Tag educator

Benefits of Screen Time for Children

Rachelle Dené Poth Leave a comment

Guest Post by Jada Hewes, Mei-Lynn Bukunt, & Sarah Rosen

In today’s day and age, discussions revolving around screen time for children often have a negative connotation. Concerns about the impact screens have on children’s development, health, and socialization have a widespread belief that it is harmful in the long run. However, when taking a deeper look, research reveals many benefits that arise from using screen time in moderation. 

First, it is important to recognize the difference between what is shown on the child’s screen. The specific content, and how it is presented or used, plays a significant role in the effects on the child. For example, aimless scrolling through social media or hours of watching cartoons might fall under the category of negative effects of screen time if the child is just passively looking at the screen. 

On the other hand, if the screen time is interactive, educational, and uses critical thinking, it can be beneficial. In an article titled “Here’s What the Research Says About Screen Time and School-Aged Kids” the author, Kecia Ray, explains that “excessive screen time is concerning, but when used for education, it can be beneficial” (para. 1). When screen time is focused on educational purposes there are many benefits. Ray (2023) mentions research done in Australia on 4,013 children that focused on different categories of screen time. The categories were social, educational, passive, interactive, and other. The study concluded that the type of screen time determined whether or not there was a negative or positive impact. The research showed that educational screen time was the most beneficial. 

In addition to this, the virtual universe provides what seems to be a never-ending display of resources and learning opportunities that can enhance a child’s cognitive development. For example, screen time can be used to develop a variety of skills, including digital skills, creative thinking, problem-solving, communication, social, motor, and goal-setting (RaisingChildren, 2022). These skills are developed when children not only consume media, but also produce their own media – producing content, like writing a blog, creating music, or designing films, is highly beneficial for children.

Digital skills can be enhanced when children learn about video-editing. This can be learned while creating educational videos and content. In addition, problem-solving skills can be strengthened by playing games that involve coding and experimentation. Online applications such as Duolingo can improve communication skills and cultural knowledge expansion. Also, using technology and playing video games can also improve a child’s fine motor skills. Interacting with computers stimulates hand-eye coordination and improves visual intelligence.

Critics of screen time also express concerns about its impact on sleep. While blue light can have negative side effects, when used with proper management, these side effects can be avoided. Parents can establish screen time limits that do not allow their child to go on their phone before bed in order to promote healthy sleep habits. There are also various settings in smartphones and tablets that can shift the device into a “night mode,” which dims the lighting and filters out the blue light in order to reduce the negative impact of digital use before bed. 

Another significant benefit of screen time is its potential for social connection. While critics argue that screens isolate children, they can also facilitate meaningful interactions. Video calls with relatives or friends can help children maintain relationships, especially in today’s world, where distance often separates loved ones. Online multiplayer games or collaborative platforms allow children to work together, problem-solve, and build friendships in virtual spaces. These experiences can teach valuable social skills such as teamwork, communication, and empathy.

In the realm of creativity, screens offer a myriad of opportunities. Digital art programs, music composition software, and video editing tools provide outlets for self-expression and artistic exploration. Many young creators find their passion through online platforms, where they can share their work and receive feedback from a global audience. Screen time can nurture talents and hobbies, whether it’s photography, writing, coding, or graphic design. Rather than stifling creativity, screens can amplify it, offering tools and platforms for young artists, musicians, and writers to showcase their skills.

Physical activity is often cited as a casualty of screen time, but technology can also be a catalyst for movement. Active video games, such as those played with motion-sensing controllers, get children up and moving while they play. These games can be a fun way to encourage physical activity, especially when outdoor play is limited by factors like weather or safety concerns. Even simple apps that guide children through yoga or dance routines can promote physical health and well-being.

In conclusion, the argument that screen time is universally bad for children is a simplistic view that overlooks the potential benefits. When used in moderation and with purpose, screen time can enhance children’s learning, creativity, socialization, and physical activity. Educational apps, virtual experiences, and creative tools can all contribute positively to a child’s development. Rather than demonizing screens, we should focus on guiding children toward quality content and balanced screen time usage. By harnessing the potential of technology, we can empower children to learn, create, connect, and explore in ways that were never before possible.

Author Bios

Jada Hewes is majoring in Early Childhood Education and minoring in Speech Language and Hearing Sciences at the University of Massachusetts Amherst. She hopes to use her degrees in some way to help children learn and become successful. 

Mei-Lynn Bukunt is double majoring in Managerial Economics and Education at the University of Massachusetts Amherst. 

Sarah Rosen is majoring in Speech, Language, and Hearing Sciences at the University of Massachusetts Amherst. 

Bibliography

Angwin, J. (2022, June 4). Rethinking the effects of screen time on youth. The Markup. https://themarkup.org/newsletter/hello-world/rethinking-the-effects-of-screen-time-on-youth 

Charaipotra, S., & Zapata, K. (2022, December 19). The benefits of screen time in play that parents need to know. Parents. https://www.parents.com/parenting/better-parenting/teenagers/screen-time-experts-say-quality-matters-more-than-quantity-especially-in-a-pandemic/ 

Christensen, J. (2021, May 28). Children and screen time: How much is too much? Mayo Clinic Health System. https://www.mayoclinichealthsystem.org/hometown-health/speaking-of-health/children-and-screen-time 

Hu, J. C. (2020, March 10). Why It’s hard to know what problems screen time causes. Slate Magazine. https://slate.com/technology/2020/03/screen-time-research-correlation-causation.html 

Muppalla, S. K., Vuppalapati, S., Reddy Pulliahgaru, A., & Sreenivasulu, H. (2023). Effects of excessive screen time on child development: An updated review and strategies for management. Cureus, 15(6). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10353947/

Morrison, N. (2021, September 10). Screen time is not as dangerous as you think—And it may help your child make friends. Forbes. https://www.forbes.com/sites/nickmorrison/2021/09/10/screens-are-not-as-dangerous-as-you-thinkand-may-help-your-kid-make-friends/?sh=150027c41176 

Raising Children Network. (2022, December 19). Using screen time and digital technology for learning: children and pre-teens. https://raisingchildren.net.au/school-age/school-learning/learning-ideas/screen-time-helps-children-learn

Ray, K. (2023, January 5). Here’s what the research says about screen time and school-aged kids. EdTech Magazine. https://edtechmagazine.com/k12/article/2023/01/heres-what-research-says-about-screen-time-and-school-aged-kids 

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From Passive Video Consumption to Active, Personalized, Data-Driven Learning with AI

Rachelle Dené Poth Leave a comment

Sponsored post by Chris Petrie, via Kwizie.ai; opinions are those of the author

Language tutors are facing unprecedented challenges in keeping students engaged and motivated. The shift towards video-driven learning, accelerated by the COVID-19 pandemic, has only intensified these problems. With studies saying that GenZ students consume an average of 7.2 hours of video content daily and a staggering 500 hours of video uploaded to YouTube every minute, educators are competing with a barrage of digital content designed for instant gratification. This massive influx of content, coupled with the addictive design of platforms like TikTok and Instagram, has made it increasingly difficult to capture and retain students’ attention. One key to overcoming this challenge lies in aligning educational content with student interests, but the heavy burden of personalizing interactive and engaging resources can be overwhelming.

Enter the power of AI in language learning. Kwizie.ai is transforming the way language educators personalize learning content by automating the creation of quiz games from any video in 20 different languages. This tool turns passive video watching into an active learning experience, making language comprehension both aligned with student interests and highly personalized.

Laura Homs Vilà from Couch Polyglot shares her experience:

“I was blown away by how fast it was possible to create such quizzes. It’s definitely a game-changer for teachers and learners alike, helping to clarify whether the video content was truly understood.”

Practical Strategies for Engaging Language Learning

Imagine many possibilities: an English video the student knows well paired with a Spanish quiz, or a Spanish video reinforcing language skills with a quiz in Spanish. The combinations can be tailored to suit any learning objective.

For a creative approach, consider using the learner’s favorite music videos. A familiar Taylor Swift song, for instance, could be the basis for a quiz in a different language (click here for a Spanish quiz, for example), making learning both fun and engaging.

Another great strategy is to get students into study groups and have them engage in peer assessment; they can easily create quiz games for each other from their favorite videos as a powerful way to learn together.

How Kwizie works in 3 steps:

1. Select Content: Start by choosing video content that resonates with your students’ interests. For example, a short National Geographic documentary on sharks could captivate a student fascinated by marine life. Kwizie’s AI can then generate a quiz based on this content in 20 languages.

2. Share and Collaborate: Once the quiz is generated, you can edit what you like and set the quiz conditions. Then, sharing it with students is done in one click.

3. Leverage Analytics for Future Learning: Kwizie provides valuable analytics that offer insights into student engagement and listening comprehension. This data-driven approach allows educators to tailor their delivery strategies to meet the individual needs of their students. For more advanced learners, incorporating activities like recording their own presentation and speaking sessions can add an extra layer of challenge and engagement for audiences.

Impact

By leveraging Kwizie’s AI capabilities, educators can significantly increase the rate of language learning while radically decreasing the time spent creating personalized and engaging learning experiences. This not only motivates learners but also sets them on a path to success, which is the ultimate goal for any educator.

“I have to say this technology is outstanding! It’s one of the most impressive quiz-making tools

that we’ve come across. It does it instantly. It does it in seconds. It even makes it a little gamified.” – Russell Stannard from Teacher Training Videos

It is free to try – it takes less than a few minutes to get your first quiz up and running, and, with a special offer, to try Kwizie for just $1 in the first month. Visit Kwizie.ai and click “Try Now for Free” to embark on a journey that transforms passive video consumption into an active, data-driven learning adventure.

Chris Petrie, PhD, CEO & Co-Founder Kwizie.ai

Helsinki, Finland

Bio:

Chris Petrie is the CEO and Co-Founder of Kwizie.ai, bringing 20 years of experience in education, research, and product leadership. Previously, he has led more than 25 global research projects for well-known international clients, including Supercell, the OECD, the LEGO Foundation, and the World Bank.

Twitter/X: @Chrispetrie6

#languagelearning #Kwizie #polyglot #activelearning #videolearning #aiineducation #educationinnovation #edtech

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The Benefits of Adventure/Outdoor Education

Rachelle Dené Poth Leave a comment

Guest post by Jeremy Jorgensen, @jeremyajorg

Adventure beckons to us all.

The thrill of the unknown, the beauty of nature, and the lessons learned along the way make it a truly engaging experience. Working as a camp counselor and leading 9-15-year-olds on outdoor adventures led me to become a teacher in the first place. I took kids canoeing in Canada, hiking in the Porcupine Mountains, and mountain biking on the CAMBA trail system.

This was before the advent of cell phones and social media. Now that screens are omnipresent and social media has hijacked young people’s dopamine pathways, these outdoor, unplugged experiences are more necessary than ever. All children can benefit from solitude and reflection.

What is Adventure/Outdoor Education?

Adventure/Outdoor Education is an experiential learning method that takes place in an outdoor setting. It involves activities like hiking, camping, rock climbing, and canoeing to promote personal growth, develop social skills, and enhance physical and mental health. In the purest sense, adventure can be anything that takes you out of your comfort zone.

The Benefits of Adventure/Outdoor Education

  • Personal Development: Engaging in outdoor activities fosters self-confidence and resilience. It pushes individuals out of their comfort zones and encourages them to tackle challenges head-on, leading to a sense of personal achievement.
  • Social Skills: Adventure/outdoor education is often a group endeavor, promoting teamwork, leadership, and communication skills. It teaches individuals to collaborate effectively and respect others’ perspectives.
  • Physical Health: The active nature of outdoor activities provides a great workout, improving cardiovascular health, flexibility, and strength. Physical activity also translates into better academic performance.
  • Mental Health: The great outdoors is a natural stress reliever. It calms the mind and boosts mood, helping to combat conditions like anxiety and depression.
  • Connection with Nature: Adventure/outdoor education promotes environmental awareness and fosters a deep connection with nature. This connection instills a sense of responsibility toward preserving our natural environment.
  • Resilience: Adventure builds resilience, teamwork, problem-solving skills, and self-confidence. Hands-on activities in real-world settings connect classroom concepts to real-life experiences.

How to Incorporate Adventure/Outdoor Education

Incorporating adventure/outdoor education into your school curriculum may seem challenging, but it need not be a daunting task. It’s important to remember that even small, simple activities can have a big impact. Starting with activities like nature walks or camping trips can be an excellent way to introduce students to the outdoors. These activities provide an opportunity for physical activity and allow students to observe and interact with the natural world around them.

Organizing field trips to natural reserves is another effective way to incorporate outdoor education. These trips can be linked to various subjects in the curriculum, making learning more engaging and relevant for students. For example, visiting a forest reserve can enhance biology, geography, and environmental science lessons. You could partner with a camp or university with experience in leading this type of programming.

Outdoor activities can also be integrated into the physical education curriculum. Activities like hiking, rock climbing, biking, rollerblading, or canoeing can be great for developing physical strength and endurance and promoting teamwork and leadership skills.

Remember, the goal is to step out, explore, and learn from the greatest teacher of all – nature.

ResourcesBooks, Articles, and More

Grant Resources

About the Author

In Jeremy’s 25 years as an 8th-grade teacher, he has been dedicated to fostering a love for learning and creating engaging classroom environments. He specializes in teaching physical science and social studies and serving as a homeroom crew leader. He is passionate about incorporating innovative teaching strategies, such as the learning teams model, to promote student engagement and a sense of belonging. His goal is to empower students and inspire them to reach their full potential in and out of the classroom.

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LinkedIn – http://www.linkedin.com/in/jeremy-jorgensen321

Guest blogging opportunities

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The Truth About Learning Styles

Rachelle Dené Poth Leave a comment

Guest Post by Grace Coderre, Renee Graczyk, Lucy Vician

Opinions expressed are those of the authors

“Learning styles” is a concept that perpetuates the idea that certain individuals learn better when information is presented in their preferred style of learning (e.g., visual, auditory, kinesthetic). Diagnosing and presenting information according to learning styles has been a prominent practice in K-12 through higher education learning environments for years. There is also a thriving industry devoted to producing learning styles materials, including learning style tests, guidebooks, and workshops, all designed to assist educators in understanding and effectively teaching to students based on their specific style.

Upon copious research, we have concluded that learning styles lack credible validity and should not continue in educational settings. There are serious implications from accepting learning styles as fact. First of all, schools are wasting valuable and limited time and resources dedicating their practice to this misconception. Teachers spend precious time and effort catering to children’s learning styles when they could otherwise be implementing strategies scientifically proven to help students learn. The use of learning styles also limits student’s ability to overcome obstacles and develop a growth mindset, a crucial aspect of resilience. Students who are taught and believe that they can only learn through one style may reject instruction that does not reflect their chosen mode.

Learning styles are commonly chosen based on the individual’s perceived favorable mode of receiving information. However, this self-report may not be accurate and neglects to address the issue that one learning style may not be applicable to the multitude of modes needed to teach the variety of subjects mandated by the curriculum. The fact stands that the modes of teaching are dictated by the subject being taught. For example, students who are being taught geography will benefit from visually seeing a map in order to understand the content. Self-proclaimed “auditory learners” will not better understand geography based on an auditory explanation of the content (Marshik, 2015).

One of the main issues with the concept of learning styles is that it does not encourage students to struggle with learning in different ways. In reality, students need to be able to adapt to learning in different ways. Students will face a diverse set of lessons in their schooling that use different modes of learning. At some point, students will come face to face with lessons that need them to focus on being kinesthetic, auditory, visual, or tactile learners, either individually or all at the same time. The joy of learning and education is that you can do it in so many ways, which begs the question of why are we subjecting students to only focus on one type? Instead of spending so much time on having students figure out which learning style suits them best and altering lessons to fit those results, teachers should aim to help students embrace all styles while keeping an open mind.

Theresa LeBlanc from Texas University did a study on this subject and concluded that “teaching students the cognitive processes and skills involved in learning—those strategies that help learners think, solve problems, and create meaning—can similarly empower students, not with a false sense that one can learn only one or two ways, but with an understanding that learning is multifaceted, reflecting different combinations of learning abilities that make us effective in different ways” (LeBlanc, 2018, p. 39).

Students will be much more effective learners if they can adapt to any style of teaching and learning. Teachers can promote this idea of learning style flexibility while also celebrating student differences. While learning styles don’t have sufficient evidence, it is true that students learn best in different ways. Teachers can help students notice these differences and embrace them as a way to celebrate the uniqueness of learning. This is a much better use of time and resources in school than promoting an idea that has no adequate evidence to back it up.

But why has this educational myth persisted for so long, and more importantly, how can we, as future teachers, examine popular teaching approaches through a critical lens? Researchers, including Riener and Willingham (2010), believe that the confirmation bias has given us reason to believe that one learning style works best for everyone. Reiner and Willingham stated that “when evaluating our own beliefs, we tend to seek out information that confirms our beliefs and ignore contrary information, even when we encounter it repeatedly. When we see someone who professes to be a visual learner excel at geography and an auditory learner excel at music, we do not seek out the information which would disprove our interpretation of these events” (p. 35). These scholars believe that, in order to critically examine popular teaching approaches which might not be based in evidence, or even worse, might be harming our students’ learning, we need to be able to challenge our existing beliefs rather than accept what others say at face value.

Author Bios:

Grace Coderre is majoring in Early Childhood Education and minoring in Psychology at the University of Massachusetts Amherst.

Renee Graczyk is a third year student at the University of Massachusetts Amherst, majoring in Early Childhood Education and minoring in Psychology.

Lucy Vician is majoring in Early Childhood Education and minoring in Psychology at the University of Massachusetts Amherst.

About Rachelle’s blog

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

Follow Rachelle on Twitter(X) 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

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References

LeBlanc, T. (2018). Learning styles: Academic fact or urban myth? A recent review of the literature. Journal of College Academic Support Programs, 1(1), 34–40. https://doi.org/10.36896/1.1fa4

Marshik, T. (2015). Learning styles and the importance of critical self-reflection [Video]. TEDxTalk. https://www.youtube.com/watch?v=855Now8h5Rs

Reiner, C. & Willingham, D. (2010). The myth of learning styles. Change,

42(5), 32–35. http://www.jstor.org/stable/25742629

Empowering Teachers with Conversational AI

Rachelle Dené Poth Leave a comment

In collaboration with Kyron Learning, All opinions are my own

As educators, we have access to a wide variety of digital tools to bring into our classrooms. We use these to enhance learning and provide new opportunities for students to build content knowledge, as well as help them to develop essential digital skills. With the right methods and tools, educators are able to achieve the goal of providing the most authentic, meaningful, and personalized learning experiences for all students. Leveraging these resources helps us to do this more efficiently and effectively and enables us to provide timely feedback and support to our students.

Now, with the power of generative AI, there are even more valuable resources available for educators to bring into their classrooms. We can use these tools to enhance the content being taught and also to support students so they learn how to interact with AI responsibly and safely.

Kyron Learning is a revolutionary interactive video learning platform that leverages conversational AI to transform the way educators can support their students. Kyron empowers teachers by saving them time, personalizing instruction, and providing valuable student data. With Kyron, students have access to a personal tutor who works with them as they build their skills in an engaging space. The power of AI helps teachers create interactive lessons that are student-paced and student-focused. As students work through a lesson, it truly feels like a one-on-one tutoring session with a real teacher. Students can ask and respond to questions, engage in further discussions, and receive immediate feedback, all made possible by Kyron’s AI assistant. The “conversational engine” listens to the student’s responses and selects the most appropriate pre-recorded video segment to play next. When you try a Kyron lesson for the first time, you will be amazed at how well it flows!

Using Kyron, teachers can provide additional opportunities for students that give them more individualized learning experiences. It is easy to get started by simply choosing from the many lessons already available for students. Are you teaching math? Explore the lessons available such as “Base Ten,” “Place Value,” or “Comparing Fractions.” You will see the objectives, the number of lessons, and the languages available. You can even choose your tutor! With Kyron, teachers also have access to resources such as blogs and other materials to get them started!

Kyron Studio

Newly available in March, teachers can now create their own lessons for students using Kyron Studio! In addition to what Kyron already provides, with Kyron Studio, teachers can become AI tutors! Educators are also able to share and collaborate on lessons, leveraging the collective expertise of the teaching community. In Kyron Studio, teachers can design multi-modal AI-facilitated tutoring sessions for their students and make them even more personalized.

The sessions can be customized based on each teacher’s curriculum and include videos and visuals. It is a learning experience that engages and helps every learner to understand a concept in an authentic way and at their own pace.

Getting started with Kyron Studio is easy! You simply enter your objectives and provide relevant information about your learners, and a lesson outline with materials and questions will be generated. Once the lesson is generated, teachers can make any changes to the AI-generated content.

Learning with Kyron is fun!

As students work through lessons, they experience those “aha” moments when they finally understand something, and you can see their excitement! It is an engaging learning experience for students and one that also teaches them about purposeful and safe uses of AI. It benefits teachers because they can see students’ progress and support them right when they need it! While we all know technology can’t replicate the relationships between a teacher and a student, Kyron aims to also provide a supportive digital environment where students feel seen and valued.

I worked through several lessons and really enjoyed the experience. It was very different from other interactive lessons and platforms that place students in the lead. To start, I spent time selecting a lesson to dive into and then was surprised that I was able to choose my tutor! I enjoyed testing how my tutor would respond to my answers and questions. I told my tutor that I was confused, entered incorrect answers, and asked for help and more clarification. Each time it responded to me in such a personalized way that helped me to understand. If I got an answer wrong, my tutor provided me with an explanation or another example. It was amazing to see how well it responded to my questions and adjusted similarly to how a teacher would with students in the classroom.

Some of the great features of Kyron are:

Multimodal Learning: Lessons can incorporate videos, images, and text, catering to diverse learning preferences and creating a more engaging experience.

Easy Lesson Creation: Kyron Studio offers an automated and user-friendly interface for educators to build custom AI-powered tutoring sessions.

Educator Choice: Educators control lesson content, can upload their own visuals, and curate the questions and answers, which makes it more authentic for students.

Assessment and Misconception Detection: Kyron identifies student misconceptions during lessons, providing valuable insights for educators to personalize and target instruction.

Focus on Safety and Ethics: Kyron prioritizes student safety by implementing controls and moderation layers to prevent inappropriate interactions.

Commitment to Transparency: User data is anonymized and used ethically to enhance the platform.

Supporting Educators and Students

In an increasingly digital world, especially with the rapid advancements in AI, what I value about Kyron is its approach when it comes to the use of AI and the creation of this platform. The key principles are:

  • Connect, Engage, Encourage: When students complete a lesson, they are supported and receive encouraging feedback during their learning journey.
  • Teach Through Dialogue: The lessons are interactive and fun for students to complete because they are involved in a conversation. Through prompts that promote critical thinking and problem-solving, students can build their skills in ways that meet their pace and specific needs.
  • Work in Concert with Teachers: Kyron provides high-quality, differentiated curriculum and gives teachers access to real-time student progress data. It helps teachers to target instruction and personalize instruction for every student.

There are so many great lessons available to start with, or just dive in and create your own lesson in very little time. I definitely recommend that you try some lessons to experience how unique Kyron is.

Ready to transform your classroom and empower your students? Visit Kyron Learning today at http://app.kyronlearning.com and see how Kyron can help you create a personalized and engaging learning experience for all students!

And if you want to learn more and connect with other educators, Kyron just launched a community for educators called the Visionaries! Educators can join at www.kyronlearning.com/visionaries. Explore the great resources such as tutorials and more!

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 currently finishing her doctorate with a 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 and served as president of the ISTE Teacher Education Network. She was named one of 30 12 IT Influencers to follow in 2021 and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of eight 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.

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

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Facing the Fog

Rachelle Dené Poth Leave a comment

Guest post by Dr. Amy Mathews-Perez, a Director of Special Programs in a public school in Central Texas who also serves on the Board of Directors for the Texas Council of Administrators of Special Education (TCASE). Connect with Amy on X (formerly Twitter) at @drgrowtoknow and on Facebook at DrAmy MP.

Have you ever driven through fog? Depending on how dense it is, it can be eerie or ethereal. Sometimes the fog seems to just appear and other times, you can see it in the distance as you approach. When you are driving through dense fog, you tend to slow down because it can be hard to see what is right in front of you. Likewise, it can be difficult to know or see when the fog will end. There are times that it dissipates slowly, and other times when you drive right out of it sooner than expected.

Now, replace the image of fog with the challenges you are facing. “Challenges” can also be described as roadblocks, obstacles, or enigmas. There are many ways that fog and a challenge are similar. Perhaps if we consider those similarities both in CONTENT and APPROACH, we can improve our perspective and progress regarding challenges.

A key characteristic that fog and challenges have in common is that they are temporary…as long as you are moving through them. To stay stuck – or allow yourself to get stuck – in a challenge is like parking your car on the side of the road in the fog and just waiting until the fog goes away. What a waste of time and gas…plus you’ll be late to your destination! Face the fog with intention, cautious movement toward your goal and awareness of your surroundings.

Just like fog, sometimes challenges come out of nowhere – they blind you without warning, or they seem like “no big deal” until you get up close & personal. One potential response in that situation is to rush through and hope you get out of it soon, but that is a huge risk because you may not be able to see that vehicle coming toward you/up behind you until they are within 10 feet of you and then you have to REACT instead of respond. Same with challenges: if we rush through them without learning from them, without going slow enough to see the challenge in a different way, it can result in a crash between our goals and actions; that momentum of rushing can set us back instead of moving us forward.

Face the fog, don’t race the fog.

Just like challenges, fog can seem ubiquitous & consuming; it may blur our goals. But let’s think about it like this: What is fog made of? The condensation of water vapor; tiny liquid water droplets that hang in the air. What are challenges made of? The condensation of choices & opportunities that hang in your mental space. Embrace the mystery of progress, take the time you need to navigate your path and clarity to your goals as you face the fog.

About Amy

Texas-born & raised, Amy is in her 32nd year of serving public education. Her roles have included General Ed. Teacher, SLP, Diagnostician, SPED Supervisor, Assistant Principal, Principal and Director of Special Education.

She is the CEO of Making Education Special for All (M.E.S.A), an LLC dedicated to training, facilitation, consultation, and speaking engagements that revolve around information, motivation, and insights on why and how to make education special for all stakeholders. Her passions are communication, joy, authenticity, and empowerment.

“Life is short but our influence is never-ending,” and Amy is committed to connecting with others through service and smiles.

About Rachelle

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

Follow Rachelle on Twitter(X) 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 show on THRIVEinEDU on Facebook. Join the group here. Subscribe to my newsletter bit.ly/pothnews

Junior Technology Leaders….

Rachelle Dené Poth Leave a comment

Guest blog by Dr. Susan Kandianis, Supervisor of Educational Technology, Colonial Intermediate Unit 20

Twitter: @IU20EdTech

Leading the Way with Student-Led Professional Development

Need some assistance with integrating a new technology resource into your lesson design? Curious about the free resources to teach digital citizenship skills? Call in the Junior Technology Leaders to assist and lead your professional learning session!

What is a Junior Technology Leader?

A Junior Technology Leader is a student in Grades 4-7 within the Colonial Intermediate Unit 20 region. Colonial Intermediate Unit 20 (CIU 20) is one of 29 intermediate units throughout Pennsylvania. CIU20 provides services and programs to schools, educators, families and students within Northampton, Pike and Monroe counties, and one of these programs includes the Junior Technology Leaders!

The creation of the Junior Technology Leader program was a joint effort of the CIU 20 technology and professional learning departments. The program was born out of a passion for delivering quality teaching and learning experiences with technology as well as a strategy to help break down barriers to technology tools/resources and professional learning. Today’s learners are growing up with digital tools, so why not have them provide learning sessions for the classmates as well as for their teachers? The educational technology team planned the curriculum for the first year of the program, basing lessons on current resources available to member school districts within the CIU 20 catchment…..and we were ready to roll!

The program began in 2017 with a small group; five teams and 15 students. Initially, there was a registration fee for the program as we worked to get the program off the ground. A team consisted of the school district advisor and three students. With school district administrative support for the program, advisors attended each session at CIU 20 with their students, and provided support for students back at their home school to complete the lessons and/or facilitation of a professional learning session.

Valuable feedback was key during our first year. Feedback was provided by program advisors and students via surveys at the end of each season. The lessons for the program were tailored to meet the needs of our attending teams.

What Does Student-Led Professional Development Look Like?

Junior Technology Leaders return to their schools with the provided lessons and resources to provide professional learning experiences at their home school. The professional learning experiences may be delivered to their classmates, teachers, and administrators (depending on the school.)

Student-led professional development is not a new concept, but it seems to be one that is challenging to bring into the school schedule. As shared in Unconventional (Poth, 2019), “creating an opportunity for students to provide feedback to teachers about what strategies and tools help them learn best, and add their different ideas into the classroom, will help students to

feel more valued in the classroom and create a more meaningful experience” (p.97.) (Reading this section in Unconventional was actually the inspiration to write this blog. More on how students provide student-led professional development in my next blog. I only have 900 words!)

How Does the Program Help Break Down the Digital Design Divide?
Student technology leaders can also make an impact on their schools by helping bridge the Digital Use Divide. As shared in the newly released 2024 National Educational Technology Plan, the Digital Design Divide, is an “inequitable implementation of instructional tasks supported by technology. On one side of this divide are students who are asked to actively use technology in
their learning to analyze, build, produce, and create using digital tools, and on the other, students  encountering instructional tasks where they are asked  to use technology for passive assignment completion” (U.S. Department of Education, 2024, p.9.)

The work of the Junior Technology Leaders addresses the Digital Design Divide. Their work helps break down barriers by sharing lessons and resources they obtain through the face-to-face sessions and taking them back to their school to provide engaging learning experiences. In doing so, the schools within our catchment can work to ensure that “all students have transformative, active, creative, critically thoughtful experiences supported by technology” (U.S. Department of Education, 2024, p.10).

What’s Next for the Junior Technology Leaders Program?

We continue to grow our Junior Technology Program. With the support of grants, we have been able to purchase enough resources to support our lessons, and we now offer the program at no cost to our member districts. Our Junior Technology Leaders have presented at faculty meetings in their schools, at the annual Junior Technology Leader Showcase at CIU 20 Central Office, at the Pennsylvania Educational Technology Conference & Expo (PETE &C) and twice at the International Society of Technology Conference (ISTE).

We continue to grow the program, and who knows where you will see our Junior Technology Leaders presenting next!

Resources:

Poth, R. (2019). Unconventional. EduMatch. Alexandria, VA.

U.S. Department of Education, Office of Educational Technology, National Educational Technology Plan, Washington, DC, 2024. https://tech.ed.gov

Colonial Intermediate Unit 20. Educational Technology. http://www.ciu20.org

About Rachelle

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

Looking for PD for your school or keynotes for your conference? 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 or use the Book Me form on my website. bit.ly/thriveineduPD

**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

Data Science for Everyone

Rachelle Dené Poth Leave a comment

Updated post from an earlier post for Getting Smart

As the world continues to change, educators need to stay up to date with all of the emerging technologies to best understand the essential skills that students need for whatever lies ahead in the future. To do so, we have to find the most beneficial resources to bring into the classroom regardless of the content area or grade level being taught.

With the rise in the use of artificial intelligence, augmented and virtual reality, blockchain, NFTS, the metaverse, and web3, the world of work will look very different. Students need to develop a variety of skills, especially in STEM-related fields and in areas such as computational thinking or data science. Students need to be data literate and have opportunities to develop their skills in all grade levels.

What does being data literate mean?

Let’s first look at the difference between data science and data literacy. When we take the information that we get from data and interpret it, look for patterns, this is data science. Educators inform instruction based on assessments given in classrooms. The data we receive from students helps us understand where they are in their learning journey and helps us to plan our next steps. Data science skills are an essential component of life and work.

​While we hope that students will become more interested in data science because of the increase in jobs available, the focus needs to be on providing each student with an opportunity to learn. It has been predicted by the Bureau of Labor Statistics that the number of statistician jobs will increase by almost 34% from 2016 to 2026.

Being data literate means that you understand what the data represents, know how to process it, and use it to inform your next steps and make decisions. ​While it is a technical skill, it is how we analyze, visualize, interpret, and even communicate what we are taking away from the data.

How do we prepare?

More schools are starting to offer courses in data science to students in grades K through 12. Some are providing a full-year course or an individual lesson or unit of study for courses. Colleges have data science degrees and some majors require students to demonstrate competency in data science before taking certain courses.

In some schools, data science becomes part of the math curriculum or is offered as an elective. There are schools that may require it for graduation. There are 65 schools in the United States, in which the first full-year course called Introduction to Data Science is now being taught. These offerings are highly beneficial but may not be an option due to budgeting or lack of staff. A solution is for teachers to incorporate data literacy into different lessons or as a standalone learning experience during the year. Whether students are in elementary, middle or high school, there are resources available.

Data Science 4 Everyone

Fortunately, educators have access to a variety of resources to make it easier and less time consuming to bring data science to the classroom. Learn about the Data Science 4 Everyone (DS4E) Coalition that has been created to help students in grades K through 12 build the necessary skills in data literacy. The Data Science 4 Everyone was created by the University of Chicago Center for Radical Innovation for Social Change (RISC). In addition to the resources provided by DS4E, the RISC launched Algo-Rhythmas a gamified way for students to learn about data science. Students in grades 4 through 6 can learn about the basics of data science through music! There are multiple levels and the player has to analyze the different music types to find the right data set. It is fun for educators too!

Knowledge and skills in data science will lead to more opportunities in education and careers in the future. DS4E provides teachers with lessons for use with students in grades K through 12

Thinking about colleges, having all students take a course in data science would be something that could benefit them across all sectors of work and in terms of education, with pre-service teachers, helping them to become more diligent with benefit them in the work that they do.

In addition to DS4E, here are more options to explore for learning about data science.

  • ASU Crash Course Data Literacy offers a 15-video series for educators and students to learn about data literacy. It helps students to build their skills while promoting more student independence in learning as they work through and learn the basics and continue all the way to advanced concepts and interpreting data.
  • Khan Academy offers online courses that include practice activities and videos. These can be used with younger students all the way up through high school and college. Relevant activities can be found by searching for a specific topic area related to data science and the interpretation of data.
  • MOOCS: There are paid options through some of the MOOCs available such as Coursera, EdX. Udacity, and Udemy. Some of these courses are provided from institutions such as Harvard, Johns Hopkins and MIT. Depending on exactly what an educator wants to learn, or in some cases, another option for older students considering majors in data science or related fields. Taking these courses can also be used as a model for younger students.

Get started

With DS4E, there are ready-to-use presentations that can be used to show the importance of data science and why it needs to be added to the K through 12 curriculum in our schools. There is also an advocacy pack available for educators to share with their school administrators.

It can be uncomfortable for teachers who feel like they don’t have the expertise needed to teach a concept, however there are enough resources available that make it easier for educators to get started.

About Rachelle

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 or keynotes for your conference? 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 or use the Book Me form on my website. bit.ly/thriveineduPD

**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

CoSpaces Edu for Out of This World Learning!

Rachelle Dené Poth Leave a comment

In collaboration with CoSpaces EDU

The start of a new school year or calendar year is always a great time to explore some new ideas, especially with all of the amazing tools and technologies available to us. There are many exciting options available to educators and students to choose from, and sometimes, making the choice is a challenge. Personally, one of my favorites is bringing augmented and virtual reality into my classroom through CoSpaces Edu.

Initially, I used CoSpaces in my STEAM emerging technology course for several years, having students work on a variety of projects in my class and for some cross-curricular collaboration. One day, I was challenged by a few of my students in a Spanish II course who had seen the projects being created, and they wondered why they were not able to do something similar. I was speechless, and I didn’t have an answer for them. Honestly, I had not thought about bringing AR/VR into my Spanish classes. Fortunately, I knew about all of the benefits and great features of CoSpaces that foster collaboration, creativity, and many other essential skills. I also loved that students have the ability to create independently or to work together on the same project from wherever they are. So I thought to myself, why not?

If you are not familiar with CoSpaces Edu, it is a truly versatile, user-friendly platform that enables students and teachers to create virtual spaces full of animals, people, objects, and more. It is a great way to focus on developing many skills in schools, from SEL to STEAM and more. It is also a great option for helping students develop an interest in STEM, especially coding, a highly in-demand skill.

From coding and language learning to STEAM and collaboration, CoSpaces Edu offers so many ways for students (and teachers, we need to learn, too!) to create their own AR and VR experiences. An alternative to traditional tools that might be used for digital storytelling, explaining and exploring complex topics, or for creating virtual field trips through a moment in history, for example.

So, with all of the options available, why choose CoSpaces Edu? It has been a game-changer in my classroom. It provides an intuitive, user-friendly platform that educators, students, and families supporting students can easily navigate. It offers a different way to share and show learning as students can create, explore, and interact with 3D virtual worlds, which not only engages students but also provides more for different student interests. It also provides lesson plans and activity ideas for teachers to explore!

Most importantly, CoSpaces Edu encourages creativity, collaboration, and problem-solving — skills that are essential for today’s learners. It also gives students the chance to learn about coding, which is not something just for those studying computer science or teaching a STEM-related course. The best part of CoSpaces Edu is that it introduces students to the basics of coding in a truly engaging and meaningful way. As students explore independently while designing their virtual worlds, they learn how to create by selecting and manipulating different characters and objects and can start coding either with block-based coding or a scripting language like JavaScript.

Over the years, I have seen hesitancy when it comes to coding, and with CoSpaces, students build confidence as they create and enjoy working together with classmates in their virtual space. The variety of options available and with coding helps students understand what can be abstract concepts, develop logical thinking, and hopefully and ideally, lead to the development of an interest in computer science!

5 ideas to try in 2024!

  1. Take a tour!  First, When I get started in my own classroom with my students, I always give them time to explore all of the different projects that are available in the gallery. What types of projects do they see, which ones do they like, and what might they like to create? I think it’s a good way to get them thinking about the different possibilities and also give them time to explore on their own and see what clicks with them. So when I say take a tour, I tell them to just choose a topic, whether it’s STEM or if they see some games to play, and then I ask them to share with their classmates what they found, why they liked it, and any other ideas that they come up with for what they could do that is similar or how they would make it different or improve it. But it’s a fun way to get students talking and brainstorming to help them prepare to make their own projects. 

2) About Me: I love using the templates or giving students the option to create their own to design an About Me space. CoSpaces offers a great template to get students started and comfortable with learning how to navigate, change text, add, and animate characters by using this as a starter. 

It leads to more excitement and creativity and is also a fantastic way to learn about our students and for them to learn about each other.  

3) Interactive Storytelling: My students loved exploring the different projects in the gallery, and one way for students to use CoSpaces is to have them create an interactive experience. They can retell a story with a different ending or summarize something they have learned in class. To demonstrate, they can then include a variety of characters and other props to bring it to life. By diving into coding, they can really make it an interactive experience with animated characters and animals! Students can even create scenarios where they script and act out dialogues, recording their voices directly in the space. Also, give students the option to create on the Merge Cube, which makes interactive storytelling a real hands-on, fun learning experience!

4) Language Learning: A complete game changer for that Spanish class that pushed me to realize that I needed to bring in some new opportunities for them. Through a more immersive and collaborative learning experience with classmates, what a difference it made for language learning, student engagement, and increasing motivation! CoSpaces Edu offered all of that, and it was so much fun for them and for me! I was nervous at first, but it was a risk worth taking and one that paid off for them and their retention of the language.  It also led to building relationships with classmates as students worked together to create their projects. Students had a different and more authentic way to practice vocabulary, build grammar skills, and engage in conversation in the virtual environment. And, they retained the content, which typically is a bit challenging because of the grammar, far beyond prior years!

5) Collaborate: Think about the grade level you teach and the content area. There are many ways to incorporate projects for students to create virtual models, or design prototypes, or bring a story to life! When CoSpaces Edu added the ability for students to work in groups, what a difference that made! Fostering collaboration is so important as we prepare students for the future. The ability to work effectively in teams is one of the most in-demand skills on the Job Skills Outlook from the World Economic Forum. 

With the collaborative features of CoSpaces Edu, multiple students can work on the same project from different devices and from wherever they are!  Not only can they learn about augmented and virtual reality and build essential skills, but it also boosts digital citizenship skills in the process.  For collaborating, we can teach them how to manage a group project, assign roles, and problem-solve. 

One of my other favorites is for a class project where all students are involved in a complex project where each student is responsible for a part of the virtual world. Think of a topic or a theme. Each student can create their space and then design one comprehensive experience that everyone can learn from and reinforce their content area skills through.

As educators, our primary goal is to prepare students for the future. CoSpaces Edu is not just another tech tool; it’s a platform that fosters the essential skills needed in the 21st century. It encourages creativity, critical thinking, collaboration, and digital literacy. By integrating CoSpaces Edu into your curriculum, you’re enhancing your students’ learning experiences and equipping them with the skills to thrive in an increasingly digital world. And, for extra fun, check out the goodies available, such as classroom posters, badges, and more! Use my code: COSRACHELLED or COSPromoRDP24.

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 community leader and served as president of the ISTE Teacher Education Network. She was named one of 30 12 IT Influencers to follow in 2021 and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of eight 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.

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

Follow Rachelle on Twitter(X) 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 show on THRIVEinEDU on Facebook. Join the group here

AI Image Wizardry: 8 Tips to Get You Started

Rachelle Dené Poth Leave a comment

Guest post by Megan Lowe, Passionate Educator, and Tech Enthusiast

Opinions expressed are those of the guest blogger.

Lessons Learned (TL;DR)

  • Push back, refine, reiterate: it takes time!
  • AI image generators have a bias
  • Learn some great tokens
  • Free tools don’t get you too far
  • The race is on; no image generator is superior to all others
  • Engage with the community
  • Count the fingers
  • Check out Kids Think Wide

The Genesis of a Family-Driven Project

In April 2023, our family – comprising two dynamic teenagers, a mom in education, and a tech-savvy husband – embarked on a quest fueled by a simple yet profound question: ‘What great things can we accomplish with AI today?’ This question ignited our passion project, Kids Think Wide.

‘Kids Think Wide’: Born from AI

Our initial challenge was finding a name that echoed our vision and passion, particularly for art. We sought guidance from ChatGPT, which suggested names like ‘kidsthinkingdiversely.com’. However, seeking a more kid-friendly name, we settled on ‘Kids Think Wide’. This title perfectly aligns with our goal of expanding young minds through AI-driven educational tools. AI’s role extended beyond naming; it was instrumental in designing our logo, creating web content, and assisting in coding. Admittedly, AI solutions aren’t flawless – we’ve encountered coding limitations and often diverged from AI suggestions. In this creative process, we learned to embrace the journey and be patient, open to change, and always learning.

Crafting a Universe of AI-Generated Content

‘Kids Think Wide’ is dedicated to fostering a more equitable educational landscape. We are committed to representing everyone, promoting gender equality, and amplifying historically overlooked or unheard voices in engaging and fun ways! We’ve created over 10,000 AI-generated images and published approximately 400 on Kids Think Wide.  A writing prompt and discussion questions accompany each image to help prepare and inspire students to write. Our unique offerings include ‘choose your own adventure’ stories. In these, students collaboratively brainstorm and build ideas for their narratives before selecting from 3 to 5 adventure paths to personalize them, such as:

Additionally, we’ve leveraged the popularity of short-form videos, similar to reels and TikTok, using animated images, or ‘Sparks’, to captivate and spark enthusiasm for creative writing among students.

Our journey with AI also revealed the biases and limitations inherent in image generators. We’ve found it’s easier to create images that involve subjects that are very common online – celebrities, movie scenes, and well-photographed places but getting an accurate representation of a wheelchair can be more challenging. 

AI has allowed us to create scenes that challenge reality:

Journey through time, space, and into other worlds:

Create the fun, wild and whimsical:

The Evolution and Magic of AI-Generated Images

The last nine months have seen dramatic advancement in AI-generated images. The improvement in image quality, accuracy in prompt interpretation, and the ability to adjust specific image elements has been remarkable. Our journey through this dynamic domain has been an exhilarating blend of discovery and creativity. While perfecting an image is usually challenging and time-consuming, the results are frequently astonishing and rewarding. We start simple and slowly build on prompts. The arrangement of phrases and the specific words chosen play crucial roles. However, you can unlock unexpected and extraordinary outcomes through iteration, experimentation, and patience. It helps to know tokens (short phrases that often produce excellent results), e.g., playful mood, cinematic, low Angle shot, bokeh, or Chiaroscuro to name a few! On other occasions, it might require 30, 50, or even more re-rolls and remixes to create an image that genuinely captivates and is worth sharing.

While free tools provide a starting point, they often have limitations; investment in paid resources is usually necessary for more advanced or specific requirements.

As AI image generation rapidly evolves, we find ourselves exploring various tools. Midjourney stands out with its detailed control and often superior imagery, while Adobe Firefly is notable for its dedication to diversity and inclusivity. On the other hand, Dall-E brings a sense of whimsy to its creations. Each platform offers a unique experience. It’s not uncommon to initially admire an image, only to later discover anomalies like an extra limb or oddly placed fingers – the quirks of AI can lead to both amusing distortions and unexpected additions. 

Engage with the AI Community

Our journey has shown us how important connecting with the AI community is. There are many skilled and helpful creators out there. We often turn to Twitter to engage with this community. It’s an excellent place for learning, sharing experiences, and finding support. 

Check out the following: 

Hashtags – #aiart #digitalart #aiartcommunity #promptshare #LeonardoAI #midjourney #ArtificialInteligence 

Creators – @nickfloats, @HBCoop_, @saana_ai, @ProperPrompter, @ciguleva, @techhalla, @madaro_art, @Mr_AllenT, @OrctonAI

Final Thoughts and What’s to Come

‘Kids Think Wide’ has evolved from a simple ‘what if’ conversation into a reality, thanks to AI’s extraordinary capabilities. This concept, unimaginable even nine months ago, has come to life through our family’s collective imagination and AI’s power. We’re excited to unveil more awe-inspiring images, thought-provoking writing prompts, and enhanced interactivity, all while staying at the forefront of AI developments. As ‘Kids Think Wide’ continues to grow, one thing is sure: the best is yet to come, with AI playing a pivotal role in our journey.

You discover a pair of magical headphones in your pocket during recess. When you put them on, every sound around you changes into a beautiful sensation. The bounce of a basketball might feel like a gentle tap on your shoulder, and the teacher’s whistle might look like a rainbow flashing across the sky. Write about your recess experience with these headphones. What sensations do you encounter with the different sounds of recess? How does this magical hearing change how you play and interact with your friends?

Thanks to Megs for the guest post

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 12 IT Influencers to follow in 2021 and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of eight 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.

Contact Rachelle to schedule sessions for your school about Artificial Intelligence, Coding, AR/VR, and more! Contact Form

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!