Tag education technology

Students, Teachers, and Chatbots: Learning Plans for Supporting Student Agency in the Age of AI

Dr. Rachelle Dené Poth Leave a comment

Guest post by Dr. Torrey Trust and Dr. Robert Maloy

Welcome to “Students, Teachers, and Chatbots!” In this monthly series, you will find classroom-ready learning plans to use as you explore different civic engagement issues and topics with students. Each learning plan is connected to one of the ISTE (International Society for Technology in Education) Standards for Students. 

You can find more of these learning plans in our free online companion for our new bookAI and Civic Engagement: 75+ Cross-Curricular Activities to Empower Your Students. We hope you will find these plans engaging, and we welcome your ideas and suggestions.

Agency for learners means each individual is actively involved in what is happening educationally and instructionally in classrooms and schools. Agency, however, is more than paying attention in class, completing assignments on time, and earning high grades on tests. Agency also means students believe they have a voice and choice in what and how they are learning. They believe they can take actions in their lives based on what they are learning in schools.

In social studies education, agency is connected to civic education, and by extension, democratic teaching in democratic classrooms. Teaching about democracy is a cornerstone of civics education, where students learn the foundations of government of the people, for the people, by the people. Democracy offers everyone a voice and choice in making decisions collectively and collaboratively. In theory, the same is true in democratic classrooms. Yet, in the past three decades, the practice of democratic classrooms has faded from view. In school after school, standardized achievement exams have brought with them greater emphasis on teacher control and accountability, large group instruction, and teaching to the test (Ravitch, 2016).

In the current era of mandated curriculum frameworks and high-stakes testing, learning about democracy in many classes is focused on memorizing the branches and structures of national, state, and local government; reviewing the history of the American Revolution and other signature events in U.S. history; and learning the names of well-known historical figures. Democracy is rarely a lived experience for students. 

When we asked college students, “What do you remember was your first experience with democracy?” many responded with puzzled expressions. When we clarify that by “first experience with democracy,” we mean when did they first recall thinking they had personal agency, that their voice mattered, that they were part of a collective decision-making process,  most recall voting for the first time. But, when pressed to think back to when they were younger, some recall experiences with democracy in family meetings where adults and children shared ideas and made plans; at summer camps and recreation programs where campers had choices about playtime activities; in libraries where young readers made choices about what books to read; on sports teams where coaches let youngsters try many different positions and choose the ones they found engaged them the most. Those we spoke with so valued these experiences because they felt their choices mattered and decisions were respected, if not always agreed to by the adults in charge.

In the following bonus learning plan from our AI and Civic Engagement book, student agency is front and center – students are encouraged to research, design, and work together to create real change that is meaningful to them and their schools. 

Chapter 9 (Global Collaborator)

Bonus AI-Enhanced Learning Plan:
AI Literacy for All: Collaboratively Crafting an AI Curriculum for Your School

Student Engagement Question: How do you think we should be using AI in our classes and school?

AI technologies play a significant role in the lives of teachers, students, administrators, families, and community members everywhere. As the latest GenAI tools, models, and features are released, all of us are learning more and more about the possibilities and complexities of artificial intelligence and its place in education. 

Elected officials and policymakers have ideas for what needs to be done for AI in education. The White House Office of Science & Technology under President Biden issued “A Blueprint for an AI Bill of Rights.” The European Union urged developers and users to ensure a safe, secure, and trustworthy AI. Lawmakers in Congress have introduced the AI Literacy Act, intended to address the reality that “communities most often negatively impacted by AI-enabled technologies often have the least access to AI education” (In section 2: Findings). One group of researchers from the National Education Policy Center has urged a pause in the use of AI tools in schools to give everyone time to develop guidelines and regulations about their use for in-person and online learning (Williamson, Molnar, & Boninger, 2024). Organizations, including Common Sense Media and OpenAI, are working together to create AI education guidelines (Kelly, 2024). 

But, what do students think about the role of AI in their education? Should they have opportunities to use GenAI in every class, subject, and topic? Should they learn about the ethical issues surrounding the design and production of GenAI tools (e.g., hallucination, bias, environmental labor impact, exploitation of human labor, intellectual property rights)? Should they have opportunities to build their AI-Ready workforce skills? 

This learning plan invites students to ensure their voice is heard when it comes to AI in their education. As global collaborators, they can work with others to develop an AI curriculum for their class, school, and/or district. 

Learning GoalStudents will collaboratively draft an AI curriculum for their class, school, or district. 

ACTIVITY 1: Research AI Curriculum Models and AI Literacy Frameworks/Models with GenAI

  • Invite students to curate a collection of AI curriculum frameworks, AI literacy frameworks and models, and any other resources and materials that can help them design an AI curriculum for their school or district. GenAI technologies can be a starting point for the research:
    • Example Prompt: “Create a table of at least 20 AI curriculum frameworks, AI literacy frameworks/models, or other sources to help me build an AI curriculum for my school. Make sure to include research-based frameworks and models. Include the name of the resource (column 1), a brief description of it (column 2), a description of why I should use it as a model or resource for my school’s AI curriculum (column 3), and a link to external sites to learn more information (column 4).”
  • Ask students to select at least 5 resources from their curation to critically examine and annotate, using the following AI-generated questions to guide their thinking:
    • What is the stated purpose or goal of this framework or resource?
    • Who created it, and what expertise or perspective do they bring (e.g., educators, technologists, policymakers, researchers)?
      • Missing Perspectives: Whose voices are missing from the authorship or the examples used? (e.g., Global South perspectives, Indigenous data sovereignty, non-corporate viewpoints).
    • What definitions of “artificial intelligence” or “AI literacy” does it rely on? How does this shape the rest of the resource?
    • What big ideas, concepts, or competencies does this resource emphasize that you think should appear in your school’s AI curriculum? Why?
    • What specific AI definitions, skills, or knowledge domains does this resource identify as essential? Which of these are non-negotiable for your specific student body?
    • Who is left out by this framework? Does it require expensive hardware, high-speed internet, or prior coding knowledge that your students may not possess?
    • How does the resource address ethical, societal, or environmental implications of AI? What elements of this should be included in your curriculum?
    • Does the resource treat AI as a standalone Computer Science subject, or does it offer strategies for integrating AI literacy into multiple subjects and classes?
    • What does this resource do exceptionally well? How does it contribute to an informed, balanced, or future-ready AI curriculum?
    • What is missing from the resource that is important for your school’s context (e.g., student diversity, local community needs, digital divide, civic engagement)?
    • How well does this resource align with your district’s mission, values, or current technology curriculum?
    • What adaptations would you make to this resource to ensure your curriculum is inclusive, engaging, and accessible to all learners, including multilingual learners and students with disabilities?
    • How does this resource compare to the other frameworks you selected? Where do they overlap or diverge?
  • Then, ask students to work in groups and design their own AI curriculum for their class, school, or the district. 

ACTIVITY 2: Collaboratively Design an AI Curriculum with GenAI and School/Community 

  • Ask students to use a collaborative technology to get feedback on their AI curriculum from family members, community members, and educational leaders.
    • They might do this by sharing their AI curriculum in a Google Doc with commenting features on and asking others to add their thoughts/ideas/suggestions/questions as comments throughout the document; or they could share a link to their AI curriculum document and provide a virtual space like Padlet or IdeaBoardz to collect feedback and ideas. 
  • Then, have students, in their teams, review the feedback they received and make revisions to their AI curriculum. 
  • Ask students to present their AI curriculum to the entire class and get feedback from their peers. 
  • Then, as a class, vote on one curriculum (or multiple curriculums that can be merged into one) to send to the school leadership as an official proposal. 

REFLECTION QUESTIONS

  • What role do you want AI to play in your schooling? Why?
  • Do you want AI to be taught as a standalone topic/class? Why or why not?
  • What learning opportunities do you need in school to confidently navigate the Age of AI?

AI LITERACY QUESTIONS

  • What are the arguments in favor of or against establishing an AI literacy or AI education graduation requirement for students at your school or in your state?
  • What AI ethical issues did you include in your curriculum? Why did you include those issues? 

ISTE Global Collaborator Criteria Addressed:

  • 1.7.b Multiple Viewpoints. Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
  • 1.7.c Project Teams. Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
  • 1.7.d Local and Global Issues. Students explore local and global issues, and use collaborative technologies to work with others to investigate solutions.
Laird, E., Dwyer, M., & Grant-Chapman, H. (2023, September). Off Task: Edtech threats to student privacy and equity in the age of the AI. Center for Democracy & Technology. https://cdt.org/wp-content/uploads/2023/09/091923-CDT-Off-Task-web.pdf 
Marrero, L. (2023, November 2). Could the emerging use of A.I. in schools be the next digital divide? The Education Trust. https://edtrust.org/the-equity-line/could-the-emerging-use-of-a-i-in-schools-be-the-next-digital-divide/
Williamson, B., Molnar, A., & Boninger, F. (2024, March 5). Time for a pause: Without effective public oversight, AI in schools will do more harm than good. National Education Policy Center. https://nepc.colorado.edu/publication/ai?utm_source=icontact&utm_campaign=nepc_visitors
Prothero, A. (2024, February 29). How young is too young to teach students about AI? Survey reveals differing opinions. Education Week. https://www.edweek.org/technology/how-young-is-too-young-to-teach-students-about-ai-survey-reveals-differing-opinions/2024/02
White, S.V. & Scott, A. (2023). Responsible AI and Tech Justice: A guide for K-12 educators. Kapor Foundation. https://kaporfoundation.org/wp-content/uploads/2024/01/Responsible-AI-Guide-Kapor-Foundation.pdf 

Author Bios

Torrey Trust, Ph.D., is a Professor of Learning Technology in the College of Education at the University of Massachusetts Amherst. Her work centers on empowering educators and students to critically explore emerging technologies and make thoughtful, informed choices about their role in teaching and learning. Dr. Trust has received the University of Massachusetts Amherst Distinguished Teaching Award (2023), the College of Education Outstanding Teaching Award (2020), and the International Society for Technology in Education Making IT Happen Award (2018), which “honors outstanding educators and leaders who demonstrate extraordinary commitment, leadership, courage, and persistence in improving digital learning opportunities for students.” More recently, Dr. Trust has been a leading voice in exploring GenAI technologies in education and has been featured by several media outlets in articles and podcasts, including Educational Leadership, U.S. News & World Report, WIRED, Tech & Learning, The HILL, and EducationWeek. 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 AI and Civic Engagement: 75+ Cross-Curricular Activities to Empower Your Students, 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; andPartnerships for Improving Schools.

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “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,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Bluesky, Instagram, and X 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 show on THRIVEinEDU on Facebook. Join the group here.

Digital Wellness in the Age of Cell Phone Bans

Dr. Rachelle Dené Poth Leave a comment

Original post on Edutopia

Throughout the country, states and districts are taking different approaches to student cell phone use. Some have implemented complete bans, while others are leaving the decision to individual schools or educators.

What I’ve learned over the past 12 years of using devices in my classroom is that while policies can help create structure, they don’t build consistent digital habits. Digital wellness has to be taught, modeled, practiced, and reflected upon.

Why tech habits matter

With so much access to technology, we need to guide students in developing good digital habits. Digital wellness involves helping students understand when technology is helpful, when it becomes draining, and how to make intentional choices that will keep them balanced and present. Cell phone bans and updated device policies have been designed to promote digital wellness in our schools.

I’ve observed that in schools with cell phone bans, students are more interactive with one another, and their socialization skills are improving. For some students, knowing where their phone is and having it close by is important, and I can relate. But I also understand the importance of disconnecting and being present in the moment, especially in our classrooms, to be more focused on learning.

I have done a variety of activities with students and educators focused on digital habits. In one of them, I focus on the “benefits” and “drains” of devices. A simple way to start is with activities that help students map their “digital day.” Ask them to list all the ways they use their phone or other devices from morning to night. Next, have them decide when the use helps learning (taking a photo of notes, defining or translating a word, keeping time, conducting research, or even recording a podcast draft) or benefits their well-being (such as tracking steps, doing meditation, or using focus apps). They then identify when it is draining (doomscrolling or game-playing; checking notifications; causing reduced energy, lack of attention, or mood changes).

Continue reading the rest of my article on Edutopia.

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “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,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Bluesky, Instagram, and X 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 show on THRIVEinEDU on Facebook. Join the group here.

Winter Olympics 2026 Digital Choice Board

Dr. Rachelle Dené Poth Leave a comment

Guest post by Dr. Torrey Trust and Dr. Robert Maloy

The XXV Winter Olympic Games begin on February 6 in Milano Cortina, Italy, with some 3500 athletes from 93 countries competing in 116 medal events. In March, the 14th Paralympic Games will be held with more than 600 athletes competing in six events. 

To engage students and teachers in exploring sports in the context of global relationships, we developed a 2026 Winter Olympics Digital Choice Board, and we want to share it with you. Boxes on the choice board are designed to take a wide view of the games, focusing on designing new Olympic equipment, honoring past Olympic athletes, and assessing the impacts of the games on host cities and local environments, as well as assessing the political rights and freedoms of people in countries around the world. There are also activities on the choice board that feature the use of GenAI tools to support student learning. Try out the choice board and let the games and the learning begin!

You can also find our whole collection of digital choice boards here: Digital Choice Boards and Interactive Learning Materials for Teachers and Students.

Torrey Trust, Ph.D., is a Professor of Learning Technology in the College of Education at the University of Massachusetts Amherst. Her work centers on empowering educators and students to critically explore emerging technologies and make thoughtful, informed choices about their role in teaching and learning. Dr. Trust has received the University of Massachusetts Amherst Distinguished Teaching Award (2023), the College of Education Outstanding Teaching Award (2020), and the International Society for Technology in Education Making IT Happen Award (2018), which “honors outstanding educators and leaders who demonstrate extraordinary commitment, leadership, courage, and persistence in improving digital learning opportunities for students.” More recently, Dr. Trust has been a leading voice in exploring GenAI technologies in education and has been featured by several media outlets in articles and podcasts, including Educational Leadership, U.S. News & World Report, WIRED, Tech & Learning, The HILL, and EducationWeek. 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 AI and Civic Engagement: 75+ Cross-Curricular Activities to Empower Your Students, 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; andPartnerships for Improving Schools.

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “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,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Bluesky, Instagram, and X 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 show on THRIVEinEDU on Facebook. Join the group here.

Reflecting on Education in 2025

Dr. Rachelle Dené Poth Leave a comment

As I reflect on 2025, it feels like a year of recalibration. I think about education, and while things were definitely moving faster, especially with AI and the changes it has brought, I feel like things are moving at a deeper level. After several years of rapid changes, disruptions, and adjustments, many educators, leaders, and systems seem to have shifted from being reactive to proactive, and, more importantly, to focusing more on reflective practices. Some questions I consider are:

What is actually working?
What is overwhelming students and teachers?
What does “future-ready” really mean, and is it the proper term?

In many ways, 2025 feels more like a time when education stopped trying to keep up with every new trend, took a breath, and began reclaiming its intention.

From Urgency to Intention

The past few years have required schools to operate in what I’ve heard in many conversations as a “crisis mode.” After some thought, I have seen and experienced a shift away from an overwhelming sense of urgency to accomplish everything and toward purposeful decision-making. A word that I have used a lot after reading a book by Kevin Roose called Futureproof is “discernment.” He wrote about the shift from media and digital literacy to digital discernment. I’ve seen this in my own practice as well. Educators have become more discerning about initiatives to invest in, tools to explore, and expectations to set. The question “Can we do this?” shifted to “Should we do this? And “Why?” Which then led to the “How” part.

This shift showed up in conversations around curriculum, assessment, technology use, and student well-being. Schools began reducing or being more selective rather than layering, which helped educators to adjust better to change. Leaders focused more on coherence instead of compliance. And in some conversations I had or articles I read, I noticed respectful pushback on practices that added complexity without improving learning.

I think this is why the recalibration mattered.

AI Moved From Novelty to Normal

Since artificial intelligence and all of the new tools arrived in classrooms, it was an interesting time for educators. Something novel, something cool yet scary at times I’ve been told by educators that I am training, and other times, something to be avoided at all costs. But, what I noticed this year has been a shift. A shift away from the worries about plagiarism and cheating, about the time needed to learn how to leverage AI in our work, to a focus on how to bring it into our classrooms intentionally, purposefully, responsibly. In 2025, AI in education has become more of the norm.

I have noticed a change in the reactions. Now I see more focus on:

  • Data privacy
  • Ethical use and attribution
  • Age-appropriate access
  • Skill-building over shortcut-taking. (Leaning on versus learning from)
  • Transparency instead of surveillance

AI has become less about “cheating” and more about helping students and others learn how to think, evaluate, and create responsibly in an AI-infused world. Educators that I have worked with in my own school, at conferences and during professional development sessions that I have provided, have been asking different questions. At first, questions focused on “How can I tell when a student has used ChatGPT?” “Why do I need to teach about AI in the elementary level, they are too young and it is too much technology?” and “How do I find the time to evaluate the tools?” and more. But now, the questions are more targeted. Some examples are “How does this tool support learning goals?” and “When does it enhance or push thinking and when does it replace it?” Questions are also asked about how to connect AI into different grade levels and content areas without it feeling like something extra. I think the key to these questions is keeping the focus on the human aspect of learning and teaching.

We need to become AI literate and help students to develop their AI literacy skills, which do not only require developing technical skills. It also involves essentially human skills such as judgment, empathy, discernment, and reflection. With so much technology, the impact on us as humans is real and brings out the importance of digital wellbeing in addition to digital citizenship.

Digital Wellness

I’ve been working on an initiative through ISTE+ASCD and Pinterest that focuses on digital wellbeing and digital citizenship, both aligned with innovation. Something that I’ve noticed in the conversations at the schools is that educators are realizing that digital citizenship alone is not enough. Conversations about constant connectivity and the cost of it have been taking place and leading to new policies and guidelines in schools.

As a result, digital wellness has emerged as a priority for all, rather than as a standalone curriculum In my work with educators, each group talked openly about:

  • Attention fatigue
  • Notification overload
  • Screen balance
  • Emotional regulation
  • Boundaries and agency

Cellphone bans were in place and while some saw the positives, others raised some interesting points. Rather than banning technology outright or ignoring its impact, should we instead focus on intentional use of it and guide students? Questions like “When does technology add value?” and “When should we step away?” became part of the discussions in and out of the classroom.

Focusing on the human connection

I noticed in some schools that I visited, more socialization, more connections being made between students in the classrooms. More time for colleagues to work together and with their students.

There was renewed emphasis on:

  • Relationships over rigid pacing
  • Depth over coverage
  • Dialogue over compliance
  • Reflection over reaction

Administrators that I spoke with have said they are listening more closely and trust teachers to use their professional judgment. Something else I noticed was an increase in the inclusion of student voice in conversations about learning, technology, and school culture. I have asked students for feedback for many years and value their input as it expands my understanding and helps me to better connect. In some of the schools that I have visited, common questions to students have been:

  • How do you learn best?
  • What feels supportive vs. stressful?
  • How does technology affect your focus and well-being?
  • What do you want your teachers, families, friends, to understand about your experience?

When students were invited into these conversations, the results were powerful. They wanted agency, not avoidance. They wanted guidance on balance, which could not be learned through complete bans. When students were treated as collaborators or partners in shaping their learning environments, it led to powerful learning and growing as a school community.

The Power of Reflection

I wrote about it, spoke about it, and engaged in reflection myself and with other educators. We often noted the increase in the need for reflection, especially in our field that is constantly changing.

Some areas that I considered:

  • What I kept doing out of habit
  • What I needed to let go of for sustainability
  • What truly mattered in my classroom
  • What I needed to do to make a difference
  • Was I involving my students in decisions
  • What kind of educator I wanted to be

Reflection shouldn’t be about perfection, at least not in my mind. I see it as a way to focus on continued growth, clarity, and purpose in my work.

Some things that I learned in 2025

I had many opportunities to learn and share my learning with others. I provided some keynotes and a lot of training and working with educators from around the world. When I tried to gather my thoughts about innovation, effective technology use, digital wellness, student voice and agency, and reflection, I came to some conclusions…at least as of today. But I will continue to reflect.

  • Innovation without intention leads to exhaustion.
  • Technology must serve learning, not dominate it.
  • Wellness is foundational to continued growth.
  • Students are capable of thoughtful insight when involved in the conversation.
  • Reflection is a powerful driver of meaningful change.

Education does not become easier with each passing year but I do find that the conversations become more transparent and honest.

As I close the year on blogs for 2025, I leave you with some questions to consider, that I have considered myself:

Looking Back

  1. What was one moment in 2025 when teaching or learning felt especially meaningful for you? Why?
  2. What was draining or unsustainable this year as opposed to other years?
  3. What practice, tool, or expectation did you decide to let go of, and why?

Technology & Learning
4. Where did technology genuinely support learning this year? How?
5. Where did it lead to distraction, add extra pressure, or increase overload?

Well-being
6. When did you feel most balanced as an educator this year? What contributed to your balance?
7. What helped you to decide when something was “too much”?

You might even choose to engage in conversations with colleagues or a PLC for even more opportunities to learn and connect.

As we move forward into 2026, we must continue to design learning experiences that are human-centered, values-driven, and always reflective. If 2025 could offer advice, it might be to Slow down in order to choose well.

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “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,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Bluesky, Instagram, and X 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 show on THRIVEinEDU on Facebook. Join the group here.

The Importance of Reflective Practices

Dr. Rachelle Dené Poth Leave a comment

Making time for reflection as an educator is essential. Education is a field defined by personal and professional growth. Not just for educators, but also for students, the school community, and the systems involved, too. Growth doesn’t happen on its own. It requires intention, curiosity, and ongoing, consistent reflection. By looking back on our experiences, analyzing what worked and what didn’t, and identifying ways to improve, we build a solid reflective practice in our work. Reflection should not be considered as a routine, but rather as a mindset that transforms teaching into a continuous cycle of learning.

Why Reflection Matters

In classrooms filled with continuous changes, such as emerging technologies, alignment to varying standards, and working to best meet the needs of all learners, reflection helps to anchor us. It offers educators a chance to take a moment to pause and ask themselves questions such as, “Why did this lesson work? What could I do differently next time? What did my students need that I missed? How can I improve for tomorrow?

Reflection:

  • Encourages professional growth and lifelong learning.
  • Improves instructional decisions through ongoing thinking and self-evaluation
  • Builds self-awareness and resilience.
  • Strengthens the connection between teacher and learner experience.
  • Models metacognitive thinking for students.

As a huge fan of quotes, and having written one focused on quotes, I often think of this quote by John Dewey:

“We do not learn from experience… we learn from reflecting on experience.”

When we take the time to reflect on our experiences as educators, we transform them into opportunities for innovation, empathy, and personal growth.

The Cycle of Reflection

A simple way to frame reflection in education is through Gibbs’ Reflective Cycle, which includes six stages:

  1. Description – What happened?
  2. Feelings – How did you feel about it? How did it impact you?
  3. Evaluation – What was good or bad about the experience?
  4. Analysis – Why did things happen that way?
  5. Conclusion – What have you learned? What impact did it have?
  6. Action Plan – What will you do differently next time?

This framework helps teachers to pause, slow down, and analyze practice systematically, rather than relying solely on intuition or habit. It encourages educators to move from being reactive to becoming more intentional. When we do this, we make a shift and turn each lesson into a source of insight to better inform our practice.

Reflection Strategies for Educators

There are many ways to integrate reflective practice into our daily work. It can vary depending on teaching style, teaching and personal schedule, and even the school environment. Here are a few practical strategies that can help make reflection a part of your professional practice.

1. Journaling or Blogging

A reflective journal, whether digital or handwritten, or starting a blog, offers a space to explore thoughts about teaching, students, or school culture. Writing helps us identify or clarify patterns and challenges that we may otherwise be unaware of.

Try this:
At the end of each week, make a note of:

  • A success from the week
  • A challenge faced
  • A surprising moment
  • One thing you’ll try differently next week

This short routine will help to turn reflection into an intentional practice rather than an afterthought.

2. Peer Observation and Feedback

Invite a colleague to observe one of your classes or co-teach a lesson with you. These opportunities can provide new perspectives that deepen our reflection. While it can be uncomfortable at times, it is necessary. Having someone else with us can be insightful for identifying things we may overlook.

When working with a colleague and engaging in peer feedback, it shifts to a dialogue that, rather than being a solo conversation, becomes a dialogue that moves from focusing on what happened in a lesson to what happened, what it means, and what can I do now.

Try this:
After a peer observation, engage in a quick debrief with your colleague. Consider using prompts like:

  • “What did you notice about student engagement?”
  • “How did my questioning or feedback shape learning?”
  • “What assumptions might I have made during that lesson?”
  • “How was my pace during instruction?”
  • “Did I provide opportunities for students to lead more?”

3. Engage in Reflective Conversations with Students

I have found that asking my students for their thoughts is very helpful. I ask them what resonated with them, what confused them, how my class made them feel, and what ideas they can share about the impact of the strategies or teaching tools used in class.

Try this:
End a unit or project with a student reflection survey:

  • “What helped you learn most in this unit?”
  • “When did you feel most challenged?”
  • “What could I do differently to help you learn better?”

When we gain insights like these, they will not only inform instruction but also empower students to become reflective learners.

4. Video Reflection

Over the years, I have used a few different tools to reflect on my teaching practices. It can be uncomfortable at times, but by using video, it can be eye-opening for us. I have used Edthena Coaching for input, a Swivl, and through these, I have noticed several things. I quickly noticed patterns in my tone, pacing in lessons, student interactions, questioning practices, and more, that I often had overseen while teaching.

Try this:
Choose one aspect to focus on, such as questioning techniques, transitions, or body language (I tend to move my hands a lot!), and analyze that specifically. Small, focused reflection leads to meaningful improvement.

Reflection and Innovation

In our age of AI, digital learning tools, and evolving pedagogies, reflection is crucial to integrating innovation effectively. Reflective educators ask:

  • “Is this tool enhancing learning, or is it too much?”
  • “How are my students using technology to think critically, not just consume?”
  • “What role does empathy play in how I use data or AI to personalize learning?”

Reflection ensures that innovation stays human-centered and grounded in purpose, not just as a novelty.

Connecting Reflection to Student Growth

When teachers model reflection, students learn to think about their own thinking, they engage in a process known as metacognition. Reflective learners:

  • Understand their strengths and challenges.
  • Set personal goals.
  • Monitor their progress and adapt strategies.
  • Build self-awareness

Encouraging students to reflect, whether through the use of portfolios, self-assessments, or classroom discussions, cultivates ownership of learning. Reflection is powerful as it helps students to shift the focus of learning from grades to ongoing growth.

Building a Culture of Reflection

Creating a reflective classroom starts with modeling vulnerability. I’ve spoken about vulnerability a lot and often quote Dr. Brené Brown from her book Daring Greatly, in which she speaks of vulnerability in reference to Teddy Roosevelt’s speech, “The Man in the Arena” from 1910. Vulnerability is not a sign of weakness, but rather a sign of strength and willingness to grow. When teachers openly admit what they’re learning, they normalize growth and imperfection.

Try saying:

“I tried something new today, and it didn’t go as I expected. Let’s think about why.”

Transparency like this builds trust and shows students that reflection isn’t about failure. Reflection is about curiosity and continuous improvement.

When reflection becomes part of the culture, it deepens engagement and innovation at every level, from classrooms to leadership teams.

Reflective practice is at the heart of great teaching. It reminds us that education is an evolving journey that brings with it challenges and successes, both of which require reflection. Through reflection, we discover meaning in our work, develop empathy for our students, and gain clarity in our purpose for the work that we do.

The best educators are not those who have all the answers, but those who keep asking better questions.

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “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,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Bluesky, Instagram, and X 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 show on THRIVEinEDU on Facebook. Join the group here.

Preparing students for the future

Dr. Rachelle Dené Poth Leave a comment

We live in a rapidly evolving world shaped by artificial intelligence (AI) and emerging technologies, and we are preparing students for an uncertain future. These changes require educators to continue learning and exploring, to prepare students. We now have to focus on career-connected learning. This learning will help bridge the gap between education and the workforce, enabling students to develop adaptability, purpose, and the real-world skills necessary to thrive in jobs that may not yet exist.

Technology has been advancing at a rate faster than we could have imagined. From AI and automation to data analytics and immersive learning and working environments, the world of work is undergoing a significant transformation. As educators, we can no longer predict with certainty what future jobs will look like, but we can work to equip students with the flexibility and curiosity to succeed in any setting.

The World Economic Forum (WEF) provides valuable information and insights into in-demand skills. I refer to their Top 10 skills often as I work to prepare my students for the future. The WEF continues to emphasize the importance of transferable, human-centered skills. Its list of in-demand competencies, which include analytical thinking, creativity, resilience, and technological literacy, highlights how the focus has shifted from content memorization to capability building. To prepare our students, the best we can do is to always focus on connecting their learning to real-world experiences which will help them to experience authentic learning and develop skills in adaptability and many other essential skills.

What Does “Career Ready” actually mean today?

Traditionally, being “career ready” has referred to having strong academics and a set of soft skills such as collaboration and communication. While these are still essential skills, we have to also focus on skills in digital literacy, ethical reasoning, and the ability to navigate technologies increasingly powered by AI.

To truly prepare students, we must also help them use AI as a collaborative tool that enhances and does not replace their opportunities for learning. By leveraging platforms such as ChatGPT to brainstorm ideas, analyze information, and refine their thinking or using platforms such as Brisk Teaching, Kira Learning, Learning Genie, Magic School, School AI, and others, we can create opportunities for them or place AI in their hands. As more careers begin to require AI proficiency, classroom experiences that integrate generative tools responsibly will ensure students are well-prepared for the digital demands of the workplace.

Designing Spaces for Exploration and Purpose

Career-connected learning transforms classrooms into environments of exploration. Students need opportunities to dream big, test their ideas, fail, and iterate, and apply their skills in authentic contexts. Through hands-on projects and simulations that reflect real-world scenarios, we will foster curiosity while demonstrating the relevance of what students learn.

When we build intentional career connections into learning, we empower students to see themselves as the creators and innovators. By bringing in design thinking projects, project-based learning (PBL), place-based learning, community partnerships, or global collaboration, relevance and purpose become the driving forces behind engagement.

Elements of Career-Connected Learning

  • Project-Based Learning (PBL): Develop projects that address community or industry needs.
  • Emerging Tech Integration: Introduce students to AI, coding, and data science.
  • Authentic, Real-World Tasks: Use simulations or case studies that are based on real-world issues.
  • Partnerships: Collaborate with local businesses, universities, or nonprofits to provide mentorship or feedback.
  • Skill Challenges: Incorporate AI, cybersecurity, or innovation competitions that mirror workforce skills.

An important focus of all of this is promoting student agency. When students see that their work connects to real-world possibilities, it boosts motivation and engagement in learning and promotes long-term retention.

The WEF’s Future of Jobs Report predicts that by 2027, 85 million jobs will be displaced by automation and AI—but 97 million new roles will emerge. These new opportunities will require high-level cognitive ability, digital agility, and ethical decision-making.

Roles like AI ethics consultant, digital twin designer, and data privacy advocate are already appearing—and most students haven’t even heard of them. Meanwhile, more than half of all workers will need reskilling within a few years. This shift highlights a crucial point: education must evolve to keep pace with innovation.

Strategies for Building Career-Connected Classrooms

  1. Create Interdisciplinary Learning Experiences
    Combine subjects to reflect real-world problem-solving. For instance, collaborate math and art for data visualization projects, or integrate English and computer science to explore ethical storytelling with AI.
  2. Leverage AI Tools to Design Career-Ready Tasks
    Platforms like Eduaide, Kira Learning, Knowt, MagicSchool AI, and Brisk Teaching can help educators design simulations or career-based challenges aligned with workforce trends without adding to planning time. Lack of time and resources are the top two reasons that bringing AI experiences into classrooms can be a challenge.
  3. Partner with Industry and Community Organizations
    Collaborate with businesses, universities, and nonprofits to provide mentorship, guest speakers, job shadowing, and feedback on student projects. Even virtual connections can make a lasting impact. Not only do students benefit, but the greater school community learns from these experiences and it further solidifies the home to school connection and the sense of a supportive school community.
  4. Empower Students to Lead
    Provide students with an opportunity to create and lead tech support programs, host digital wellness campaigns, or work with their teachers on technology developments.

Keeping the focus on human skills

Career-connected learning isn’t just about building skills. It is about skills, and it’s also about building identity and purpose. It helps students answer three essential questions:
Who am I? Where am I going? How can I make a difference?

As automation and AI reshape every industry, schools must prioritize technological fluency and human skills such as compassion, creativity, and ethical reasoning. Keeping humanity involved is essential, as this is what distinguishes us from machines and the technologies available.

Educators play a crucial role in striking a balance between innovation and humanity. By providing students with authentic opportunities to explore careers, solve problems, and apply their learning, we’re helping them become not just workers of tomorrow, but leaders, innovators, and changemakers.

About Rachelle

Dr. Rachelle Dené Poth 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 received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “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,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Bluesky, Instagram, and X 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 show on THRIVEinEDU on Facebook. Join the group here.

Digital Wellness: Helping Students Build Healthy Digital Habits

Dr. Rachelle Dené Poth Leave a comment

Digital Citizenship Week has often served as a starting point for conversations about safety, ethics, and responsible online engagement with others and with content. But an equally vital component, often overlooked, is digital wellness. Digital wellness refers to how technology impacts our emotional, social, and mental well-being. If digital citizenship is focused on how we act and interact online, then digital wellness is how we feel, think, and show up online.

With so much technology in our classrooms today, educators are no longer just teaching academic content. Now, they are guiding students through a new terrain of constant connectivity, algorithm-driven attention, and shaping their digital identities. Digital wellness offers a framework that can help students build balance, boundaries, and agency as they develop technology skills. It leads them to understand how tech supports, rather than replaces, their growth.

What Is Digital Wellness?

Digital wellness refers to the intentional and healthy use of technology in ways that support:

  • Emotional resilience
  • Focus and attention
  • Healthy relationships
  • Digital boundaries and self-regulation
  • Positive identity-building
  • Offline/online balance
  • Safe and restorative digital habits

Wellness is not about restricting technology; it’s about using it wisely and reflectively—something the ISTE Standards for Students emphasize under Digital Citizen (2a, 2b) and Empowered Learner (1c, 1d). Students need to understand how to leverage technology safely, ethically, and responsibly. Removing it completely is not the answer; they need guidance.

Why Students Need Digital Wellness Instruction

Students today are processing information faster than they can understand it emotionally. Many may experience:

  • Notification fatigue
  • Fear of missing out (FOMO)
  • Stress from “performing” online
  • Comparison culture
  • Late-night “doom” scrolling and sleep disruption
  • “Always on” communication pressure

When students learn mindful tech use, they gain emotional space for creativity, deep thinking, and well-being. Educators have a powerful role in helping students recognize how tech makes them feel, rather than just how to use it.

Classroom Activities for Teaching Digital Wellness (K–12)

These practices work during Digital Citizenship Week—or anytime you want to promote balance and meaningful tech habits.

ELEMENTARY (K–5)

1. “Feelings Before Screens” Routine (5 minutes)
Before using a device, students pause, breathe, and choose a feeling icon (happy, calm, tired, frustrated). After the activity, they reflect: “Do I feel better, the same, or worse?”
Purpose: Builds self-awareness + emotional literacy.

2. Tech vs. Together Time Sorting Game
Students sort cards showing daily activities—reading, gaming, playground time, FaceTime with a grandparent—into “screen” and “people” columns to discuss balance.
Purpose: Helps visualize healthy habits.

3. Brain Breaks for “Resetting”
Before transitions, practice 30–60 second mindfulness (breathing, quiet reflection, stretching).
Purpose: Digital stamina + self-regulation.

MIDDLE SCHOOL (6–8)

1. Attention Audit
Students list apps they check most often, rating how each one affects:
✅ mood
✅ focus
✅ relationships
✅ time
Discuss patterns: “Which apps energize you? Which drain you?”
ISTE Link: 1d Empowered Learner (setting personal learning goals).

2. The “Invisible Pressure” Conversation
Students anonymously answer: “What is something online that stresses you out?” Afterward, compare results to normalize healthy boundaries.
Well-being Lens: Emotional honesty builds agency.

3. Tech-Time Menu
Students design a personal plan using categories like “learning time,” “friends/social,” “rest time,” and “offline time.”
Purpose: Helps students self-regulate instead of default scrolling.

HIGH SCHOOL (9–12)

1. Digital Identity & Emotional Health Reflection
Students respond to prompts such as:

  • Who am I online vs. offline—and how does it differ? Why?
  • What parts of my persona do I curate, hide, or amplify digitally?
    This can bridge into healthy identity development.

2. “Attention Economics” Mini-Lesson
Teach students how platforms are intentionally designed to capture attention—streaks, infinite scroll, push alerts. I love to consider this question:
“If the product is free, what is being sold?” And the answer is often…our information.

3. Building a “Wellness Contract With Myself”
Students set personal wellness boundaries:

  • No doom-scrolling after midnight
  • Screens stay off during meals
  • Push notifications removed for nonessential apps
  • Reflex check: “Why am I opening this?”

This shifts digital wellness from theory into habits.

Digital Wellness Through the ISTE Lens

The ISTE Standards help frame wellness as a skill rather than a rule:

ISTE StandardDigital Wellness Skill
1d Empowered LearnerSelf-monitoring tech use
2b Digital CitizenManaging digital identity & reputation
3a Knowledge ConstructorDistinguishing distraction from meaningful use
7a Global CollaboratorRespecting others’ digital well-being

Digital wellness is not a side lesson—it fits into what ISTE calls “responsible, ethical, and healthy learner agency.”

Daily Mini-Practices Teachers Can Use Immediately

These require no prep and can be layered into any class.

StrategyWhat It Looks Like
Mindful StartA 60-second pause before screens come out
Offline FirstThink → speak → write → then tech
Tech + TalkEvery digital activity paired with peer discussion
App Impact Check“How did this tech help your learning today?”
Micro-reflectionsQuick exit tickets on wellness or focus level

Sample Prompts for Student Reflection

  • “Does this tool help you feel more connected or more overwhelmed?”
  • “When do you feel most in control of your technology use?”
  • “What’s one boundary you wish you could set but haven’t yet?”
  • “Where in your life could less screen time give you more peace?”

Partnering With Families

Home behaviors shape wellness as much as school experiences. Consider:
✅ Family Tech Talk Night
✅ One-page wellness guide in multiple languages
✅ Conversation starters (“when does tech feel too loud?”)
✅ Shared “screen-free zones” (dinner, car rides, bedtime)

When adults model healthy balance, students internalize it.

Shifting from One Week to a Wellness Culture

Digital wellness is not a unit—it is a skill for life. Schools can deepen impact by:

  • Including wellness language in advisory / SEL time
  • Embedding digital balance into classroom norms
  • Modeling tech off-ramps, not just on-ramps
  • Celebrating offline creativity with as much enthusiasm as digital work
  • Using AI thoughtfully—slowing down for reflective thinking

Digital wellness is really about helping students feel grounded, connected, and emotionally safe in digital spaces. When we teach students not just how to use technology but when to pause, reflect, and choose intentionally, we prepare them for a world where their humanity is not overshadowed by the pace of innovation.

About Rachelle

Dr. Rachelle Dené Poth 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 received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “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,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Bluesky, Instagram, and X 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 show on THRIVEinEDU on Facebook. Join the group here.

Celebrating Digital Citizenship Week with Purpose

Dr. Rachelle Dené Poth Leave a comment

Every October, schools around the world celebrate Digital Citizenship Week, a time to focus on educating others on how to engage responsibly, safely, and ethically in digital spaces. This week, events are happening to bring greater awareness to the importance of digital citizenship. There are activities and webinars provided by Common Sense and other organizations with resources for schools. However, we need to focus on it throughout the year. Digital citizenship has become an essential life skill. It is how we understand the connection between technology, ethics, communication, and well-being. Preparing students means helping them understand not just how to use technology, but how to use it well and for good.

Especially today, in a world surrounded by AI, students have access to so many tools that enable them to create, connect, and collaborate. With these opportunities comes greater responsibility, and as educators, providing guidance to our students is more important than ever. Digital citizenship is not just about “don’t click this” or “stay off of that site.” It is about student agency, empathy, discernment, digital well-being, and community-building.

The ISTE Standards for Students address this by highlighting the importance that students move beyond being simply consumers of technology, but creators and innovators. That they emerge as Digital Citizens who “recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world.” Digital citizenship is foundational to preparing students for both college and career readiness and future success.

Why Digital Citizenship Matters More Than Ever

Today’s students are growing up in a world where:

  • Communication happens across multiple platforms, immediately, and often publicly.
  • AI tools have tremendous power and can generate content in seconds, without a guarantee of being accurate or not.
  • Online actions leave permanent digital footprints.
  • Collaboration is global, instant, multilingual, and multimodal.
  • Well-being and identity formation are increasingly tied to online spaces.

In my work with some schools that are focused on digital wellness and innovation, they are rethinking their policies and shifting in thought. They are looking at digital citizenship as a mindset and skillset rather than a compliance checklist.

With the right support and learning opportunities in place, all students will learn to:
✔ evaluate credibility
✔ protect personal data
✔ engage with empathy
✔ think before they post
✔ advocate for themselves and others
✔ leverage technology for positive impact

They will gain confidence, agency, and voice in authentic, meaningful, and responsible ways.

Aligning with the ISTE Standards for Students

Digital Citizenship Week is a great time to explore the resources from ISTE that provide free lessons. Focus on the Core Competencies of Balanced, Informed, Inclusive, Engaged, and Alert.

It also offers an opportunity to connect instruction with key strands of the ISTE Standards, especially:

1. Digital Citizen
“Students recognize the responsibilities and opportunities for positively contributing to their digital communities.”

2. Knowledge Constructor
“Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.”

3. Global Collaborator
“Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.”

Activity Ideas

Here are a few adaptable activities for different grade levels. Each aligns with the ISTE Standards and can be completed within 15–45 minutes.

Elementary (K–5)

Activity 1: “Digital Footprints in the Sand”
Students trace a footprint on paper and fill it with icons or words representing safe things they can share online (favorite book, pet’s name) vs. things they should not (birthday, address, school name).
ISTE: Digital Citizen

Activity 2: Kindness Chain Reaction
Students write a positive digital message or example of an encouraging online interaction on a paper link. The class builds a kindness chain displayed throughout the week.
ISTE: Global Collaborator

Middle School (6–8)

Activity 1: “True or Fake?” Digital Source Investigation
Present students with three online “facts” or headlines. In pairs, they determine which is credible and why. They cite what signals helped them evaluate reliability (URL, author, publication, etc.).
ISTE: Knowledge Constructor

Activity 2: Digital Well-being Workshop
Students brainstorm behaviors that keep them emotionally healthy online. The class builds a wellness checklist (screen limits, muting apps, balance between offline and online activities).
ISTE: Digital Citizen

High School (9–12)

Activity 1: AI & Authorship Mini-Debate
In small teams, students debate: “Should AI-generated writing be considered original work?” Extend to ethics, attribution, and bias.
ISTE: Digital Citizen & Creative Communicator

Activity 2: “My Digital Legacy: Who Am I Online?”
Students reflect on how they are perceived digitally and create a personal statement describing how they choose to show up online as leaders.
ISTE: Empowered Learner

Student Leadership Opportunities

Bringing students into digital citizenship planning increases relevance and impact. Consider:

  • Student-created PSAs during morning announcements or posters displayed in the school
  • Peer digital mentors and mentoring activities
  • Student-led “digital wellness” club
  • TED-Ed club or TED-style talks on AI, privacy, or inclusivity

Digital Citizenship Week is meant to be the beginning of an ongoing learning journey for everyone in the school community. Schools can further support the development of these essential skills by:

Integrating media literacy in research projects
Encouraging the use of bilingual / multilingual tools for family communication (Check out School In One)
Practicing ethical generative AI use
Modeling digital well-being and boundaries
Hosting family nights or sharing family one-pagers

Digital Citizenship Week is a time to teach students to navigate digital spaces with care, empathy, responsibility, and discernment. By using the ISTE Standards as guidelines, we emphasize student agency, ethical engagement, and global connection. We are living in a world shaped by rapid innovation, where these skills are not optional, but rather they are foundational to the future of learning.

About Rachelle

Dr. Rachelle Dené Poth 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 received her Doctorate in Instructional Technology, and her research focus was on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “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,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Bluesky, Instagram, and X 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 show on THRIVEinEDU on Facebook. Join the group here.

How Curriculum Genie Helps Students Thrive

Dr. Rachelle Dené Poth Leave a comment

In collaboration with Learning Genie

Education is evolving faster than ever. Artificial intelligence, personalized learning, and competency-based models are transforming the way educators determine the most effective ways to prepare students for the future. Even with so many options available, in my own experience and for others, the same curriculum may be used each year, in more of a one-size-fits-all format, rather than reflecting the diversity, creativity, and individual needs of our students today.

Each student brings their unique abilities, background experiences, and identities into the classroom. To continue engaging and empowering students in learning, educators need tools that provide robust options and possibilities. We need tools that help us design learning that is relevant, inclusive, and connected. An extra bonus is finding tools that save time, allowing us to spend more time with students.

I have enjoyed using Curriculum Genie, developed by Learning Genie. This innovative platform helps educators transition from traditional instruction to personalized and UDL-aligned learning, supporting the whole learner and also the competencies outlined in the Portrait of a Graduate.

Why Curriculum Needs An Update

A standardized curriculum was initially developed to promote fairness, ensuring that all students had access to the same information. But equal content doesn’t mean equitable learning. If lessons are not adjusted to meet student needs and are not more personalized, then they will fail to:

  • Reflect students’ local cultures or communities, and authentic learning is lost.
  • Connect abstract concepts to real-world experiences, reducing comprehension.
  • Maintain student engagement when lessons feel irrelevant or disconnected.

As educators, we know the need for personalization, but creating differentiated lessons can be time-consuming and, at times, even overwhelming, as we worry about meeting each learner’s needs. Curriculum Genie removes that barrier by making relevance, accessibility, and inclusion achievable and in a platform that is easy to navigate and user-friendly.

Curriculum Genie: AI Meets Authentic Learning

Curriculum Genie is not just another planning tool—it’s an AI-powered educational design partner. It helps teachers build or adapt a curriculum that authentically and meaningfully connects to students’ needs and experiences.

✨ Key Features

1. Location-Based Unit Generation Educators can select a location (state, city, or region), and generate unit planners tailored to that specific place in no time at all. The examples, activities, and cultural connections align with the local environment, which makes the lessons more authentic and relatable.

2. AI Lesson Assistant Teachers can:

  • Create new lessons in a short amount of time that reflect a specific location or cultural context.
  • Transform existing lessons without rewriting them from scratch.
  • Have a thought partner to build out a truly impactful lesson for students.

This flexibility empowers teachers to make any lesson more meaningful while saving hours of preparation time. The time saved can then be spent with students and colleagues, continuing to learn and grow together.

Generates interactive slides!

3. UDL-Embedded Supports Curriculum Genie doesn’t just create lessons; it also aligns them with Universal Design for Learning (UDL) principles, helping educators plan for accessibility and inclusion from the start. UDL is a focus area for many educators, and making sure to provide the right supports and activities is key. Curriculum Genie helps with this. Why UDL?

UDL ensures multiple means of:

  • Engagement: Connecting to student interests and motivation.
  • Representation: Presenting information in diverse ways (visual, auditory, tactile).
  • Action & Expression: Giving students options to show what they know.

For example, when designing a science lesson, Curriculum Genie might suggest hands-on experiments, visual diagrams, or video explanations to make sure that every learner can engage and succeed. For my STEAM course, I can create robust lessons focused on digital citizenship and wellness or other important topics that boost student engagement and make truly interactive lessons to amplify learning. How? Curriculum Genie provides all of the resources that I need to make a lesson successful, meaningful, and personalized to my students.

4. IEP and ELL Integration
Supporting diverse learners is a key aspect of Curriculum Genie’s design. It automatically weaves strategies for students with IEPs and English Language Learners, helping educators to build their instructional practices, too.

5. Portrait of a Graduate Alignment Many districts are focusing on the Portrait of a Graduate, and also, Portrait of an AI Graduate, which outline the essential skills our students need to be successful in the future. They develop skills such as critical thinking, communication, creativity, collaboration, and global citizenship.

Curriculum Genie helps educators design lessons that cultivate these competencies through:

  • Real-world, problem-based learning grounded in local and global contexts.
  • Collaborative and inquiry-driven activities that foster communication and creativity.
  • Culturally responsive projects that honor diverse perspectives and promote empathy.

Using Curriculum Genie enables educators to connect academic standards with the Portrait of a Graduate competencies, which ensures that students learn more than the content; it helps them to build the mindset and skills needed for their future.

They also offer FREE K-12 Lessons on AI Literacy!

Free AI Literacy Courses for K–12 Educators

Another great feature offered by Learning Genie is that it provides free AI Literacy Courses for K–12 educators.

The courses are self-paced and help teachers and school leaders:

  • Understand how AI works and how it’s shaping learning.
  • Explore classroom-ready strategies for AI integration.
  • Learn to design lessons that teach students to think critically about AI.

You can access these courses and learn more about Curriculum Genie at https://www.learning-genie.com/.

Transforming Education, Together

The future of learning depends on our ability as educators to make education more personal, purposeful, and powerful. Curriculum Genie offers guidance that helps educators move beyond traditional and one-size-fits-all instruction to learning that is inclusive, authentic, and future-focused.

More than just a platform with limited capabilities, through its integration of AI, UDL, Portrait of a Graduate competencies, plus the great and free AI literacy courses, Curriculum Genie supports educators with the tools to make it a reality.

If you’re looking for a new platform that will save you hours of time by addressing many important areas, then I definitely recommend that you dive into Learning Genie and explore creating with Curriculum Genie. I have been amazed at how quickly it creates, how responsive it is, and the quality of resources and materials that it shares for teachers. Learn more and request a demo at https://www.learning-genie.com/

About Rachelle

Dr. Rachelle Dené Poth 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 received her Doctorate in Instructional Technology, and her research focus was on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “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,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Bluesky, Instagram, and X 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 show on THRIVEinEDU on Facebook. Join the group here.

Introducing the AI Mirror Project

Dr. Rachelle Dené Poth Leave a comment

Guest post by Brian Baker. Opinions expressed are those of the guest blogger.

In a sense, the disruption genAI has caused – regardless of whether you see it as a net positive or negative – has held up a mirror to education, giving us new perspectives into known issues and exposing ones that were under the surface.

That opportunity for novel insights and increased awareness spurred 24th Century Education, an Oregon-based consulting firm, to launch the AI Mirror Project. The project seeks to capture the voices of those living this unique moment in education by asking:

What has the introduction of genAI taught us about critical issues within the education system?

The project will progress through three phases:

  • Hearing from you: Through December 19, 2025, our website will collect submissions from educators, students, caregivers, the most enthusiastic AI evangelists, the most critical skeptics – anyone who is involved in any way with the education system and has reflected on these issues.
    You are welcome to capture your thoughts in text, images, video, audio, or whatever format allows you to best share your voice.
  • Analysis & research synthesis: We will look for themes among the perspectives that are shared, then synthesize those with available research to better understand the issues identified.
  • Final report: 24th Century Education will compile and share our findings, hoping to use this disruptive moment as a means to better understand our current reality and work towards our goal of building a better future.

(Gemini, 2025)

While the education system has learned and is continuing to learn many valuable lessons about genAI since its introduction, this project instead focuses on what the introduction of and reaction to these tools has shown us about existing issues and challenges, such as…

  • Safety and privacy
  • Assessment
  • Human connection
  • Student engagement and relevance of learning experiences
  • Individual and systemic bias
  • The interaction between education and other large systems (government, industry, economy)
  • Education’s role in maintaining democracy
  • The influence of tech companies
  • Media literacy and misinformation
  • Mental health and digital well-being
  • Anthropomorphization
  • The role of education and the balance between preparing students for working in the existing economy versus equipping them to shape a more just system
  • The vital role of teachers
  • Student agency
  • Critical thinking and cognitive offloading

… along with any other topic that genAI’s introduction into education has made you consider.

There are many, often competing narratives about AI’s role in education. 24th Century Education is hoping to cut through that discourse and instead dive deeper into some of the existing challenges that have, in some cases, been highlighted by genAI’s impact, and that in others have been obscured by it.

To accomplish that, please share your voice and let us know how this moment has exposed existing issues within education.

AI’s introduction and use have touched on nearly every financial, instructional, and social-emotional function of schools. It has implications for equity, well-being, and the health of our democracy, environment, and economy. It has vast implications for education, a system that binds today’s learning to tomorrow’s reality.

At 24th Century Education, we are fueled by the belief that humanity needs an environment, economy, and society where all people can thrive, and that we must use education today to help students develop the knowledge, skills, and dispositions that they need to create that tomorrow.

We believe understanding the present is essential to building the better future we envision for the education system, and we hope that this project contributes to that mission.

You can visit and make a contribution to the AI Mirror Project here. If you have any questions, please contact 24th Century Education’s Chief Learning Officer, Brian Baker – brian@24thcenturyeducation.com.

About Rachelle

Dr. Rachelle Dené Poth 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 received her Doctorate in Instructional Technology, and her research focus was on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “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,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Bluesky, Instagram, and X 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 show on THRIVEinEDU on Facebook. Join the group here.