Regardless of our role in education or the grade levels that we work with, we all have a responsibility to bring in a variety of learning opportunities to prepare our students for successful careers. They need to engage in learning that will equip them with essential skills and the right knowledge so they can thrive after they leave our classrooms and our schools. Helping students to learn about potential future careers or options for continuing their education should not be limited to the high school years. By starting to focus on career and college readiness at the middle school level, we can help students to learn about the many options available to them and spark their curiosity for learning.
There are many ways to get started with a lot of benefits to creating college and career readiness opportunities for middle school students. Finding methods and tools or comprehensive resources will have a positive impact on student academic success, increase engagement in learning, and foster the development of essential future skills. With online career learning programs, such as Defined Careers, educators can offer an innovative and engaging approach to introduce students to various professions, ignite their passion, and empower them to shape their future.
In this post, I will share the benefits of focusing on career exploration with middle school and even younger students. Exploring the resources provided by Defined Careers is a great way to help students learn about their options and empower them to explore various career pathways.
Early Exposure to Career Options
Introducing college and career readiness in middle school helps to inform students about a wide range of career options. Through career exploration activities and resources, students can explore job roles in various industries and professions. Defined Learning offers comprehensive career exploration tools that provide K-12 students with insights into different careers. With the K-5 program, this early exposure helps students gain a clearer understanding of their interests, passions, and the skills required for 16 different career clusters. For middle and high school students, interactive modules and videos give students the chance to explore diverse career options such as engineering, entrepreneurship, healthcare, or even art. By learning more about a variety of careers, we can help students discover their interests and passions, allowing them to make informed decisions about their educational and career paths.
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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This article was created in collaboration with Dr. Rachelle Dené Poth and Jooble. Opinions are those of the guest writer.
In particular, Artificial Intelligence (AI) is invigorating each line of business, opening up enormous potential for persons trained in AI and associated areas. If your goal is to become an AI developer, you are positioning yourself for terrific job growth, with an average salary of an AI engineer of $160,000 per year in the US, according to Jooble. To help you get started on your AI journey, we provide some tips on essential steps and skills that will help you make it through the course.
Where can Artificial Intelligence be applied?
Artificial Intelligence is a branch of study and application of computing systems that manifest attributes associated with human intelligence to perform tasks that would otherwise necessitate human input. Compared to other SCH software, AI systems can learn from data, and its performance can be refined without needing rewiring. AI is an emerging and growing sector that has penetrated almost all industries across the globe, including the service industry, medical, and financial. For example, 50% of companies plan to invest in machine learning engineers and data departments focused on AI adoption, emphasizing the importance of upskilling the workforce to meet future demands.
AI can simply be a chatbot, up to a complex intelligent model based on neural networks used to make predictions and sophisticated analyses. By far one of the core constructs of AI is the notion that algorithms learn from data input — a key component in the creation of programs that get smarter with time.
The Role of AI in Modern Industries
The United States and China lead in AI investments, making them prime hubs for AI development and job opportunities. AI integration is becoming crucial in various industries as businesses increasingly implement AI technologies to reduce costs and boost productivity. In sectors such as healthcare and automotive, AI solutions are driving a revolution through automated processes, big data analysis, and the development of smart systems, reshaping the way these industries operate. As Ulrich Spiesshofer said, “The countries with the highest robot density have among the lowest unemployment rates. Technology and humans combined in the right way will drive prosperity.”
AI also assists in creating individualized services and goods. For example, generative AI is already altering marketing and entertainment with its ability to design or write content/results based on data. AI processes can even predict consumer behavior, becoming valuable assets for businesses. The demand for AI experts who can learn and apply AI in real-life scenarios is rapidly increasing.
Most Important Things You Need to Learn for a Career in AI
To embark on your AI learning journey, it’s crucial to have a structured learning program and acquire a strong foundation in the following skills:
Computer Science: Learn Python, R, and Java as they are the most used programming languages in AI and data-related fields. Depending on the project or this level of work, knowledge of these languages will be required to deal with AI solutions.
Mathematics and Statistics: Khan says that knowledge of math is ESSENTIAL for AI, and examples of such skills are linear algebra, probability, and statistical methods.
Machine learning and Deep learning of Artificial Intelligence Concepts: Learning about another class of AI, known as machine learning, will enable you to understand how machines learn and optimize from data.
AI Tools and Libraries: Analyze artificial intelligence for business and learn some helpful tools and libraries, such as TensorFlow and PyTorch, for building models.
Main Technologies of the field of AI
AI technology encompasses various fields with new advancements in AI revolving around the existing structure. Key technologies that play a pivotal role include:
Natural Language Processing (NLP): Under the NLP study, machines are capable of learning how to handle human language which is much more useful in other advanced technologies like artificial intelligence digital assistants such as the use of chatbots.
Computer Vision: This field allows users to understand and interpret visual data and is crucial for fields such as healthcare, the automotive industry, and security.
Deep Learning: This superior artificial intelligence method is modeled on the action of the human brain and allows a machine to recognize patterns in the data.
Step-by-Step Guide to Becoming an AI Expert
1. Select Your Right Line of Study
There are multiple opportunities to learn with the help of AI in 2024, from online courses to a university degree. First of all, choose the program that will suit you best if you are eager to master AI as a beginner or if you are eager to obtain an AI degree. There are many universities as well as online centres offering classes from the fundamentals of artificial intelligence to advanced artificial intelligence classes containing concepts such as deep learning and neural networks.
Vacancies in AI presuppose a solid educational background, and thus, the reception of the education that inscribes AI as learning from data, machine learning, and AI engineering is essential.
2. Where to Get Experience in AI Projects
AI learning libraries and tools are essential for gaining practical experience and understanding artificial intelligence. To truly become an AI engineer, working on AI projects is mandatory. The best way to practice is by contributing to AI-related projects whenever possible, participating in hackathons, or providing suggestions for open-source projects. These activities help solidify your knowledge of AI concepts and demonstrate your expertise to potential employers. As Stephen Hawking warned, “Success in creating AI would be the biggest event in human history. Unfortunately, it might also be the last unless we learn how to avoid the risks.” To be a good AI engineer, it’s crucial to continuously gain new knowledge, study daily, and stay updated with the latest advancements to ensure responsible and safe development of AI technologies.
Minimum Qualifications Required for AI and Data Science Professionals
First of all, certifications in the world of AI are very important when it comes to the development of your profession, as many jobs in AI require some proof of your knowledge. Not only do they prove that you are worth your salt, but they also provide you with the necessary leverage to go for a job.
AI certifications that help where to take your AI career
Developments in AI or any related field certification will make you a better candidate for employment. AI certifications from globally technologically advanced companies such as Google, Microsoft, or IBM can let you highlight your strong points in specific areas of interest, such as machine learning, data science, or AI tools. These certifications will give you ways to get on your plan for learning AI and assist you in gaining mastery from the entry-level AI to the expert level.
A number of AI Learning Plans and Learning Systems we currently have are accredited by the respective industries they belong to.
Proprietary AI programs, like Coursera and edX, offer complete programs with necessary learning experiences. These courses are developed in collaboration with professionals in the field, and the topics include different aspects of AI and its applications. Such programs are helpful for beginners in AI and for people who already have some experience in the field but would want to learn more about the development of more complex topics in AI.
Whether you’re a complete newcomer or an advanced AI practitioner looking to elevate your career, these programs will guide you along your AI path. With over 95% of executives agreeing that generative AI will revolutionize AI applications, its use is extending into new domains such as product design and customer engagement, making this an exciting time to dive deeper into AI.
Conclusion
The journey to learn AI proficiency in this exciting field, its process, and its course can be thrilling yet sometimes frustrating, especially when grappling with machine learning concepts. However, with the right skills, relevant education, and practical experience, you can become an AI engineer, helping shape the future of AI and data science. As Fei-Fei Li aptly said, “Artificial intelligence is not a substitute for human intelligence; it is a tool to amplify human creativity and ingenuity.” Across industries, businesses are increasingly employing artificial intelligence, driving demand for AI specialists with highly rewarding salaries. This makes it the perfect time to begin your journey into this promising and rapidly growing field and continue to adopt AI technologies.
About Rachelle
Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, and her research focus was on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!
Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.
She is the author of 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
************ Also check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
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?
Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, Cybersecurity, STEM, and more for your school or event! Available for in-person or virtual training, keynotes, and coaching. Submit the Contact Form.
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In collaboration with CoSpaces Edu, All opinions are my own
Now that the school year is in full swing and we head into the fall of 2024, many educators are coming up for air and looking for new ideas. For me, it’s always the perfect time to consider how our year has started and look for ways to introduce fun, innovative ideas to our classrooms to boost engagement even more! What I love about technology, is that there is always a way to bring it into our classrooms for our students, and that is what I have found with CoSpaces Edu!
Whether you’re teaching elementary, middle, or high school, focused on STEM, language arts, or any other subject, we know there is an increasing need to equip our students with skills to be successful in the future. In my opinion, I think what better way to do that than with CoSpaces Edu!
CoSpaces Edu is a versatile, very user-friendly platform that brings learning to life for our students. Through augmented reality (AR) and virtual reality (VR), with a variety of wonderful features that enable students to engage in 3D creation, coding, and collaboration, CoSpaces Edu can be integrated across all grade levels and subject areas. I have come up with six ideas for getting started with CoSpaces Edu in your classroom this fall. At all grade levels, you can foster creativity, critical thinking, communication, collaboration, and digital literacy—skills, all of which are essential for today’s learners.
1. Virtual Tour of Student Interests
One of the easiest and most engaging ways to get started with CoSpaces Edu, which I use every year, is having my students explore its gallery of available projects. Whether they’re in elementary school or high school, students absolutely love the time they have to explore existing projects such as games and virtual museums. By giving them time to explore, not only can it boost their own creativity, but it also helps us learn more about their interests, which is essential.
How to start? Direct them to the gallery and ask them to choose a project or space they find interesting. After exploring, ask them to consider why it captured their attention. Was it the design? The characters? The actual activity itself? Encourage them to think critically about what they might create or how they might change or enhance what they explored. For example, if they enjoyed exploring a historical simulation, maybe they can build their own historical event space or propose redesigning a famous historical space. Moving through in this way not only fosters critical thinking but encourages student discussion, idea sharing, and brainstorming ideas. And the best part is that CoSpaces Edu allows them to explore both virtual and augmented reality so they can fully immerse themselves in and connect with the content they’re learning.
I have used this activity as an icebreaker for new school years or any time throughout the year. It benefits by giving students the opportunity to explore, discover, and connect with their classmates over shared interests that they may not have realized they had in common. Talk about fostering a real learning community!
2. Create an “About Me” Space
Every new school year, educators spend time finding ways to get to know their students better and for students to get to know each other. A new idea is to have students create an interactive “About Me” space. Not sure where to begin? CoSpaces Edu has a ready-to-use template that students can then customize and add fun characters, animations, and even their voice recordings to create a virtual introduction to themselves.
This activity is more than just fun—it builds digital literacy as students learn to manipulate 3D objects and text and even dive into coding. It’s a great way to build a learning community in the classroom as students explore each other’s spaces, and you will see the excitement as they learn from each other. You can easily adapt this project to any grade level. It is also a great way to introduce younger students to AR and VR in a structured way while also allowing older students to dive more into basic block-based CoBlocks or advanced coding with JavaScript.
My students have had a blast designing their virtual world to represent themselves. The About Me is a great way to spark creativity and help students develop essential communication skills as they express interests, hobbies, and goals with their classmates and teachers.
3. Interactive Storytelling in Virtual Worlds
Storytelling is an impactful way to promote learning whether you teach elementary or high school students. Now, students can bring their stories to life in immersive 3D environments with CoSpaces Edu!
In my STEAM course, I work with the other content area teachers to have students leverage what we are learning and connect it to their other classes. Students have created animated and interactive recaps of stories they’ve read, and some have written their own narratives. The magic is when they bring these stories to life using 3D characters in a variety of settings. For example, students could adapt a classic story or novel they have read and add a twist, such as an alternative ending. Many students enjoy using their imagination to create stories. Once they set the scene, they can use CoSpaces Edu’s coding tools—such as CoBlocks—to add interactivity, allowing their characters to move, speak, and more. We can share their work with classmates, which adds more meaning to and engagement with the learning experience.
These types of projects foster creativity and problem-solving and build communication skills. Students not only have to write their narrative but also decide how to visually and interactively represent it. They engage in a process that encourages collaboration, especially when students work in teams to script, design, and code their virtual worlds. This was a game-changer in my Spanish II class!
4. Revolutionize Language Learning with AR/VR
Interactive storytelling can also be an excellent tool for language learners. In my experience, students in Spanish II created virtual worlds in which their characters engaged in dialogues, which helped them build their language skills in a dynamic and engaging way. It also led to greater retention of the content.
One project involved students creating a virtual Spanish-speaking city where they placed shops, restaurants, and other landmarks. Each student had a role in the virtual environment and had to speak in Spanish to describe their location or interact with others. This project increased student engagement, content retention, and enthusiasm for learning the language. It was also a unique way to reinforce grammar and vocabulary.
Incorporating AR/VR into language learning allows students to “live” the language, making it a more authentic and enjoyable experience. This kind of immersive learning fosters deeper connections with the material. It helps students retain what they’ve learned, which is essential in all areas, particularly in building confidence in language skills.
5. Collaborative STEM Projects
With CoSpaces Edu, students can design and code virtual prototypes, models, and even entire experiments. One of my favorite uses for the platform is collaborative STEM projects. Students can work in teams to design and build virtual spaces or objects, such as a virtual physics experiment exploring Newton’s laws or an architectural model of a bridge or building.
CoSpaces Edu’s collaborative features allow multiple students to work on the same project in real-time from different devices, making it perfect for group projects, whether students are in the classroom or learning remotely. Think about global collaboration possibilities, too! We want students to build teamwork, communication, and problem-solving skills and manage their time. Because they can collaborate in CoSpaces Edu, it makes opportunities available for STEM learning that is more engaging and hands-on.
6. Virtual Museums and Global Collaboration
Building global awareness is so important. Our students must learn about other cultures and have experiences connecting them with authentic and real-world learning opportunities. What if students from around the world collaborate to create a virtual museum that represents items from their different locations? With CoSpaces Edu, this is not only possible but easy to implement. Teachers can connect classrooms from different countries, enabling students to collaborate on a global scale to build and curate virtual museums on various topics, from world history to art or any topic they choose.
Students can design a virtual museum showcasing the art of different cultures. Using CoSpaces Edu’s 3D creation tools, they can build exhibit halls and import 3D models of art pieces or artifacts. Each student can contribute a different exhibit and then link them together into a larger museum space. A project like this not only fosters creativity and digital literacy but also deepens cultural understanding and instills empathy as students explore and share knowledge from diverse perspectives.
Where to begin
I have used CoSpaces Edu for many years. It is definitely way more than just a tech tool for students. It is a transformative platform that fosters the development of critical future skills like creativity, collaboration, critical thinking, and digital literacy. Whether you’re teaching elementary students to create 3D models or high school students to code virtual worlds, CoSpaces Edu offers endless possibilities for engaging, interactive, and collaborative learning experiences.
CoSpaces Edu shifts students from consumers to creators! My students are always wowed by what they explore when we get started. These are only six ideas to explore, and there are many more possibilities and lesson plans available for educators to explore right away.
CoSpaces Edu is easy to use, works on any device, and offers a secure, COPPA- and FERPA-compliant environment, which is critical. Dive into CoSpaces Edu this fall and watch your students’ creativity and future-ready skills soar.
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 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.
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
************ Also check out my THRIVEinEDU PodcastHere!
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Guest post by Rachel Wood, PhD Candidate studying AI and the future of work, education, and relationships: LinkedIn at www.linkedin.com/in/rachelwoodphd
Opinions expressed are those of the guest blogger.
Every night at bedtime, I sing songs with my son. We snuggle close as the lyrics “lullaby and goodnight, go to sleep…” dance off our lips. Lately, he has begun asking me to make up songs about various important objects in his life- blue blankey, mister fox, and big excavators. I sing songs on the spot that tie melodies to his little world of things. One night, out of his mouth comes “sing a song about Ms. Davey”. Delightfully surprised, I met this request with a smile in my heart because of how it exemplified the fondness he feels toward his school teacher.
Educators are irreplaceable. They are far more than academic messengers; they serve as overseers of students’ psychological wellbeing. Learning has been and always will be a social experience. We learn from teachers, from peers, from successes, from mistakes, and from interactions with others. Sure, we learn our academic material, but more so, we learn social and relational skills. We begin to learn our place in the world as we rub shoulders with others. Relationships are the foundation for motivation and learning (McKay & Macomber, 2023). Educators offer numerous key psychological and relational nutrients, two of which are object constancy and friction. These unique human components are increasingly important to instill in students amidst a world of proliferating emerging technologies.
Object Constancy
Definition: object constancy begins when the “empathic parent holds a vision of the future child and in various ways mediates this vision to the child. The child, in identification with it, can then grow. By internalizing aspects of the parent, the child also internalizes the parent’s image of the child…a primary concern for a teacher is the aiding in the growth and development of another. The idea that teacher’s capacity to imagine future growth, anticipate something for the student, hold that in mind for them, and offer that vision is a reflective way of expanding possibilities and potentialities for them. Perhaps in this way, the successful, authentic, and autonomous student begins in the mind of the teacher” (Danze, 2022, pg. 149).
As overseers of students’ psychological and emotional development, educators contribute to the formation of students’ object constancy. Object constancy is a psychological concept describing how we acquire our internal voice. When we are young, parental figures, family members, and teachers speak into us and speak over us. The tone and content of these voices become embedded in our developing identities. Over time, and with enough repetition, these voices become our own internal voice. For better or for worse, what we hear in our early developmental stages sticks with us. Object constancy is when we internalize external voices, making them our own inner dialog.
Educators contribute to students’ developing object constancy on a regular basis; recognizing achievements, applauding kindness, and course-correcting missteps. Teachers even have the privilege of helping rewire negative voices ringing in students’ ears. Neuroplasticity is the science that reveals how we can change our thoughts, feelings, and actions, unlearning that which is detrimental and instead, learning what is beneficial. A consistent, encouraging voice from a teacher can act as a counterpoint to disparaging voices that may be lingering in students’ minds. Just as educators help students internalize positive voices, they also create opportunities for students to learn from challenges.
Friction
Definition: friction is “shap[ing] learning as people with different backgrounds and skill sets engage with each other on real problems if these people are provided with the right context. Productive friction is particularly valuable at boundaries because it exposes people to different ways of seeing problems and the potential solutions” (Ward et al., 2011).
All human relationships contain some degree of friction. Friction is the concept of learning through challenges. Friction may be small or great, it may be above or below the surface, and it may be beneficial or consequential. Friction is a necessary element of relationships because it teaches us to consider others, compromise, and reduces our tendency toward self-absorption. Educators encourage, yes, but they also challenge. Both are equally important. Excellent educators can gauge the individual balance for each student between encouragement and challenge. This both affirms students as they are and calls them forward to who they can be.
AI and Educators
Definition: Artificial Intelligence, AI is broadly defined as giving a computer human-like capabilities, such as understanding, problem-solving, and reasoning (Enholm et al., 2022).
Object constancy and friction are two components of relationships that cannot be replaced by emerging technologies such as Artificial Intelligence (AI). Sure, on a superficial level you could prompt a Generative AI Large Language Model to mimic these relational elements, but they come naturally in human interactions. There are specific use cases for AI that can offer support in the form of augmentation for teachers who are overwhelmed with work yet longing to return to what led them to education in the beginning: the opportunity to positively influence students through relational connection. There is a place for AI in the classroom that does not threaten but enhances the role of the teacher. Drawing the conclusion that we must choose between teachers and AI is a false dichotomy. Augmenting work with AI can serve as a catalyst to redesign the vocational identity of educators. This ever-present help can afford teachers the opportunity to once again return to a primary role of relational facilitator and guide. Bringing AI into the classroom cannot and will not replace educators, but it may open the door for administrative burdens to lighten and therefore relational dynamics to increase.
The vital role of educators extends beyond the confines of academic instruction, shaping students’ emotional and psychological landscapes through concepts like object constancy and friction. Just as the simple yet profound request to “sing a song about Ms. Davey” highlights the deep bond students form with their teachers, it underscores the immeasurable value of human connection in education. Successful integration of AI into the classroom is predicated upon the fact that technology complements, not replaces, the relational essence of teaching. Leveraging AI to assist with administrative tasks allows educators to return to their core mission: fostering meaningful relationships that guide and shape students’ development. So tonight, as we sing about Ms. Davey, and by extension countless other educators, may AI serve as a tool to enhance impact, and bolster ongoing service in the name of young minds.
References
Danze, E. (2022). How the psychoanalytic use of object constancy and internalization can inform our understanding of the teacher/student relationship. ACSA 110th Annual Meeting. https://www.acsa- arch.org/proceedings/Annual%20Meeting%20Proceedings/ACSA.AM.110/ACSA.AM.1 10.20.pdf?v=2
Enholm, I. M., Papagiannidis, E., Mikalef, P., & Krogstie, J. (2022). Artificial intelligence and business value: A literature review. Information Systems Frontiers, 24(5), 1709-1734. https://doi.org/10.1007/s10796-021-10186-w
McKay, C., & Macomber, G. (2023). The Importance of Relationships in Education: Reflections of Current Educators. Journal of Education, 203(4), 751-758.
Ward, C. J., Nolen, S. B., and Horn, I. S. (2011). Productive friction: How conflict in student teaching creates opportunities for learning at the boundary. International Journal of Educational Research, 50(1), 14-20. https://doi.org/10.1016/j.ijer.2011.04.004
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Modern education looks vastly different for young students today. With the advent of educational technology, students can experience more interactive and immersive lessons thanks to the proper use of screen time. When focused on education purposes, digital tools can improve visual intelligence, stimulate hand-eye coordination, and strengthen tech knowledge while learning other skills in a controlled environment.
Of course, too much of anything can be a bad thing. A study on screen exposure revealed that children and adolescents are more likely to develop myopia, especially when directly interacting with computers often. This is why it is so important to know the potential repercussions of screen time and how best to navigate it so students reap the benefits.
How screen time is harming student eye health
More than 600,000 children have vision difficulties in the United States. Screen exposure has made eye problems an earlier concern, with 10% of preschoolers already having issues and 30% of adolescents having myopia. Furthermore, the latest CDC statistics even reveal that the number of children under 18 getting diagnosed with vision conditions has increased in the last decade.
The reality is that young kids are exposed to too much screen time, even during their recreational hours, making it harder on their eyes during delicate developmental stages. Blue light exposure is bad enough, but there is also the issue of glare, bad screen practices, and spending too much time in front of the screen. Thankfully, all hope is not lost, and there are ways to do things differently and mitigate the potential negative effects of screen time on students.
How to promote better eye care for kids in the digital age
Promote ocular hygiene
Eye care goes a long way in preventing damage and unnecessary strain. A significant part of this is good ocular hygiene, which ties into other cleanliness practices. A recent study in the National Library of Medicine found students touching their faces 23 times per hour, with 27% involving the eyes. From elementary to high school, students must be reminded to avoid their eyes and keep their hands clean when handling shared digital devices. This trickles over to students who already use corrective vision. Older students who wear contact lenses should clean their lenses regularly and replace their contacts upon expiration. They can even be routed to accessible digital ways of getting new lenses properly, especially when dealing with Dailies like the Acuvue Oasys for astigmatism or biweekly like Avira Vitality. The CDC finds that 40% to 90% of contact users don’t follow their lens care instructions, so teachers and parents need to advocate for them to stay on top of things. It’s also critical to teach students, particularly the younger ones, how to properly clean and use their eyeglasses.
Encourage break time
The American Optometric Association encourages the 20-20-20 rule to prevent digital eye strain. Since screen exposure is inevitable, especially considering how many students have their own mobile devices, it’s good to give them these tools to give their eyes a break. The rule indicates that you take a 20-second break for every 20 minutes of screen time. During this break, you must look at an object at least 20 feet away. The simple rule shouldn’t be hard to teach students, and it’s a genuinely effective method of minimizing strain. When using digital devices as a class, you can even set a timer and have everyone in the class practice the 20-20-20 rule together.
Teach proper screen positioning
Common ed-tech tools require students to be in contact with a monitor. Make sure that the screen is at least 20 inches away from the students’ eyes. For lessons that involve tablets or other handheld devices, teach students to keep at least an arm’s length distance when using larger screens. It’s also a good idea to impose a viewing angle that directs their eyes downward when looking at the middle of the screen.
Know the signs of strain
Many vision problems manifest in unobvious ways, so watch for them. School-aged children can display subtler symptoms like a short attention span, avoidance of reading and other vision or focus-related activities, difficulty keeping track of their place when reading, and turning their heads to the side when looking at something. While other factors may cause these, they can also be manifestations of eye problems.
Post written in collaboration with Maisy Byrne.
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In collaboration with ReadSpeaker, guest post by Amy Foxwell
In today’s digital age, technology is a powerful ally in making education more accessible. One notable advancement is Text-to-Speech (TTS) technology, which transforms written text into spoken words. ReadSpeaker, a leading solution in this field, offers a variety of tools to enhance learning, creating a more accessible and engaging experience for all students.
Enhancing Accessibility
For students with visual impairments or reading disabilities such as dyslexia, TTS technology is a game-changer. ReadSpeaker enables these students to access and understand content more easily by converting text into audio. ReadSpeaker also allows users to select the reading language, speed and volume while simultaneously offering a variety of additional study tools to support student reading and writing.
ReadSpeaker Reading and Writing Support
• Bimodal presentation improves comprehension by presenting information in visual and audio formats at the same time
• Reading tools, such as page mask and reading ruler, available for increased readability
• Dictionary lookup
• Multiple languages available for language fluency and multilingual learners
• Translation check and pronunciation of foreign words and phrases
Supporting Diverse Learning
ReadSpeaker helps students with diverse needs by providing an alternative method of consuming information. TTS allows students to listen to content while following along, enhancing engagement and retention. ReadSpeaker offers voice for any content, including courses, PDFs, ebooks, web research, training materials, quizzes, OCR images, STEM content and more. Learners enjoy a more immersive reading experience, resulting in greater comprehension, increased self-confidence, and improved academic performance.
ReadSpeaker and Universal Design for Learning
The Universal Design for Learning (UDL) framework was developed by CAST to enhance course design to meet the needs of diverse learners. Based on learning science, the UDL framework guides the design of instructional goals, assessments, methods, and materials to meet the individual needs of each student. A champion of UDL for many years, ReadSpeaker provides easy-to-access and easy-to-use text-to-speech for any content on any device and can be used individually or seamlessly integrated into learning platforms or LMSs. ReadSpeaker’s speech-enabled learning tools align with UDL principles by providing visual and auditory alternatives, allowing students to engage with and absorb content in multiple ways according to their needs. Learn more about ReadSpeaker and UDL here.
Supporting Multilingual Education
In increasingly diverse classrooms, language barriers can pose significant challenges. ReadSpeaker offers multilingual support, allowing students to hear text in their native language or practice new languages. This feature is particularly beneficial for non-native speakers who might find reading in a second language daunting. By listening to the pronunciation and intonation, students can improve their language skills more naturally and effectively.
Reading large amounts of text can be overwhelming, especially for students with attention deficit disorders. TTS technology helps reduce the cognitive load by allowing students to listen to text in addition to reading it. ReadSpeaker’s learning tools, such as highlighting text as it reads aloud, improve student focus, comprehension, and engagement with the content.
Making STEM content engaging and interactive
How does text-to-speech support a student who needs to hear math expressions in class and when working at home? Not every TTS system can accurately read mathematical symbols, and many aren’t set up to understand the code that presents math digitally. ReadSpeaker’s advanced math-reading tools remove this barrier to access by providing accurate audio versions of mathematical expressions and text at once with some of the most lifelike AI voices available.
Improve STEM Accessibility With Text to Speech for Math
ReadSpeaker’s text-to-speech solutions provide improved digital accessibility to various populations of learners, including those with learning disabilities, visual impairment, or literacy challenges. TTS tools can be integrated into a secure learning environment or e‑assessment platform, even in locked browsers and proprietary proctoring systems. This capability allows instructors and administrators to better address the diverse needs of students while more easily meeting accessibility accommodation requirements.
ReadSpeaker for LMS provides text-to-speech plugins and audio-enhanced learning tools that can be easily integrated into any LMS. The ReadSpeaker Listen icon will appear in the course window. The learner can then choose whether to activate the ReadSpeaker tools or not. When activated, the ReadSpeaker Listen button can be moved to wherever the learner prefers. The cloud-based solutions ensure that when course content is updated, it is immediately speech-enabled.
By supporting students with disabilities, accommodating diverse learning styles, promoting inclusion, facilitating multilingual education, and enhancing focus, ReadSpeaker helps create a more equitable learning environment. Embracing such technologies can ensure that every student has the opportunity to succeed and realize their individual goals.
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Teachers everywhere are aware of the effect AI is having on students and education in general. While that may bring back pencil and paper activities to help students do their own thinking, AI can offer teachers some much-needed help. Meet TeachAid, which can be, according to their website, “your AI teaching assistant. Time is precious. Spend it teaching! Let us handle the rest.” That appeals to me because there is never enough time in the day to plan engaging and effective lessons, grade student work, attend meetings, and have a life outside of school. Anything that saves me time is worth a try, and the more I look over what Teach Aid can do, the bigger fan of it I become. I have been teaching for 28 years, and while the formative and summative assessments are pre-planned each year, creating the path to those assessments is up to me. After exploring Teach Aid, I believe it is a platform that can be of value to all teachers by providing actual units, activities, lessons, and learning targets. If nothing else, it can spark ideas for lesson activities.
TICKING AWAY THE MOMENTS THAT MAKE UP A DULL DAY
Teach Aid begins the AI unit creation by asking for specific unit information that will help them generate all the teaching materials needed to effectively teach your unit according to your local curriculum, including lesson plans, presentations, assignment descriptions, rubrics, and more. There are 5 steps to creating the unit:
Basic Information
Unit Timeline
Final Assessment
Customization
Review
YOU FRITTER AND WASTE THE HOURS IN AN OFFHAND WAY
It only takes a few minutes, and then the magic happens. At each step of the way, you can edit or revise what is created before clicking for the AI to continue building the unit, lessons, activities, etc. It really is like magic. Things that might take me several minutes to think through appear before my eyes in seconds. The entire unit may take a few minutes, but it is incredibly fast, provides opportunities for editing, and creates everything needed for teaching the unit. The interactive slides have presenter notes on how to teach or conduct the activity. New teachers can have all the help they need with just a few clicks, and experienced teachers can find inspiration and fresh ideas for current units.
KICKING AROUND ON A PIECE OF GROUND IN YOUR HOMETOWN
Depending on where you live, Teach Aid may already have your state or country’s standards loaded into their system. If not, reach out to them so that they can begin to add them. There are also some limitations currently in the subjects available, depending on where you live, but I also expect this list to grow as the company grows. If what you need isn’t listed, you can still build a unit with standards from another state/country or subject to see what ideas you might get from what is created until your subjects or standards are added to those available. I demonstrated how Teach Aid worked for about 30 2nd year Missouri teachers, and I could hear minds exploding. Audible gasps. There are some content limitations currently. PE and art teachers were envious of teachers of the available subjects, but everyone was duly impressed with the speed, thoroughness, and quality of the units, lessons, activities, etc., produced. We were all impressed with the customization built into the unit creation process.
WAITING FOR SOMEONE OR SOMETHING TO SHOW YOU THE WAY
Even the lesson activity building allows for a lot of customization, even if you choose to have it auto-generated.
At this time, Teach Aid is free for teachers to use, and there is enough content there already for you to experience creating units even if your standards or subject matter has not been added yet. Do click the button to request the standards or subject you need, and then explore states or countries that are included and might be similar enough to what you need for you to develop and customize a unit, lesson, and/or activity.
So when you hear AI discussions going on in your building or department, remember Teach Aid and shed some light on the possibilities AI can provide to teachers. Time is a commodity that is in high demand for our profession, so anything that can free up time for us is a win. A no-brainer. Dive in.
HEADINGS ARE PARTIAL LYRICS FROM THE SONG, TIME, BY PINK FLOYD.
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As we head back into our classrooms for a new school year, educators are thinking about class schedules, grading, lesson plans, school meetings, observations, and so much more. Getting back into the daily teaching schedule can be a challenge, especially after having the summer “off.”
However, many educators don’t take the summer off. Instead, they take advantage of the extra time to engage in professional learning. Whether by attending conferences, joining book studies, participating in online learning events, or even heading to their classroom to prepare for the new school year, being prepared for school is always on teachers’ minds. Having the summer off, even if only for a few weeks, is nice because it provides time to relax and recharge and also time to be better prepared than the year before.
No matter how many years of experience an educator has, a new school year can be stressful. I think it is important to start the year with goals and use our prior experiences to set clear focus points for ourselves and our students.
For many years, I remember conversations with colleagues about how they couldn’t sleep the night before the first day of school. Attributing it to being excited and nervous about starting a new school year and doing it right. In my experience, I always slept well and never really worried about being prepared for the first day of school. For me, it was always the second day and every day after that. For me, the first day of school was simply the time to introduce myself to students, talk about what they could expect in my class, and provide any materials they needed to take home for their families. I started each year with rules and procedures. Unfortunately, I did not realize that the content could wait. I should have placed more importance on creating a supportive classroom community and focusing on building relationships first. Now that I know better before the year starts, there are some questions that I ask myself:
Did I reflect enough on my teaching practice, and have I identified areas I want and need to work on?
Am I prepared with new ideas, whether different methods or digital tools, to bring into my classroom to help engage students in learning?
What are some ways that we can build relationships and get to know one another?
How can I create a welcoming classroom space that fosters creativity and curiosity for learning?
Many more questions cross my mind and likely cross the minds of educators everywhere. It comes down to thinking about and reflecting on what we learned about our practice and methods used during the past school year. What activities and methods have made an impact not only on student learning but also on building essential social-emotional learning (SEL) skills? Which methods or tools helped students feel more connected with their classmates and the content? Cultivating a learning environment where students have choices, feel comfortable, and become more confident amplifies their learning potential. It leads to a supportive classroom community.
As we head into a new school year, it is always the perfect time to try a few new ideas and see how the students respond and the impact on learning and then decide where to go from there. Teaching the content material is important, but finding ways to boost student engagement and foster the development of essential SEL skills is also important. With so many things to consider, I am choosing five focus points for starting the new school year:
Build Relationships: Starting on day one, we need to get to know our students and let them get to know us, too. When we create opportunities for students to connect with each other and build a collaborative and supportive space, we will see how it positively impacts the learning that happens in our classroom. By starting with relationship building, we will create a space where students feel comfortable making mistakes and know they are supported by us and their peers. Creating a comfortable, supportive space is essential for learning. Have students create an “About Me” or use icebreakers to get to know each other and make sure that you participate too.
Set goals and reflect: At the start of the school year, have students set some goals for themselves in your class. Not just students it’s also important that we set goals for ourselves and share them with our students. When we do this together, we hold each other accountable and provide the support that we all need in our classroom space. We know the importance of SEL and by setting goals and reflecting on them throughout the year, we will be focusing on self-awareness and self-management in particular, which are essential for student learning and being prepared for the future. Provide some questions for reflection, such as: How do I think it went? What would I change? Are there areas that I can improve upon?
Create a community: Students need to know how to access resources for the class and to be able to connect with the teacher and classmates. It is important to set up a space or have a system for being able to communicate with students. Sending an email every Friday with a recap of the week, using a messaging app, or designing a class website are all good ways to create a learning community. Having a space where students can interact and access the resources they need to be successful is important, and we have definitely learned how essential it is after our experiences over the past couple of years. Another thing to consider is how to involve students more in the design of the learning experiences in the classroom and have them truly be a part of the learning community.
Promote collaboration: In preparing students for the future, we know that one of the essential skills they need is the ability to communicate and collaborate with others. Students need opportunities to do this in the classroom as well as in a virtual space. Using different methods, like station rotations, where students can work with peers, or through digital tools like Padlet, we can promote collaboration. Students can build content area skills while also building digital citizenship skills and SEL skills.
Foster creativity and curiosity for learning: When we create a learning environment where students feel welcomed and supported, they will feel more comfortable participating in class activities, interacting with their peers, and taking risks with learning. Provide students with different choices for creating and sharing what they have learned. Use methods like Genius Hour or PBL to spark curiosity and promote student-driven learning. Offer choices in digital tools that foster creativity, such as Book Creator, Canva, Genially, Storybird or Storyboard That.
Start the year with some focus areas and involve students in the discussion. Get their feedback, ask for ideas, and enjoy the learning process together. Don’t be afraid to take some risks with new ideas or tools. With new ideas, we can boost student engagement and creativity, spark curiosity for learning, and student needs and interests are better met.
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.
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Learning as I go: Reflections & lessons learned 