915 and on Instagram @Rdene915. Rachelle has a podcast, ThriveinEDU available at https://anchor.fm/rdene915.

Looking for PD for your school? I provide in-person and virtual training on the following topics. If you want to learn more about and explore AI and ChatGPT, contact me to schedule! Rdene915@gmail.com 

**Interested in writing a guest blog or submitting a sponsored post for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

ISTELIVE 23: Another Great Experience

Dr. Rachelle Dené Poth Leave a comment

This was my ninth time attending the ISTE conference, the third time it was held in Philadelphia, Pennsylvania. There were a few years that the in-person event did not happen but ISTE held a virtual conference that enabled educators to connect and learn with other educators from around the world. It is the reason I look forward to the summer and a conference I look forward to because it brings in people from more than 80 countries from around the world. It offers so many different ways to learn through the poster sessions, the playgrounds, the concurrent sessions, panel discussions, workshops and other special events.

But beyond those specific learning spaces, there are lots of opportunities to connect with educators and build your PLN. It’s not just the learning that happens in those session rooms and spaces. It is about the learning that also happens on your walk to the sessions and while in the open spaces. A time when you can walk and talk or sit and have a conversation. And even once the conference day ends, the social events that happen later in the evening, are always great for connecting with friends and making new ones.

The conference was a little bit different for me this year because even though my schedule was busy it didn’t feel as overly busy as in prior years. I had the opportunity to join in some new adventures, present sessions on some of my favorite topics, and had the honor of being involved in the Closing Mainstage.

For me, as soon as I met friends at the airport, the excitement started. Then as soon as I arrived at the convention center to register on Sunday afternoon, it took a good 25 minutes to get there because I kept passing friends along the way, some of whom I had not seen in more than 5 years and a few that had never met in person. And when that happens, you have to stop and enjoy those moments.

Registration can definitely wait. Taking the time to stop, grab a quick picture, a hug, even a quick conversation makes all the difference. It brings those connections to life and reminds you to not miss out on opportunities, no matter how tired you are.

Presenting with friends

There wasn’t much time to waste as I had a workshop with my good friend Melody McAllister on Sunday. While we have done a live show for years, it was the first time presenting together officially. The focus was on podcasting and live streaming. We had a great crowd, our session was sold out and it was a high point in the conference for me. Being able to present with friends, share each other’s perspectives, and learn together, really makes a difference. For a long time, I did sessions by myself and that definitely helps me to build my own comfort level and confidence but I have definitely grown to prefer having friends present with me because we can bring in our different backgrounds and experiences and it’s just fun.

Another highlight was my Immerse Students in Learning session, all about AI, AR, and VR, topics which I have been presenting on for a little over 5 years. It has been amazing to see the increased interest in AI especially over the past 6 months with the entrance of ChatGPT, it has stirred up a lot of conversation and will continue to do so.

It’s a lot of fun to share with educators how I got started in teaching about AI in my classroom, knowing very little but also knowing that I needed to just dive right in. And that’s the advice that I often give. You don’t have to be an expert, you just need to have one idea, one method, one tool to start with and put it in the hands of the students. It’s important to also engage in conversations about these topics and these technologies so that we can be mindful of any concerns but also aware of the potential benefits not just in education but in preparing the students for their future and how these technologies might be used in the world of work.

Presenting with students

Another highlight was being able to co-present with Namya Joshi, (#EachOneTeachTen) a young student from India who we had hoped would be able to attend in person but thanks to technology and the power of using Zoom, I was able to bring her in to present with me during that session. Powerful to hear from students and I definitely recommend any time you can involve students in sharing the impact of these tools, and in this case the importance of STEM, then we need to do this. Hearing from her, (at actually 3:00 in the morning because of the time difference), did not diminish her spark for STEM and she was definitely an inspiration.

ISTEVerse

The three-day augmented and virtual reality ISTEVerse experience was a big hit and I tried to direct people to stop there as much as I could because a lot of people don’t realize the benefits of it until they experience it. And without access to the resources or know how to sort through all of the tools that are available, it can be hard to dive in and explore. That space had a variety of opportunities for people to learn about augmented and virtual reality, how to have students create rather than just consume, and that AR/VR is something that can be used in all content areas and grade levels.

Coffee with Kai’s Clan

Social events

And everybody kept busy with social events, which are great spaces for networking. Whether the Edtech karaoke, casual gatherings for coffee or small sit-down dinners, there were opportunities everywhere. Learning still happens in these spaces. What I’ve discovered over the years is that PD does not only mean sitting down in a session and listening to a presentation. PD is so many different things and there are so many ways for people to choose the type of PD that is going to impact them the most.

Those early morning CoffeeEDUs with Alice Keeler, the social events and mixers held by some of the companies that we all know, and quaint gatherings by some other companies that enable you to really engage in conversation and get to know the people behind the products and their passion for what they’re doing. An amazing dinner with the BookWidgets team was a lovely opportunity to relax, enjoy the conversation and spend time with friends.

Dinner with BookWidgets

The Closing Mainstage: AI in Education

And one final highlight as I’m rolling these out in chronological order, was the Closing Mainstage on Wednesday. I was honored to be selected as the person to introduce and then interview the keynote speaker Kevin Roose. He is a New York Times columnist, a bestselling author of three books and he writes about technology, education, finance, and AI. We had the opportunity to sit down and talk for about 20 minutes. I had a lot of questions for him but tried to streamline them to those that are on the minds of many educators that I’ve spoken to, and some questions based on what I had read in his most recent book Futureproof.

Some of the biggest takeaways from that conversation are:

  • As educators, we need to be willing to embrace new ideas, trends, and technologies, even if we don’t fully understand them or we feel like we’re not the expert, we have to keep up with the changes that are coming.
  • We have to prepare our students and understand how these tools can be beneficial to us and to students, but we also have to be cautious as with all things, and question their purpose.
  • Consider any potential concerns or harm that can come from using them whether safety, security, or privacy. Ethics needs to be part of the conversations that we have and continue to have as these tools continue to evolve.
  • If we look at the positives, for teachers, as Kevin stated on his podcast dividing the AI between the “relational and the logistical.” We need teachers, humans, for the relational so that we can work with the students, we can have conversations, and support them as they learn. But we can benefit from the logistical or the clerical tasks that AI can do like helping us with some of the grading or having it be able to see trends in student responses and create a personalized learning path for them in real time. We can use traditional assessments and give students feedback one-on-one, but we can also find a way to balance the use of the technology so that we have more time to work with our students and provide for them with exactly what they need.

It was a great conference and it’s hard to believe that it has come and gone already but before you know it, it will be June 2024 and we will be in Denver for ISTE. The last time it was held there was in 2016 and that was the first time that I got on an airplane in many years and so I’m looking forward to returning to the conference next year. If you have not ever attended but have been giving it some thought, I definitely recommend that you try to go. And if attending in person is not an option, take advantage of the virtual learning that is available. Several of my sessions were recorded and live streamed and many of the other sessions were as well. So you can join in, interact in the chat, build your network, and learn from wherever you are and whenever you want to.

Jenn Womble and Adam Phyall

Wakelet and Capstone friends

The power of these global networks is that there is something for every educator and it’s important to keep pushing ourselves to learn and grow and adapt with the changes that we have seen and will continue to see in education.

See you in Denver next June!

About the author

Rachelle Dené is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle is an ISTE Certified Educator and serves as the past president of the ISTE Teacher Education Network. She was recently named one of 30 K-12 IT Influencers to follow in 2021.

She is the author of seven books including ‘In Other Words: Quotes That Push Our Thinking, Unconventional Ways to Thrive in EDU, The Future is Now: Looking Back to Move Ahead, Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, True Story: Lessons That One Kid Taught Us, Your World Language Classroom: Strategies for In-Person and Digital Instruction and her newest book Things I WIsh [….] Knew is now available.

Follow Rachelle on Twitter @Rdene915 and on Instagram @Rdene915. Rachelle has a podcast, ThriveinEDU available at https://anchor.fm/rdene915.

Looking for PD for your school? I provide in-person and virtual training on the following topics. If you want to learn more about and explore AI and ChatGPT, contact me to schedule! Rdene915@gmail.com

**Interested in writing a guest blog or submitting a sponsored post for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

How Teachers Can Enhance Learning Engagement with an Interactive Video Quiz

Dr. Rachelle Dené Poth Leave a comment

In Collaboration with Sheryl Place, BookWidgets

In today’s digital era, educators are constantly seeking innovative ways to make learning more interactive and engaging for students. One such tool that has gained popularity among teachers is an interactive Video Quiz. This powerful educational technology combines the use of videos with interactive quizzes, fostering active participation and enhancing comprehension. There are a few tools you can use to create interactive question videos. Think about Edpuzzle or EducaPlay. An alternative to Edpuzzle you might have heard of is the BookWidgets Video Quiz with the possibility to pause a video and ask over 35 different question types!

In this blog post, we will explore the features and benefits of the BookWidgets Video Quiz and how it can revolutionize the learning experience for students.

BookWidgets, a teacher content creation and evaluation tool, simplifies content creation, feedback, and grading processes while enhancing student learning experiences. Its innovative resources empower educators to effortlessly create interactive content and promote personalized learning.

What is a Video Quiz Widget?

BookWidgets has various types of digital exercises template teachers can fill with their own lesson content. They are called “widgets”. The BookWidgets Video Quiz is one of the 40 widget types you can choose. It seamlessly integrates with YouTube and Vimeo platforms. Educators can choose from a wide range of question types including multiple-choice, true/false, fill-in-the-blanks, voice recording, and more, and insert them at specific stopping points or cue points in the video. There are great ideas for getting started with a Video Quiz.

Creating interactive lessons for students is so easy! Check out this Spanish I video quiz on the verb “gustar” and “las frutas. “Adding in a few questions to check for student understanding and giving them an opportunity to learn at their pace and review as needed is why I love using the video quizzes in BookWidgets. Simply choose a video from Vimeo, YouTube,or one of your own created videos for your students that you may show in class. Rather than use these alone, instead, create a video quiz in BookWidgets for them to extend their learning beyond the classroom and for you to be able to understand where they are in the learning process!

Engaging Students with Interactive Learning:

One of the key advantages of the BookWidgets Video Quiz is its ability to captivate students’ attention and keep them actively engaged throughout the learning process. There are more than 35 question types to choose from to add to the quiz which makes it easier to customize the quiz for any grade level or content area.

By embedding questions within videos, students are prompted to think critically, analyze content, and apply their knowledge in real-time. This interactive approach encourages active participation, leading to improved comprehension and retention of the subject matter. Video Quizzes are perfect for Flipped Learning. Learn more about the use of BookWidgets for flipping your classroom learning space!

Customization and Flexibility:

BookWidgets Video Quiz offers educators a high degree of customization and flexibility. Teachers can tailor the quiz to suit their specific instructional goals, selecting the video content and designing the questions accordingly. The interactive elements of the videos help to capture students’ attention and make the learning process more engaging for them.

Teachers also have the option to add hints, explanations, and feedback to guide students’ learning process. I like adding in a note at the beginning or end of the video quiz to remind students to jot down some notes or hints at grammar topics or specific vocabulary to focus on for example. This adaptability empowers teachers to create personalized assessments that cater to the diverse learning needs of their students.

One of the best things about BookWidgets is that it offers more than 40 interactive templates for teachers to use as they design activities to help students build their skills. The many templates and options available to create widgets enables educators to create activities that enable students to work at their own pace ​and experience more active learning which, as a result, becomes more meaningful. When learning is meaningful, it will also boost student engagement and create a more authentic experience for our students.

We have used the bingo cards, crosswords, snowman games, jigsaw puzzles, video quizzes, and word searches in my classes. Each of these offers opportunities to differentiate the instruction and provide more choices for students as they practice the vocabulary and related content. In my own classroom as a language educator, I also want to be able to assess students’ speaking skills and within BookWidgets, having the option for students to record their voices is great​ for designing assessments and guiding students in the feedback process. Here are some additional examples that can be used in language classes!

Real-time Assessment and Feedback:

One of the most significant advantages of the BookWidgets Video Quiz is its ability to provide instant assessment and feedback to students. Teachers are able to view student progress using LIVE mode and immediately see where students may need support and encouragement or enrichment.

What is so great about BookWidgets is being able to have access to real-time data. Within the dashboard, I can quickly see the flashcards that my students have practiced​, how much time ​they spent on them, and even how many times they flipped a specific card. Being able to see their work helps me to better plan my instruction and the activities that I design for them. Understanding our students’ needs is essential so we can provide additional resources and encouragement for them as they engage with and master the content.

As students complete the quiz, their responses are automatically graded, saving teachers valuable time. Immediate feedback allows students to gauge their understanding of the content, identify areas for improvement, and reinforce their learning. Such timely feedback fosters a continuous learning loop and helps students stay motivated. We know the importance of authentic, meaningful,and timely feedback and with BookWidgets, educators can respond to students’ needs right away and have a clear understanding of where students are in the learning process. Saving time with our assessments by using these tools enables us to then spend that time with students and engage in meaningful conversations about their progress.

Tracking Progress and Analytics:

Via the Reporting Dashboard, BookWidgets offers valuable insights into student progress and performance through its analytics feature. Teachers can easily track individual and class-wide progress, identify patterns, and assess the effectiveness of their instructional strategies. These analytics enable educators to make data-driven decisions, modify their teaching methods if necessary, and provide targeted support to students who may require additional assistance.

When we have this data, we can provide more timely responses to student needs in our classrooms. The Dashboard makes it easy to identify areas that we can focus more on with individual students or the class and also provides us with an opportunity to reflect on the activities and strategies we are using.

BookWidgets FREE in Google Classroom We have some exciting news for schools using BookWidgets within Google Classroom! If your school has the Google Workspace Teaching & Learning Upgrade Edition or Google for Education Plus Edition, you can now use the BookWidgets add-on in Google Classroom for free until August 31st.

Every teacher can find the add-on in Google Classroom and start using it immediately. Just follow the steps below (and share them with your fellow teachers):

  • Go to Google Classroom,
  • Select a class and go to “Classwork“,
  • Click on “Create” and choose “Assignment“,
  • Fill in the details of your assignment. Then, click the BookWidgets add-on under the “add-ons” section in your assignment. If BookWidgets is unavailable, ask your Google Workspace administrator to add or allow the BookWidgets add-on;
  • After clicking the add-on, BookWidgets will pop up and you’re ready to go!

Make sure to watch this webinar to get started with the BookWidgets add-on in Google Classroom. New to BookWidgets and still figuring out the added value for your students? This blog post will get you inspired!

Why Video Quizzes Make A Difference

Incorporating the BookWidgets Video Quiz into educational practices opens up a world of interactive and engaging learning experiences. By combining videos with interactive quizzes, teachers can foster active learning, customize assessments, provide instant feedback, and track student progress effectively. This powerful tool not only enhances comprehension but also encourages critical thinking, collaboration, and self-directed learning. With the BookWidgets Video Quiz, educators have a versatile tool at their disposal to create dynamic and impactful learning experiences that prepare students for success in the digital age.

Get started today!

Create an account! It is easy to get started and create your own widgets to use in your classroom. Want 3 months to try it out? Sign up here!

Are you headed to ISTE 23 in Philadelphia? Don’t miss the chance to meet with the BookWidgets Team and join in sessions for opportunities to learn more about BookWidgets! Stop by the Chopped Playground to learn from Lucie Join Kate for “SCAMPERing into Human-Centered Design and Sheryl’s session on Creative Grading and Assessment at the Learning in Disguise Playground. Don’t miss the Lightning Talks and Kate’s session on Reimagine Education – Human-Centered and “Understanding Microsoft Teams The Digital Learning Hub in My Classroom and Yours with Kate, Sheryl, and Jeff Bradbury! Rachelle will be sharing about BookWidgets during her session “Chart A New Course” on Tuesday morning at 10:00 am!

Looking for some PD for your school? I provide in-person and virtual training on the following topics. If you want to learn more about and explore AI and ChatGPT, contact me to schedule! Rdene915@gmail.com

**Interested in writing a guest blog or submitting a sponsored post for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

ReadSpeaker: Accessibility for All

Dr. Rachelle Dené Poth Leave a comment

The Case for Normalizing Accessibility Tools in Schools

Guest post by Paul Stisser,

The cornerstone of education is building pathways to success for all students. The right accessibility tools can often help, making it possible for students of all abilities to thrive. But when the same tools that provide assistance to students leave them vulnerable to stares, harassment, or bullying from classmates, they ultimately do as much harm as good. So how can we make sure students get the assistive technology they need while preventing them from feeling self-conscious? The answer is to make tools available to all students and normalize assistive technology.

In schools today, about one in seven children receive special education services. But some children never receive the proper diagnosis to qualify for the support they need. For other students, requests are tangled up in slow-moving processes. The result is there may be even more students than we realize who can benefit from assistive technology. At the same time, more classes are using digital content, especially after the pandemic ushered in a new wave of digital materials, educational apps, and tech-enabled curricula. While the move to higher degrees of digital education has led to big strides in personalization and accessibility of learning, the Office for Civil Rights is also receiving a growing number of complaints about digital accessibility in K-12 schools.

By prioritizing digital accessibility, we have the power to solve the challenges students with disabilities face and improve the learning experience for all students. It’s similar to the effect of curb cuts on sidewalks. While the initial intention of curb cuts was to help people in wheelchairs, they also benefit people with strollers, wheeled luggage, and bicycles. Similarly, when we take steps to enhance accessibility for all students, we foster a stronger sense of belonging in the classroom. Whether it involves making websites more accessible, enabling students of diverse learning styles to easily engage with content, or harnessing text-to-speech (TTS) tools to support those developing reading skills, English language learners, and auditory learners, the path to inclusivity and student success starts with normalizing accessibility. Below are just a few ideas schools and districts can adopt to introduce accessibility tools to more students.

Talk to students

Including the voices of students in conversations about tools and what they need can be very useful. Students can tell you what is working with the technology they have and what else they might need. When talking to students be sure to include diverse perspectives, with voices from students who need accommodations as well as those who don’t. The way you collect feedback can vary too, depending on the culture of your district or school. Many leaders have success with everything from student representatives on technology committees to conducting surveys and focus groups. Remember that candid, informal conversations can surface great ideas too!

Ask vendors about accessibility

When evaluating new edtech, ask vendors about accessibility. Districts and schools should lead the conversation and ensure that products were designed with accessibility as central to their design, not as an afterthought or add-in. By prioritizing accessible tools and features, you add to the voices calling on the edtech community to make inclusivity a key value.

Find tools that connect to your LMS

When students have to log out of one platform and into another to get the support they need, it creates unnecessary opportunities for distractions. That’s true for students who need accommodations as well as those who don’t. Support tools that are connected to your LMS create a seamless experience for all students, keeping them focused on what they need to do. Additionally, LMS-integrated tools reduce the risk of anyone noticing that students who need support are getting it. Familiarize yourself with the 1edtech standards for interoperability. Choose products that are vetted for interoperability or certified.

Emphasize quality

When it comes to accessibility there are often many choices that are low-cost or free. But these tools can come at a cost. For example, there’s a wide variety of voice quality and learner experiences in TTS solutions. Voices that don’t sound realistic or are simply poor quality can cause students to lose focus while learning and stop using the tool.

Paying for tools can also bring helpful features that go beyond the edtech’s core function. Some TTS tools do more than read text. They can be customized with colors and fonts, and the voice sped up or slowed down. They can mask the page and hide distracting ads to keep learners focused, highlight text as it is being read, give multiple language options, and include a speech-enabled dictionary.

When we give all students the chance to use accessibility tools we unlock new levels of classroom inclusivity. By making support tools available to all students, we reduce barriers to engaging with digital content, embrace all learning abilities and learning styles, and foster a stronger sense of belonging. So, let’s normalize accessibility tools so all students can not only succeed but soar.

Since joining ReadSpeaker in 2013, Paul Stisser has been a leader in ReadSpeaker’s TTS Education initiatives. Prior to ReadSpeaker, Paul worked at D2L and start-up Moblmedia. He also has 14 years of education and teaching experience in Rochester, NY, specializing in Special Education and At-Risk Students. Paul attended St. Bonaventure University with degrees in History and Literacy. Currently, he resides in Saint Augustine, Florida.

Blog of Rachelle Dené Poth

Looking for some PD for your school? I provide in-person and virtual training on the following topics. If you want to learn more about and explore AI and ChatGPT, contact me to schedule! Rdene915@gmail.com

**Interested in writing a guest blog or submitting a sponsored post for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

Diving into STEM and Fun with Marty!

Dr. Rachelle Dené Poth Leave a comment

In collaboration with @RoboticalLtd, All opinions expressed are my own.

How can we create opportunities for students to dive into coding and STEM? With Marty the Robot, students will take the lead! Marty the Robot from Robotical is a versatile and engaging tool that can be used to enhance learning in any classroom! Marty is a humanoid robot that can dance, walk, and even wiggle his eyebrows!

What I love about Marty is that it is so easy to get started, even for beginners. Marty has a variety of sensors, including distance sensors, light sensors, and touch sensors, which can be programmed using Scratch or Python, two popular programming languages for beginners. With these options, children as young as seven years old can start learning to program and control the robot with ease. With the screen-free option, remote controller, and even MartyBlocks Jr (based on Scratch Jr), Marty can be used with children as young as four! The screen-free option is perfect for learning about the steps in the process and watching how Marty responds. Using the infrared sensors and color sensors on his feet, he can figure out which direction to move in and even dance and play music when he is placed on the color cards.

And Marty’s keeps on getting better! What’s new in 2023?

The Robotical team has been working tirelessly behind the scenes to bring you Marty’s new drag-and-drop sound blocks. This latest addition to the MartyBlocks coding environment (based on Scratch) allows students to expand their creativity, get even more technical, and will add extra personality to every robot.

Marty is customizable. The robot can be assembled and disassembled, allowing users to modify and upgrade its parts to suit their needs. Students can have fun decorating Marty and create a lot of fun ways for Marty to move around and interact! This means that as users’ programming skills and knowledge of robotics and engineering concepts improve, they can modify the robot to make it more complex and challenging.

Marty the Robot is now delivered with pre-installed LED eyes. Programmable in every color under the rainbow, these lights are the perfect addition to the robots and will add a pop of color and sparkle to every lesson. Not to mention, this new addition will also allow teachers to take advantage of Robotical’s disco eye lessons, expanding students’ knowledge of LEDs and lights, testing students to program different colors as reactions, and allowing students to explore different patterns and timing orders.

Marty is suitable for a wide range of age groups, from primary school children to adults. Children can use the robot to learn basic programming concepts, while older students and adults can use the robot to build more complex projects and explore advanced robotics and engineering concepts.

Building essential skills

There are many ways to use Marty to build STEM skills and SEL (Social-Emotional Learning) competencies. For SEL, students can use Marty to practice teamwork and collaboration skills. They can work in groups to build projects and share ideas for improving the robot’s performance. Additionally, students can use the robot to develop problem-solving skills, as they will need to debug code and troubleshoot any issues that arise during the robot’s operation. Students can use the robot to develop perseverance and resilience, as they work to overcome challenges and setbacks during the project-building process.

For STEM skills, students can use the robot to learn programming concepts, including loops, conditionals, and variables. They can also explore robotics concepts such as sensor technology, motor control, and movement algorithms. Additionally, students can use the robot to build projects, such as obstacle courses or mazes, which require them to think creatively and apply their knowledge of programming and robotics.

Here are some reminders for when using Marty the Robot in class:

Have fun! Marty is a fun and engaging robot! Marty can dance, walk, talk, and more.

Teach others. Marty can be used to teach others about coding, robotics, and STEM.

Make music. Marty can be used to make music. Marty has a built-in speaker and can play a variety of sounds.

Be creative. Design fun programs to get Marty up and moving, dancing and talking!

Ideas for Marty!

Build an obstacle course: Challenge students to build an obstacle course using cardboard boxes, ramps, and other materials. Then, program Marty to navigate through the course. Students will need to use their engineering and coding skills to ensure that Marty can safely navigate through the obstacles.

Build a robot team: In groups, students can build multiple Marty robots and program them to work together. They can experiment with different algorithms to control the movement and behavior of the robots. This activity develops teamwork, programming, and engineering skills.

Explore sensor technology: Marty the Robot comes with a variety of sensors, including distance sensors, light sensors, and touch sensors. Students can use these sensors to create programs that respond to changes in the robot’s environment. For example, they can program Marty to move away from objects or to stop when it detects a certain color. This activity encourages problem-solving and programming skills.

Have a dance party: Encourage students to create a fun and lively dance routine for Marty. Students can program the robot to dance along to their favorite songs. This activity encourages creativity, problem-solving, and programming skills.

Create a science experiment: Marty the Robot can be used to conduct a variety of science experiments, such as measuring the speed of sound or testing the effects of gravity. Students can program the robot to collect data and perform calculations, helping them to develop their scientific inquiry and data analysis skills.

Marty goes above and beyond to help deliver STEAM subjects (and more) in an accessible, interactive, and engaging way. Get started today! In the Knowledge Base, teachers can find support articles and lots of other information to help them get started. You can sign up for a free trial! Also check out my podcast episode with Hal Speed, Head of North America Robotical.

About the author

Rachelle Dené is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle is an ISTE Certified Educator and serves as the past president of the ISTE Teacher Education Network. She was recently named one of 30 K-12 IT Influencers to follow in 2021.

She is the author of seven books including ‘In Other Words: Quotes That Push Our Thinking, Unconventional Ways to Thrive in EDU, The Future is Now: Looking Back to Move Ahead, Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, True Story: Lessons That One Kid Taught Us, Your World Language Classroom: Strategies for In-Person and Digital Instruction and her newest book Things I WIsh [….] Knew is now available.

Follow Rachelle on Twitter @Rdene915 and on Instagram @Rdene915. Rachelle has a podcast, ThriveinEDU available at https://anchor.fm/rdene915.

Looking for PD for your school? I provide in-person and virtual training on the following topics. If you want to learn more about and explore AI and ChatGPT, contact me to schedule! Rdene915@gmail.com 

**Interested in writing a guest blog or submitting a sponsored post for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

SEL, self-care, and self-love

Dr. Rachelle Dené Poth Leave a comment

In collaboration with PebbleGo

Especially at this time of the year when school schedules can become challenging with spring activities, testing, and daily routines, focusing on SEL, self-care, and self-love is essential. More importantly, we need to help students develop habits that enable them to focus on their well-being and develop the skills needed to work through challenges and deal with emotions. We need to foster the development of practices and behaviors that will promote emotional, mental, and physical health.

By creating opportunities for students to develop SEL skills and a positive self-image, it will enable them to manage their emotions, develop supportive relationships, and make responsible decisions.

Self-care is crucial for students’ well-being and academic success. Students who practice self-care are more likely to have better mental health, reduced stress levels, improved academic performance, and higher levels of overall happiness. This, in turn, enables them to focus better on academic work and set and achieve their learning goals. One idea to try is to have students design vision boards. The boards can include each student’s goals in each of these areas and can be a great activity for students to use for personal reflection.

Self-love, which involves developing a positive self-image and nurturing oneself with kindness and compassion, can boost self-esteem, self-confidence, and resilience. These directly relate to the SEL skills that are essential for personal success. Developing these skills will enable students to navigate their social and emotional worlds and build meaningful relationships with others. Students will be better able to manage emotions, communicate effectively, develop empathy and understanding for others, and work through challenges they may face.

Ideas for focusing on self-love and SEL

Buncee: Teachers can use Buncee, a multimedia and creativity tool, to help students create multimedia projects that promote self-care, self-love, and SEL. For example, students can create digital posters that showcase self-love affirmations, gratitude journals, or mindfulness exercises. They can also create projects to share that teach SEL skills such as empathy, self-awareness, and responsible decision-making. Buncee and using PebbleGo Create foster creativity and when students have writing or art assignments, they can express their emotions and thoughts in a safe and supportive environment.

Here are some examples to try!

  • Healthy Habits: Use PebbleGo to research healthy habits. A focus on self-love involves practicing healthy habits such as exercise, nutrition, and getting adequate sleep. With PebbleGo, students can research healthy habits in areas such as health, physical education, or science. Students will learn about the benefits of exercise on the brain and mood, the importance of sleep for mental and physical health, or the role of nutrition in energy and well-being. By learning about healthy habits, students can develop SEL skills of self-management and promote their physical and emotional well-being. Students can then create a visual to share what they have learned and encourage others to focus on their habits too!
  • Gratitude Jars and Journals: Showing gratitude is a great way to promote self-love and positive emotions. Students can think about what they are grateful for, whether it is something they learned, a story they read, a historical figure that developed something that impacted the world. Students can then use PebbleGo Create to design a digital gratitude journal or a gratitude jar and can add pictures or audio recordings to personalize their journals. By doing this, it will help students develop positive emotions and SEL skills of social awareness.
  • Learning About Others and Building Awareness There are many wonderful non-fiction articles available with PebbleGo that cover a range of SEL topics that will help students develop self-awareness and social awareness. Students can find articles about emotions such as anger, fear, or sadness, and learn about strategies that will help them to better manage their emotions. Through the resources, they can learn about empathy, perspective-taking, and even conflict resolution, which are essential relationship skills. To share their learning, students can create a PSA to share in the classroom or the school!
  • Create Digital Affirmation Cards: Making affirmation cards is a powerful tool to better promote self-love and positive self-image. It can be a great way to help students connect with how they are feeling and set some goals. Students can explore the topics about health and wellness, and then create digital affirmation cards to refer to when they need a confidence boost or a reminder of their self-worth. The multimedia options available with stickers, animations and more boost creativity and help students to create visually appealing affirmation cards. Students can also create cards that highlight their strengths and accomplishments, such as “I am a good friend,” or “I am a talented artist.” These activities help students develop their self-awareness skills and boost their self-esteem.

PebbleGo can be used to explore feelings and emotions across content areas, such as science, social studies, or language arts. For example, students can research different animals and their emotions, such as how dogs show affection or how dolphins communicate with each other. Students can also explore emotions in literature by researching characters’ feelings and motivations in stories.

Researching inspirational figures, exploring feelings and emotions, creating positive affirmations, researching mindfulness practices, and researching healthy habits with Pebble Go, students can develop self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These skills are crucial for academic success and personal well-being. As teachers, we can use PebbleGo to provide students with access to a variety of non-fiction resources that promote self-reflection, positive self-talk, and healthy habits, which can help them develop a positive self-image and promote their emotional well-being.

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

************ Also check out my THRIVEinEDU Podcast Here!

Join my weekly show on Fridays at 6pm ET THRIVEinEDU on Facebook. Join the group here

Learning to Code with VinciBot

Dr. Rachelle Dené Poth Leave a comment

This post is sponsored by Matatalab, Opinions expressed are based on my own experience

During the past year, we have been exploring a lot of new products as we work on our coding skills in my eighth-grade STEAM class. My students really enjoy trying out different tools to find something that matches their interests and that gives them opportunities to build their coding skills. We also take opportunities to try tools that are geared toward younger students as well, to better understand how students can develop coding skills and the benefits. It also helps to spark interest in coding, which is an in-demand skill for the future. 

Sometimes, students hesitate to get started with coding because of a fear of not understanding how to write the code, or troubleshooting if the code does not work. However, with the different options and resources available through Matatalab, my students have really enjoyed the experience and are excited to dive right in.

Matatalab is a company that specializes in developing educational coding products for young children. What I love about using them is that their products are designed to teach early learners the fundamentals of programming in a fun and engaging way through interactive and hands-on learning experiences. It is not all about the technology, Matatalab offers screen-free coding and also comes with cards to teach students about the coding steps.  They offer a range of products that are suitable for different age groups and skill levels, from preschoolers to elementary school students and older.

Through the various products available, educators are able to provide opportunities for students to learn about coding, even at an early age as young as 3! Last year I started exploring the Tale-Bot Pro which makes it easy for kids to get started on their own and build their knowledge whether at home or school.

The VinciBot

The newest product from Matatalab is the VinciBot which is aimed at slightly older children, ages eight and above. Matatalab products are designed to be intuitive and easy to use. The coding blocks are color-coded, making it simple for students to understand the different types of commands and functions. This helps to make the learning process more accessible and enjoyable, especially for students who may be intimidated by traditional coding methods. By programming the robot, students can develop their problem-solving skills and spatial awareness and have fun working together to explore coding and the world of robotics! 

When I brought it into school, my students were lining up to be the first to explore it!  VinciBot is the new and maybe even one of the most popular coding products from Matatalab. It is a versatile and interactive robot that is designed to teach the basics of coding in a fun and engaging way. VinciBot can be controlled using a range of programming languages, including Scratch, Python, and the MatataCode App. With these options, it provides each student with a way to engage in coding at a pace that is comfortable and supports them as they build their skills and confidence in coding.

[creating a program for VinciBot]

Features

The VinciBot comes with everything you need to provide an engaging learning experience for students. There is a challenge booklet with 18 challenges for students to explore.  The VinciBot is equipped with interactive sound, light, and movement effects and has 8 sensors. There are 21 musical instrument sounds, an LED matrix, and an LED RGB light structure. The infrared and ultrasonic sensors allow it to navigate its surroundings and interact with the environment. Students can program VinciBot to complete a variety of actions including dancing and can even program it to sing Happy Birthday!   VinciBot also offers the opportunity for students to explore artificial intelligence (AI) through its AI-based teaching scenarios and gameplay.  This is a great benefit, especially with the increased interest in getting started with AI, coding, and STEM, having one resource that can provide it all is a great opportunity. The Tiny Machine Learning of VinciBot is available even without the Internet in the classroom. Students will have programmed with the AI data and trained the robot before and perform their program in a non-internet environment. The Tiny ML enables students to go through the whole process by learning about model creation, data acquisition, training, and development to then programming. Engaging in this ongoing learning journey helps them to develop a much greater understanding of AI at their own pace and in their own way. 

Learn more through their video tutorials and the overview of the VinciBot in action. 

Accessibility

The coding program is available in multiple languages, making it more accessible to a wider audience. This allows children from different countries and backgrounds to learn to code using their native language. Additionally, the programming blocks are designed to be easily understood by young children, regardless of their level of literacy or cognitive ability, promoting inclusivity and accessibility for all.

[Students can select the language for coding, making it more accessible for all students as they build language skills and coding skills together!]

One of the key benefits of VinciBot is that it is designed to grow with the student. As they become more proficient in coding, students can use more advanced programming languages to control VinciBot and develop increasingly complex programs. This means that VinciBot can provide years of educational value for children of all ages.  

​​

Extra features

The VinciBot is also compatible with LEGO bricks and other products, making it possible to even combine robots together for a larger project or a robotics competition!  Students are so creative and can problem solve and collaborate to design a solution to a challenge or work with design thinking in the classroom.

Benefits of coding

In addition to learning to code, students develop many other skills that are essential for future success. It fosters the development of social-emotional learning (SEL) skills, building self-awareness as students learn to code and evaluate their growth. It fosters self-management as students set goals and problem solve and deal with challenges that can come with coding. Students build relationships as they work with one another to create, while also building skills in communication, collaboration, creativity, critical thinking, and problem-solving. 

Why explore Matatalab?

Matatalab products promote hands-on learning and encourage creativity and imagination. Students can use the coding cards to think about the steps in the coding process or use the remote to drive the robot. Once logged in, students are able to create their own programs. Being able to explore their own ideas and interests helps to foster a love of learning and discovery. By encouraging creativity and imagination, Matatalab products help to prepare children for the challenges of the future.

By providing an intuitive and hands-on approach to learning programming, Matatalab products help to prepare our students for the challenges of the future. They are designed to be accessible and engaging for kids of all ages and skill levels. Whether you are a parent or an educator, Matatalab products offer a fun and effective way to introduce kids to the world of coding and programming.

About the Author

Rachelle Dené Poth is a Foreign Language and STEAM Educator at Riverview High School in Oakmont, PA. She is also an Attorney, Edtech Consultant, Speaker, and the Author of seven books about education and edtech. Follow her on Twitter and Instagram at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

************ Also check out my THRIVEinEDU Podcast Here!

Join my weekly show on Mondays and Fridays at 6pm or 6:30 pm ET THRIVEinEDU on Facebook. Join the group here

New AI detection feature via Turnitin

Dr. Rachelle Dené Poth Leave a comment

Over the last couple of months, it’s unbelievable how much has changed in the world of artificial intelligence (AI). For the last couple of years, I have spent time researching, writing about, presenting on, and teaching about AI in my classroom and continuing to learn as much as I possibly can each year. When ChatGPT became available to the public in December, I didn’t hesitate to dive in and explore exactly what it was capable of doing. I even co-wrote an article about its potential impact on not just education but other areas of work.

After about 3 hours, I was pretty impressed with what I was seeing. I was also a little bit concerned about what it could be used for, whether by educators, students, or anybody for that matter. ChatGPT and the evolving AI technologies are not something that will impact educators and students, it is something that will impact many areas of the workforce and jobs that are out there. A big concern that has come up during this ChatGPT exploration is plagiarism. How will educators be able to tell when students may be using ChatGPT to complete their assignments especially with something evolving as fast as this technology? Will students begin to rely on this technology and as a result, lose the opportunity to develop essential skills on their own? What policies may need to be in place? Is it plagiarism if it is not citing a specific source? These are some of the many questions on the minds of educators and parents.

Plagiarism detection

There have been plagiarism checkers available for years and many educators and educational institutions use them. In my own experience as a doctoral student now, and when I worked on my Master’s degree five years ago, assignment submissions go through a plagiarism checker instantly. Turnitin is one that has been used. Honestly, there have been times when I’ve been shocked to see the percentage that comes back stating the likelihood of plagiarism, knowing that I did not plagiarize. I work hard to cite my sources but apparently, something that I did was not completely accurate and I used it as a way to evaluate my writing and improve my citations. Now enter ChatGPT.

Three years ago, I helped to do some research for a blog post about GPT-3 and I was impressed with what it was capable of back in 2020. Fast forward to early December 2022, working with and exploring ChatGPT, I was amazed at how much it had evolved since 2020 and the number of ways that you could use it. It didn’t take long for educators and lots of people to express concern about what the impact of this type of powerful technology would have on student learning.

Would it lead students to lose learning opportunities?

Would they rely on everything that they found by using this, and lack skills that they need to be prepared for the future?

What should educators do when it comes to teaching about these technologies in the classroom?

How can you tell whether or not a student has used ChatGPT to complete an assignment or project and how do you handle it?

Learning opportunities

AI writing and the use of ChatGPT and other AI writing tools are increasingly common not only in business. Students are using it and know about it. There are high schools banning its use. Educators are worried it will erode writing skills. But is banning it the solution? Detecting the presence of artificial intelligence in a student’s writing is helpful, but I hope that it is focused not on catching them doing something wrong but rather to use it to improve writing. We should use it to start conversations with students.

Turnitin has been developing writing and feedback tools for educators for 25 years and has continued to refine the ways that teachers give feedback to students. Turnitin commissioned Atomik Research to conduct an online survey of 1,011 parents and/or guardians of high school students in the United States to understand their perceptions of AI writing tools like ChatGPT and Google Bard. Interestingly, 81% of respondents believe that teachers should use technology tools to detect when something has been written by AI to check homework or test answers to cut down on cheating.

On Tuesday, Turnitin released a new AI detection feature that has the ability to detect AI with 98% accuracy. They are also continuing to monitor the detection settings to watch for false positives. The new AI detection feature works like similarity checking. If something is noted, then teachers can look at the writing and provide feedback to students. It becomes a conversation and a learning opportunity for teachers and students about how to evaluate information and also for properly citing sources that have been used. The software should not be viewed as something that is set to accuse students of plagiarizing.

[image via Turnitin]

Also helpful is the sidebar with resources for educators to explore.

[Similarity report via the AI writing feature]

As educators, we have a responsibility to help our students to develop skills to navigate all of these changes that are happening in the world of education, and that may impact them in their future line of work.

Lessons to learn

I see this new feature as a way to provide information for teachers so they have data for analyzing student writing and providing further instruction and feedback, not as a tool for accusing students of misconduct. We want students to understand the importance of academic integrity while also learning about the tools available, including ChatGPT and other AI technologies. It is a way to also build literacy skills and stress the importance of evaluating our sources and checking information for accuracy.

Now what?

I recommend following the conversation about ChatGPT in the variety of educator spaces and communities. As for tools that detect plagiarism, explore the resources available to assist educators in integrating this new technology into their classrooms. The Turnitin page features a glossary of AI terms, which provides a useful reference guide for educators who are not yet familiar with the technical vocabulary associated with this technology. Additionally, there is a guide on updating an academic integrity policy in the age of AI, which is essential for ensuring that educators have a clear understanding of the ethical considerations surrounding AI-generated text.

And the best advice I can offer is to dive into trying out ChatGPT. Think about questions that you ask your students, projects that you have assigned, assessments that you’ve created, and lesson plans that you’ve written, and put all of those in as prompts. See what it generates and then regenerate the response a few times and look for commonalities. I test this out to see how similar the answers are and also check it for accuracy. I have explored this with my students as well because we know that not everything that we find on the Internet is accurate, which is why we have to embrace this and help students to learn to be digitally literate and model this practice for them.

This post was in collaboration with Pando PR. Opinions expressed are my own.

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