Over the past few years, we have seen many changes in education. We live in an increasingly digital world that involves rapid technological advancements through emerging technologies such as artificial intelligence (AI). The technologies are not only impacting our lives as educators, but they are impacting the world of work our students will enter.
To best prepare our students, educators must constantly adapt and evolve to keep up with these changes. However, there are challenges when it comes to these technologies: a lack of professional learning opportunities, not enough time to participate, and uncertainty about the best options for learning. Bringing in new technology can also feel like adding to an already overflowing plate.
Beyond the basic technology skills that educators need for every day teaching, they also need to be knowledgeable about emerging technologies, particularly AI, and how to bring them into their classrooms. With these technologies impacting our work, especially with the capabilities of AI to generate content and concerns about the impact of this technology on our work, it is essential that educators receive training. Over the past five years, my work has focused on collaborating with teachers to get them started with emerging technology including, more recently, AI. Here are some things that work when designing AI-related professional learning.
AI professional development for educators
Professional development focused on implementing classroom technology goes beyond simply training educators to use it and apply it to their curriculum. It requires rich and personalized learning experiences that will engage educators and enable them to see the possibilities for amplifying learning through educational technology.
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 nine 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,” “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, Coding, AR/VR, and more for your school or your event! Submit the Contact Form.
Follow Rachelle on Twitter(X) and Instagram at @Rdene915
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As generative AI continues to evolve and reshape the way we work, the need for a workforce that can thrive in this new landscape is becoming increasingly apparent. How can we ensure that adult white-collar workers are equipped with the necessary digital, data, and AI literacy skills to meet the needs of businesses and communities? One promising solution lies in adult school CTE programs that focus on reskilling and upskilling adults for the AI-driven future. With an emphasis on lifelong learning and adaptability, these programs can serve as a catalyst for expanding adult education and bridging the skills gap.
The New Landscape of Adult Ed
As we navigate a world of AI, adult education has an opportunity to provide non-credit and credential programs that prioritize digital, data, and AI literacy. These programs can be in various forms, from short-term, intensive courses to flexible online, blended, and in-person learning options. What does this mean for adult learners? With an array of choices at their fingertips, they can now customize their learning experience to align with their needs, interests, and professional goals to meet the ever-evolving world, which will require consistent retooling and upskilling.
Let’s jump into one example of this that is happening now. The Los Angeles Valley College offers a “Data Science Bootcamp,” an intensive, hands-on program designed to equip adult learners with the skills needed to analyze, visualize, and interpret data in today’s data-driven world. Programs like this demonstrate the immense potential of adult education in preparing workers for the future.
Tailoring Programs to Local Communities
To maximize their impact, adult CTE programs must be tailored to the unique needs of local industries and communities. By understanding the specific demands of their region, adult education providers can design relevant and effective programs that truly resonate with learners.
Take, for instance, the partnership between the San Francisco Adult School and local tech companies. By collaborating with these businesses, the adult school has been able to create a curriculum that addresses the specific skills needed for employment in the thriving local tech industry. This close collaboration ensures that students gain the most relevant skills for their local job market while businesses benefit from a more skilled and prepared workforce.
Emphasizing Lifelong Learning in Adult Education
As the world of AI and technology continues to evolve at breakneck speed, becoming a lifelong learner is no longer a luxury – it’s a necessity. Adult CTE programs must prioritize fostering a growth mindset and a commitment to continuous learning among their students.
One way to achieve this is by creating learning environments that encourage curiosity, resilience, and adaptability. For example, an adult education program might incorporate real-world projects, mentorship, and peer collaboration into its curriculum, allowing students to learn from one another and apply their newly acquired skills in practical contexts.
Section 4: The Role of Adult Education in Bridging the Skills Gap
By reskilling and upskilling adults in digital, data, and AI literacy, adult CTE programs can play a critical role in bridging the skills gap in the workforce. The economic and social benefits of expanding adult education in this area are immense, but realizing this potential requires collaboration between adult education providers, businesses, and governments.
Take, for instance, the initiative launched by the state of California to invest in adult education programs aimed at equipping workers with the skills needed for in-demand jobs in the tech sector. This investment demonstrates the importance of collective efforts to support and invest in adult education as a key solution for the challenges ahead.
Conclusion: Navigating an AI-Driven Culture
As we navigate the AI-driven future, the importance of adult education cannot be overstated. Adult education providers have a unique opportunity to redefine and expand their role in this new landscape. By embracing this challenge, they can help to ensure that our workforce is prepared to thrive in the world of AI.
References
To brainstorm and develop various drafts of the blog, the following prompt was utilized on GPT-4 by Open AI. The AI Generative Response was edited and revised: I am an education innovator in adult education. I am writing a blog post on generative AI and how we will have to re-train the adult white collared workforce to meet the needs of our businesses and communities in the world of AI. The premise of the blog is that adult school CTE programs can offer a wide range of programs that integrate digital, data, and AI literacy to reskill adults in our communities to work in these new work environments. Additionally, we will need to have an emphasis on our programs to teach our students to be lifelong learners where they will have to reinvent themselves often to navigate the world we live in. Focus on how non-credit and credential programs we can offer locally can help solve this program for our local communities. Outline in-depth how this is a huge opportunity to expand adult education – keep this as the central theme.
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!
She is the author of nine books, and her newest, “How To Teach AI,” is available from ISTE or on Amazon.
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 PodcastHere!
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We have experienced so many changes in the world of education and the world of work. Technology is constantly evolving, and skills in demand now may not be needed five years from now. Jobs are changing, technology is advancing rapidly, and careers that exist today may not exist in the future. We also have to remember that many jobs don’t exist yet that will need to be filled by the students in our classrooms today. How do we prepare for what we can’t truly know and understand?
Students must have opportunities to explore a variety of topics and careers. They need experiences that will guide them to learn about their areas of interest and themselves. We need to spark curiosity about learning and help students discover what they might actually be interested in.
Students must be active in learning and have time to explore the world around them. In some classrooms, students may experience passive learning and solely consume content rather than create it. To really enhance and transform learning for our students, we must create experiences that may even cause some good chaos. It might push us to shift from what has been a traditional classroom structure of our teaching practice. What I have learned by stepping out of my comfort zone and taking some risks is that learning can and should happen beyond our classroom space. We must embrace new learning models that promote student agency and spark student curiosity for learning. Using methods and creating opportunities that foster the development of essential SEL skills, we will best prepare students for the future through real-world learning opportunities. When they see the relevance of what they are learning and how that applies to the real world and careers that are available to them, it will boost interest and excitement for learning.
How do we prepare?
We have to consider which methods and tools will best meet the needs and interests of our students. In education, we have been focusing on developing “21st-century skills” for many years. We can’t possibly know everything about what the future holds for students when it comes to careers and specific skills, so to prepare, we must help students build a variety of skills, especially skills that are beneficial to many areas of work. Opportunities that support students as they learn how to adapt to changes and become flexible in learning and growing will prepare them for whatever the world of work will look like five, ten, or more years from now. I also recommend following the Job Skills Outlook Report shared by the World Economic Forum to look at the Top Ten Skills in Demand and gain insights into careers that are on the rise. In my STEAM class, we recently did some career research on areas such as Cybersecurity Experts, Ethical Hackers, Data Analysts, Smart City Developers and more.
Here are three more ways to spark curiosity for the future and engage students in career-focused learning:
CTE and Work-based learning: Students need to continue to learn about the career options that are available and how they may be changing. With CTE, work-based learning, and even job shadowing programs, students gain practical and real-world insights into different fields. Being able to experience what it is like in the work environment and interact with people working in careers of interest to students will have a bigger and more meaningful impact. By partnering with local businesses and professionals, inviting guest speakers, and involving students in real-world, hands-on projects, they will become more aware of the opportunities available. Through these experiences, they learn about what their interests are and how they can make an impact in the world.
Place-based learning: By shifting our focus from solely the content area, we can identify a geographical area or the culture of a place as a way to build content knowledge and help students develop SEL skills. Through place-based learning, we place students into the community to collaborate with local businesses, entrepreneurs, and other organizations. These experiences allow students to apply the content they are learning in the real world and see the impact. These experiences foster the development of student agency, boost engagement and excitement for learning, and enhance student awareness of the issues in the world around them. To further engage students, we can arrange field trips to local industries, invite guest speakers to our schools, and have students research local challenges and offer solutions.
Project-based learning (PBL): With PBL, students take the lead in deciding what they want to learn and how they want to learn it. With PBL, students choose an area of interest, design their own learning journey, and, throughout the experience, will see the “process” of learning rather than a finite endpoint. In our classroom, we explored a variety of student-chosen topics and also incorporated the United Nations Sustainable Development Goals (SDGs) into the projects. We can help students to become more globally aware and involved in finding solutions to challenges faced in the world. PBL helps students to become more independent in learning while developing essential SEL skills such as self-management and social awareness.
There are many more options available, but starting with just a few is the way to go. Think about your local community or reach to your global network. There are organizations available that help educators to provide these types of opportunities. While we may not know exactly which jobs will still exist, we do know that there are specific skills that will help students stay flexible and adapt to the changing landscape of learning and work. In real-world opportunities, students will make connections that will positively impact their learning and, hopefully, spark curiosity and excitement for learning!
About the Author:
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 and served as president of the ISTE Teacher Education Network. She was named the EdTech Trendsetter of 2024 by EdTech Digest, 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 nine 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,” “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, 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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Think of a problem you are currently experiencing. If you are like me, you have plenty of options to choose from. We are often stuck in a cycle of response when it comes to resolving challenges we regularly face resulting in the same problems cropping up again and again. In the book titled Upstream: the quest to solve problems before they happen, Chip and Dan Heath liken problem solving to a river – more solutions exist the farther upstream you are from the problem. What a great reminder that numerous solutions exist for every single challenge faced. However, if there are all of these solutions, how do I select the right one for my specific problem? Hence, the firefighting mindset!
Why firefighting?
The firefighting mindset is steeped in design thinking and comes from my work in the juvenile justice system. I have the privilege to work with educators and students in the juvenile justice system across the US. When traveling to secure schools, often located in detention centers and jails, I ask teachers how they are doing and typically get the same response, Oh you know, just putting out fires. This response led to the question, why are we always putting out the same fire or in other words, why are we always solving the same challenge? If we are stuck in a cycle of response, always putting out the same fire, then we are not actually solving the problem. If the Heath brothers are right and there are many solutions to each problem, how do we find them? We find them by changing our mindset toward the problems themselves. Firefighting becomes a metaphor for a way to see problems and challenges as opportunities for new ways of thinking and new solutions designed.
Putting Out Fires
Putting Out Fires as a mindset helps us to begin to understand problems at its core in order to truly end the problem with the most effective solution. Do you need a solution right now because you cannot take this problem for one more minute or this problem is harming students and must be stopped immediately? Or, do you have time to track data about the problem in order to effectively implement a solution? Not all problems are created equal and each deserves its own unique solution. We are often so busy that we try a one size fits all approach to problem solving. Instead, the firefighting mindset helps us to understand problems at their core and implement a solution designed specifically for the problem itself allowing us to truly end the cycle of response for that particular problem.
An example of the putting out fires mindset can be found in the use of metro turnstiles in Paris to create clean energy. Climate change is a rising issue across the globe. As each year brings more one-of-a-kind storms, wildfires, hurricanes, earthquakes, rising sea temperatures, and more, Paris began a groundbreaking project to harness green energy in an attempt to build a new energy source stopping the need for depleting the Earth of its natural resources. The solution is incredibly simple, “as commuters pass through the turnstiles, their movements spin the turbines, generating kinetic energy. Though each rotation produces a small amount of energy, the cumulative effect is significant due to the millions of daily commuters using the metro system” (TSUI, 2023). The use of turnstiles in Paris is the launching point of an innovative solution to creating clean energy. Imagine how much energy can be created from similar public transportation hotspots like airports, railway stations, office buildings, and more. “Initiatives that empower individuals to participate in the energy transition, even through daily activities, are vital in shaping a greener world” (TSUI, 2023).
This example embodies the firefighting mindset because the creators of this solution understood their specific problem, its root causes and symptoms, and designed a creative solution in a different area using a mundane action, going through the metro turnstiles, to create clean energy and help lessen the effects of climate change.
You can learn more about the firefighting approach to problem-solving by grabbing a copy of “Putting Out Fires: A Framework for Solving Problems in Your Classroom or School”. Releasing this summer, this book delves into the intricacies of the firefighting mindset, provides practical strategies for implementing creative solutions to problems you’re facing, and offers inspirational examples of problem solving at its finest just like the Paris metro turnstiles mentioned above. If this approach works for some of the most restrictive classrooms in the US, it can work for you too!
We all have challenges we face every single day. We can either allow the challenges to take over causing us to live in a consistent cycle of response. Or, you can take ownership of the problem, adjust your mentality, and design a unique solution to end the problem for good.
The fire alarm is ringing….let’s get started putting out those fires!
Kaylah Holland, Ed.D. Bio:
Dr. Kaylah Holland is passionate about empowering educators through professional development, one-on-one coaching, and innovative lesson design. She holds a Doctorate of Education in Instructional Design and Technology with extensive research in active learning environments. Driven by a passion for education, Dr. Holland consistently explores innovative methods to empower educators and champion student-centered classrooms. She is a Google Certified Innovator, Trainer, and Coach, a college professor, and an ISTE Community Leader. She was presented the “20 to Watch” award by ISTE in 2022 and was recognized by EdTech K-12 Magazine as a top 30 influencer in 2023. She was named a Featured Voice for ISTE in 2024. Dr. Holland is the author of Putting Out Fires: a Framework for Solving Problems in Your Classroom or School published in 2024. As the Director of Instructional Technology and Blended Learning for BreakFree Education, Kaylah empowers educators to foster innovative, sustainable, and active educational experiences inside juvenile justice facilities across the United States offering students held in confinement a path to success in school and life. She also works to empower educators across the globe as the founder of Go Teach Be Love, a nonprofit providing professional development to educators in developing countries, and the co-founder of Global Good Edu, a program recognizing the incredible impact educators are making around the world.
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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.
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/
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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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.
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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.
GooseChase Edu: Incorporate a technology component in your adventure planning. This would be great for older students and staff to use for a scavenger/skivia hunt.
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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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.
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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
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.
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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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 PodcastHere!
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Learning as I go: Reflections & lessons learned 