Guest post written By: Maurie Beasley, M.Ed. Counseling (Edited by Jim Beasley)
Cheating in school — it’s the topic that’s always been there, lurking in the shadows of every classroom and exam hall. For decades, we’ve known it happens, but we often look for the quickest explanation: students are lazy, technology makes it easier, end of story. But here’s the thing: cheating is not just a modern phenomenon, nor is it just about slacking off or taking advantage of new tools like AI. The real reasons why students cheat run much deeper, and if we’re serious about addressing the issue, we need to understand those reasons first.
Let’s be clear: cheating isn’t just some bad habit students picked up recently. It’s been around long before ChatGPT was on the mind of any engineer. And despite the attention AI has brought to the issue, the reasons students cheat are essentially the same as they’ve always been. So why does it persist, and what can we do about it? Let’s take a closer look at these reasons.
Pressure to Perform:
Students today are walking a tightrope, balancing academic expectations, extracurricular activities, and even part-time jobs. The pressure to perform is immense, and it’s no surprise that some students feel they can’t afford to fall.
Let me tell you about my daughter. She was the salutatorian of her high school class. She missed being valedictorian by a hair — a hair that could have been as little as a hundredth of a point. The only B she ever received was from a teacher who told her that grades don’t matter. Her response? “Great, then give me the one point I need to make an A in the class, or better yet, write me a letter explaining to the admissions board at UT Austin that grades don’t matter and being number 2 in my class is ok.” She knew that being valedictorian meant having your first year of college paid for in Texas. My daughter is honest, sometimes to a fault, but several times I was even tempted to tell her to “cheat” a little. That’s the kind of pressure students are under, and when the stakes are this high, cheating may seem like a way to stay on that tightrope, even if just barely.
Fear of Failure:
Beneath that pressure lies an even more pervasive issue: fear of failure. The fear of letting down parents, teachers, and even themselves can be overwhelming. When failure isn’t seen as an opportunity to learn but rather as a personal catastrophe, cheating becomes a tempting escape route. It’s not about cutting corners for the sake of it; it’s about avoiding the crushing weight of perceived inadequacy.
Beneath that pressure lies an even more pervasive issue: fear of failure. The fear of letting down parents, teachers, and even themselves can be overwhelming. When failure isn’t seen as an opportunity to learn but rather as a personal catastrophe, cheating becomes a tempting escape route. It’s not about cutting corners for the sake of it; it’s about avoiding the crushing weight of perceived inadequacy.
And this fear isn’t just hypothetical. As a counselor, I’ve seen it manifest in tragic ways. I’ve had to make Child Protective Service calls because parents have beaten their children for not performing well enough in school. When failure comes with such dire consequences, is it any wonder some students feel they have no choice but to cheat?
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Digital Citizenship Week is celebrated in October each year. The focus is on building digital citizenship skills, and there is a designated digcit week with events planned for schools to join in and learn more. These are concepts that teachers and schools should focus on throughout the year as well. With the increased use of digital tools in our classrooms and the amount of technology used in everyday life and work, we must consistently provide learning opportunities for students to develop “digcit” skills.
Being a responsible digital citizen means that all individuals are able to use technology ethically, responsibly, and effectively. It is important to develop an understanding of the impact that one’s digital actions can have on other individuals and on society as a whole. Students and teachers must be able to keep themselves safe, know how to protect their privacy, learn how to critically analyze information, and engage in respectful interactions online.
Teaching digital citizenship skills
Privacy and security: With increased data collection and online tracking of websites we use and how our information is shared, understanding how to safeguard our privacy is key. With more students using digital tools and at a younger age, it is essential to build in activities that will help students to better understand how to protect themselves and to respect the privacy of others as well. For instance, teaching students how to create unique passwords is key for securing personal information. With the increase in cybersecurity attacks over the past few years, updating passwords and even using two-factor authentication (TFA) will help to keep everyone safer.
Communication: With the variety of social media platforms available and how quickly we can post and respond, providing opportunities for students to practice responsible posting is an area that we need to focus on regularly. Even with young students, simulating a Twitter (X) chat or other online discussion can be done using Post-it notes, for example. Depending on grade level, another option is to use a tool like Padlet to help students learn how to properly post and interact with one another.
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 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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Building a strong home-to-school partnership with families is important throughout the school year. Students need to have consistent support both in and out of the classroom, and the best way to achieve this is by establishing relationships between the school community and the families and students that we support. I start the year by emailing families and students using our gradebook messaging system. I introduce myself and share my excitement for the new school year, provide some resources that we will use in class, and make sure that families know that I am available to support them and my students. Many times I receive an email from families right away and it is great to start forming those connections and learning about my students and their families.
Why the home-to-school partnership is essential
We want to engage families in their children’s day-to-day learning experiences. Establishing consistent collaboration with families will help us cultivate an environment for learning at home and at school.
Continue reading the rest of this article on Edutopia.
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
************ Also check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here
A slight update of my first post on AI in 2018. Image above generated by AI.
Over the past seven years, I have focused on learning more about artificial intelligence. Initially I thought I understood the meaning of AI. But I did not.
In early 2018, I noticed that AI was becoming an increasingly popular topic of discussion in the blogs that I was reading and in social media posts. When I first started thinking of AI, I had a flashback to the 2004 movie I, Robot, which starred Will Smith. In the movie, set in 2035, robots filled public service positions and were able to think like humans and take action. Then, I thought about virtual assistants such as Alexa and Siri. But what is AI, and how do we use it daily?
What is AI?
A quick Google search turns up more than 615 million results. AI is computer code that displays some form of intelligence, learning and problem-solving in what has been referred to as a “super intelligence.” AI “learns” on its own, and makes adjustments and improvements based on past iterations. As AI becomes “smarter,” its knowledge base grows, and it is able to complete more tasks. Digging a little deeper, I found #AskAboutAI, a research project launched by Getting Smart, which identified over 100 applications of AI.
Shehzad Najib, CEO and co-founder of Kinteract, told me a few years ago: “You shouldn’t notice that AI is working. You should notice that life is easier and you’re saving time.”
Keep that in mind. Here are a few ways that we interact with AI daily:
Communication: We all use email and receive a lot of spam. AI is used to streamline the amount of spam allowed through filters, and it continues to learn over time as you mark items as spam.
Travel: If you use driving apps such as Uber or Lyft, you have experienced machine learning, a form of AI that determines your estimated arrival time. In the airline industry, “human-steered” flight time is estimated to be about seven minutes, leaving the rest to autopilot, which is AI.
Social networks: Most people are engaging in some form of social media use. Years ago, Facebook shared results of how AI successfully detects spam but was not as successful at detecting hate speech or cyberbullying. When photos are used in social media, AI uses facial detection to suggest a name for photo tagging. If you’ve wondered how it recognizes your friends and family without even typing a name into the platform. It learns over time.
Shopping: Many people use Amazon and similar services. They are quite helpful, and who doesn’t appreciate it when suggestions are provided for other items of interest? AI analyzes your prior data and makes decisions based on your preferences over time.
Fraud protection: When making purchases online or in person, systems analyze your purchasing trends and locations and can immediately flag and send alerts for unusual transactions.
Were you familiar with all of these AI uses? Thinking back to Shehzad’s statement, these do save time and often go unnoticed because they are just performing what they have been programmed to do.
What can AI do for education?
One of the most interesting articles that I read during my initial research, came from an article in Forbes, which highlighted 10 ways to use AI in education. Looking at these, how much has changed? Remember, this article is from nearly 10 years ago, which was the original post before its update in 2017.
AI can automate basic activities in education, such as grading.
Educational software can be adapted to student needs.
AI can point out places where courses need improvements.
AI tutors can help support students.
AI-driven programs can give students and educators helpful feedback.
AI is altering how we find and interact with information.
AI could change teachers’ roles.
AI can make trial-and-error learning less intimidating.
Data powered by AI can change how schools find, teach, and support students.
AI could change where students learn, who teaches them, and how students acquire basic skills.
Regardless of the technology we choose to explore and use in education, we have to focus on the technology’s purpose. What are the benefits of using AI? Is it practical to use AI?
Time is always a consideration, and when it comes to providing authentic, meaningful, and personalized learning experiences for our students, we need to make the most of it. AI can make an impact here.
For example, students and teachers can connect and have instant access to resources that meet their specific needs. AI will make decisions based on responses and interactions.
AI can save teachers time in grading and help to provide differentiated instruction that adjusts as students continue to work through class materials. AI analyzes data faster, so teachers can act on it faster and, again, have more time to work with students.
We must actively explore the resources that are being shared in the education world today. There are many blogs, books, podcasts, webinars, and other learning opportunities for educators. We have so many digital tools available to choose from. Have fun exploring but be mindful of not just the possibilities, but always focus on our responsibilities as educators.
If you want to learn more, check out recent Edutopia and Getting Smart blogs. Many AI books are available, including my recent book. Keep on learning and growing, and don’t be afraid of not being the expert. We are all learning as we go!
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 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
**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!
Join my show on THRIVEinEDU on Facebook. Join the group here.
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
**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!
Join my show on THRIVEinEDU on Facebook. Join the group here.
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!
Join my show on THRIVEinEDU on Facebook. Join the group here
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
************ Also check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here
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/
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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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Learning as I go: Reflections & lessons learned 