personalization

Part Two of my posts on AI, recently published in Getting Smart.  (image from CC)

Teaching Students About AI

One of my professional goals this year was to learn more about artificial intelligence (AI). Over the course of the past year, there have been a lot of stories coming out about how schools are adding the concept of artificial intelligence into their curriculum or trying to weave it into different courses offered. The purpose is to help students better understand its capabilities and how it might impact the future of learning and the future of work. When I did some research earlier this year, I was amazed at some of the different uses of artificial intelligence that we interact with each day, and may not realize.

A quick Google search of the term “artificial intelligence” turns up 518 million results in .17 seconds. Compare this with the methods for conducting research years ago, where we had to brainstorm topics as we searched the card catalog, and then had to understand the Dewey Decimal system, in order to find the books on the shelf.  Advancements in technology led to the creation of online databases which made it easier to find articles and journals electronically, however it still required us to think of what terms to use in the search and may still have required you to locate the resource from a shelf or borrow it from another library. Today, the capability of technology for finding answers to the questions we have is tremendous. Now through tools like artificial intelligence and virtual assistants we have access to millions of resources in our hands instantly.

What are some everyday uses of AI?

Some common uses of artificial intelligence that many people likely use every day and may not know it are:

  • Smartphones:  The use of artificial intelligence is used with the photo editor on smartphones. When you want to take a picture, artificial intelligence helps by selecting the appropriate settings and suggesting different modes to you.
  • Music and Media: Whether you use something like Spotify or enjoy watching Netflix or even YouTube, artificial intelligence is helping you find the music and media that you want. Over time, it learns based on your selections and then provides recommendations for you to add to your playlist.
  • Smart Home Devices: Artificial intelligence is used in smart home devices to adjust the temperature and even lighting based on our preferences.
  • Online services: From travel to banking, shopping, and entertainment, these industries rely heavily on artificial intelligence for using chatbots or through algorithms that enable it to track spending, suggest purchases, prevent fraud and complete other transactions much faster.

Because artificial intelligence is used so much in our everyday lives, we need to make sure that our students understand its impact and potential for the future of work and learning.

How can we teach students about artificial intelligence?

One of the best ways we could teach our students is by making sure we keep challenging ourselves. I recently enrolled in the course offered by ISTE U, Artificial Intelligence Explorations and Their Practical Use in the School Environment.  The course was made available through a collaboration with ISTE and General Motors Corporate Giving and focused on K-12 STEM education. My interest in the course is to learn more so I am able to share with my 8th grade STEAM course and in my foreign language classes. Having taught about artificial intelligence last year, it is a high area of interest that I want to grow in professionally.

Throughout the course, participants work through ten different modules focused on topics related to artificial intelligence and machine learning. Each module contains activities that enable you to interact with different forms of artificial intelligence, engage in discussions, view videos and to even create things such as chatbots and virtual facilitators. Part of the course includes an IBM Developer course on “Chatbots for Good,” in which you work through activities and learn about design thinking and empathy, and other activities related to the IBM Watson program. The culmination of the course has participants design a Capstone project, which will ideally be used with students through PBL or as a student-directed exploration of AI.

There are many uses of AI for education and one school in Pittsburgh is offering the nation’s first AI course to prepare students. Pittsburgh is where AI began and developed starting back in the 1950s which makes this an exciting event. Students enrolled in the Montour School District, a district known for its innovation and “student-centered, future-focused” mission, are learning about AI through a program that launched this fall. Students will have access to resources from Carnegie Mellon University, which became the first university to offer an undergraduate degree in AI. The goal of the program is to help students learn about AI by exploring the uses of virtual assistants, engage in inquiry-based learning and build their skills in STEM-related fields.

How can we provide the opportunity for all students to learn more about AI?

Simply explaining the concept of artificial intelligence and identifying some examples of what it might look like, does not really enable you to understand it at a deeper level. The best way that I have found to understand it better myself has been by first learning how it functions by trying some of the different tools and interacting with the AI. By trying some the AI experiments and creating chatbots, you and your students can think about how the tasks are being completed, which leads to a better understanding of artificial intelligence.

While schools may not be able to offer a full course to students, there are enough resources available online that teachers can implement in the classroom.

To learn more about AI and Virtual Assistants, have students explore these:

  1. Google AI Experiments: Through Google experiments, there are hundreds of different experiments available to explore based on AI, Augmented and Virtual Reality. Students can select experiments to try and decide what makes it “artificial intelligence.”  The favorites are Quick Draw and Semantris.
  2. Botsify: Teachers can teach students online by using artificial intelligence through Botsify. By creating chatbots, teachers provide an innovative learning experience for students, where they can interact with the chatbot, ask and answer questions and even submit quizzes through the chatbot.
  3. Avatars: It can be fun to have students create their own talking avatars, and use them even as evidence of learning or to create a lesson or instruct on a topic to share with peers or even younger students. Some tools to check out are VokiTellagami and My talking avatar.
  4. Akinator: A “web genius” that tries to guess the famous real or fictional character you are thinking about. It is fun to see the questions that it asks based on your responses and see how many tries it takes for it to guess.  It is also available on Google Play and iOS
  5. Learning tools: There are different apps available that through artificial intelligence, provide students with opportunities to have additional practice and amplify their learning potential. Elementary students can learn about geography through Oddizzi, or math through Splashmath. All students can practice vocabulary by trying Knowji, which uses characters to “bring vocabulary to life” in flashcards. If students have questions, they can try Brainly, which is a tool for students to ask and answer homework questions in a collaborative, community type platform.

Looking to the future with AI

The use of artificial intelligence in the world and specifically in education will continue to grow as more people explore the topic and develop new ways to incorporate it into daily life. The potential for learning through artificial intelligence means that students have access to virtual tutors, can enroll in an online course taught by AI, and have access to the resources they need at the exact moment they need them.

Bringing Augmented, Virtual and Mixed Reality to all Classrooms

Jaime Donally’s book “Learning Transported” is the resource to go to to learn how immersive technology can be used in education. For anyone looking to get started with bringing augmented, mixed or virtual reality and different learning experiences into the classroom but not sure of where to begin, Jaime provides a well laid out format which provides the reader with the all of the information and resources they need to feel comfortable in using AR and VR in the classroom.
For some readers, knowing the differences between augmented and virtual reality or knowing the different apps available for each of these may not be clear. However, the structure of the Learning Transported book enables the reader to progress from understanding how it is used, and even more importantly “why” it should be used education, to reminders of some things to consider before getting started and then how to have a successful implementation into the classroom.

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Beyond just having students as consumers of the content, Jaime offers ways for students to become the creators and design their own stories through augmented and virtual reality experiences.
Jamie is constantly looking for more tools and new ways to bring immersive learning experiences to educators and students, and has done nothing but share her wealth of knowledge and fully invest herself in making sure that educators feel comfortable with using the technology and knowing that she is available to help them in the process.
Learning Transported is a book that can be enjoyed by anyone, as the resources and experiences that she shares within this book definitely have application to other settings besides education.

Before Jaime even dives into the content of the book, she engages the reader with her message of “why” for using AR and VR. She shares the reasons why educators need to understand the possibilities of using immersive technology and the benefits that will happen as a result. She explains how to use the book, and guides the reader on how to navigate each of the chapters, explaining the process involved when starting to implement some of these augmented virtual and mixed reality tools, and encourages the reader to join in with other educators through social media using the #ARVRinEDU chat.

Learning Transported is geared toward anyone looking to try immersive technologies in the classroom and Donally provides all of the resources and many examples, especially through the lesson plans written by Jaime and how they were facilitated in different classrooms.

Another key features of Learning Transported is in Jaime’s message about why educators should use AR, VR and MR in education. The largest benefit is for students being able to engage and explore in the content in a different and more authentic way. It also facilitates building skills of communication and collaboration as well as social-emotional learning, when students connect with their peers and learn more about places and life outside of their own community. Jaime also explains exactly how the use of these tools can meet the ISTE Standards for Students, and encourages the reader to think about how these tools can benefit the students in their own classrooms.

Each chapter provides a wealth of examples and images for reference, explanations of each tool shared and ways that it can be used, and ends with a “Learning Transported” challenge for the reader. Jaime provides clears definitions and more detailed explanations throughout each chapter, and continues to encourage educators to challenge themselves to implement some of these different tools into their classroom and to share their experiences using the #ARVRinedu hashtag.

Some of the best features of the book are the way that Jaime conveys the information, reassuring educators that it is okay to take some chances with trying these in the classroom and involve students in the process. Chapters 5 through 8 include so many different examples of augmented and virtual reality tools, including ideas for creating with the tools, brief descriptions of how the tool works and for using it, as well as including some sample lesson plans that educators can try within their own classrooms.

The last chapter focuses on preparing for the future of mixed reality and Donally reminds us to keep moving forward as these tools are constantly evolving, and having an impact on the learning environment and educational market. In the conclusion, Jaime ends by stating “Teachers will facilitate a class of explorers, developers and designers as they experience, build and present their own immersive technology resources.”
Donally reminds us that “authentic learning experiences and opportunities that have never been accessible in the classroom are now possible with virtual field trips, interactive stories, and tools that can allow students to explore the world, the solar system and beyond.”

The book concludes with an appendix listing all of the apps shared within the book as well as the websites to find the apps and a brief description of what the after does. The standards for students are also included

She encourages the reader to share whatever they create after completing some of the learning transported challenges

Learning Transported makes a topic that can be overwhelming to anyone just starting with augmented and virtual reality, become something that is digestible and helps the reader to build confidence in learning more throughout the book. Donally provides answers to the questions that educators all have to consider when starting to implement these tools, and gathered everything into one well laid out guide for learning.

Rachelle Dene Poth

One of my favorite things about teaching, besides working with my students, is finding new and engaging ways to have students create and show their learning. I remember when I first came across Buncee about two years ago, I really enjoyed creating different presentations and exploring all of the choices that were available. Coming up with new ways to use it in the classroom and even creating a Buncee for Open House, that could later be sent to families who could not attend. I was amazed at the many options to include my own images and even to record messages explaining what students would be doing in our class throughout the year. An added benefit was that by sharing one of the tools that students would be using in class, I hoped that it might become something that other members of the family could use as well, because Buncee works for everything!

Buncee is the one tool that educators and students need for creating a multimedia presentation that includes animations, a drawing feature, emojis, stickers, 360 images and even audio and video embedded within and a lot more. As teachers, we should strive to offer different choices for our students to be able to show what they are learning and to apply their knowledge in a way that provides opportunities for them to be creative, to have fun while creating, and that will engage students more in learning. Buncee has consistently provided a presentation tool that offers all of this and much more for our students and for everyone.

Newest options

There are new features and items added all of the time, but some of the other features that were a game changer for me was being able to set up classes, thousands of new items to choose from in the gallery, and even new ways to share the Buncee creations. We were thrilled when students realized that they could share their work seamlessly by sharing to Google Classroom. In my own classroom, I think it is so important to give students more choices and to provide a tool that offers more than just one format for students to create with. Using Buncee, students can find what they need to be creative, communicate ideas, and think critically about the work they are doing, while having fun during the creation process. It promotes student engagement because they can truly create something that is authentic and meaningful to them. And it enables educators to learn more about the students in the process.

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I love creating Buncees to share quotes!

Templates are here!

Finding enough time to get started with new tools is often a challenge, but with the new templates, creation just got even easier. Buncee enables the user to create something wonderful in a very short amount of time. Just this week, Buncee launched hundreds of new templates, divided into categories based on topic or type of media format. With these new templates, it now offers even more options to make creating more personal and fun.

With the new templates, it’s easy to get started creating right away. There are many different categories to choose from including: Awards, bookmarks, business cards, flyers and events, printable worksheets, scrapbook and photo albums, various social media formats and much more. The hard part is deciding which one to go with because there are so many awesome choices, and when you start looking at them, the ideas for how you can use them keep coming. Don’t be surprised if you start creating and then keep on going, there is so much to choose from that can truly enhance the learning and teaching process.

Select a Template and Go!

Once you select a template, it becomes yours to change and to really make it your own. Each template is different and when you select one, you can preview the different backgrounds that will be included within the template. You can easily change the font color and style, change the colors in the background and then add more items into your Buncee. Creating with a template is perfect for anyone who wants to get started quickly, but does not have a lot of time to search different backgrounds and add in text and other items. You can change anything within the template, it simply makes getting started easier and gives you more time to find fun animations, stickers, emojis and more to visually represent your learning. Using the templates is also perfect if you don’t have a lot of time in class, but want students to be able to create something unique and personal to them, giving a boost in confidence by having a great starting point that they can build upon.

Buncee has made it their mission to amplify student learning and provide a tool that enables each student, educator, anyone to visually communicate learning, thoughts, experiences and create something unique. It gives students a ton of options and a safe space to explore and find exactly what they need. Can’t wait to see what they create!

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Make it your own, use the template then build!

BunceeCarnegis

Published originally on Getting Smart 

One of the most important roles for educators today is that of being a mentor. As educators, we are often called upon to mentor the students in our classroom, as well as colleagues in our school. Throughout our lives, we have all had at one time or another a person who has served as a mentor, whether they have been selected for us or it is a relationship that simply formed on its own. Take a moment and think about the different mentors that you have had in your life. How many of them were teachers? How many of them were other adults, such as family friends or perhaps even coaches? How many of your own mentors have been the colleagues in your building or members of your PLN (Personal or Professional Learning Network)?

There may be a few that come to mind immediately, both because you remember having a specific time that was set aside to work with your mentor, maybe during your first-year of teaching or as a teacher who needed some guidance while working through some of the challenges of teaching. There is probably a mentor that comes to mind because you credit them with some aspect of personal and or professional growth. For myself, I have been fortunate to have some supportive mentors that have helped me to grow professionally and taught me what it means to be a mentor. These relationships are so important because it is through mentorships that we continue to learn and grow and become a better version of ourselves. In the process, we also develop our skills to serve as a mentor to someone else and continue the practice promoting growth.

Getting Started with Mentoring

Take a moment and think about your classroom or your school and the types of programs which may be already in place in your building. Are there specific times set aside for teachers to act as mentors for students? To their colleagues? In my school district, Riverview, we implemented a homeroom mentoring program a few years ago, as part of our RCEP (Riverview Customized Educational Plan) which we were making available for our students. A few years prior to that, we began with the Olweus Bullying Prevention Program, and our school was among the first schools in the United States to achieve national/state recognition for bully prevention. Through the program, we implemented a variety of learning activities, with the goal of engaging students in learning and collaboration, to promote a positive school climate and to create opportunities for students to build positive and supportive peer relationships.

For our Homeroom Mentoring Program, small groups of students in grades 9 through 12, are assigned to a homeroom, with a mentor. By having these smaller groups, the teachers are able to serve as a mentor for each student, working with them closely, to not only support them during their high school experience but also to prepare them for their future after graduation. It is a way to provide a more personalized learning approach for each student and for each student to know they have support available to them. These mentoring homerooms meet on a regular basis, providing ongoing opportunities for the teacher and students to interact in team-building and work on fostering peer relationships. During these homeroom meetings, some of the activities include pride lessons, goal-setting discussions, career exploration surveys and job shadowing, community service experiences and other topics which come up throughout the year. It is a good opportunity for the students to have a small group to work with and to develop critical skills for their future, such as communicating, collaborating, problem-solving, and developing social and emotional learning skills as well.

In addition to the planned activities, a key part of our mentoring program is the creation of a “portfolio” which includes samples of student work, a job shadow reflection, resume, list of volunteer experiences and additional artifacts that students can curate in their portfolio. The past few years, students have organized these materials into a binder, which has been kept in the mentoring homeroom. The materials become a part of their required senior graduation project. This year, we have started creating an e-portfolio, using Naviance, a program that promotes college and career readiness. Students begin by creating their online profile and sharing their activities and interests. Using the program, students can take surveys to learn more about their own skill areas and interests, learn about colleges which might match their interests, and also continue to build their digital citizenship skills. According to one of our guidance counselors, Mrs. Roberta Gross, the mentoring program was implemented to help students make transitions toward post-secondary goals and plans, and moving to the e-portfolio is creating more opportunities for students to explore their own interests and create their online presence.

There are many benefits of having students create an e-portfolio. Moving to an e-portfolio makes it easier to access the information for each student, it can be shared with parents and it opens up more conversations between the students and the mentor teacher. It is important to prepare our students for whatever the future holds for them beyond high school graduation, and working with them as they grow, in these small groups, really promotes more personalized learning experiences and authentic connections.

As a final part of this program, our seniors take part in a senior “exit interview”, a simulated job interview with a panel of three teachers, a mix of elementary teachers and high school teachers. It truly is a great experience to have time to see the growth of each student, learn about their future plans and to provide feedback which will help them continue to grow and be better prepared for their next steps after graduation. And for students, being able to look through their portfolios, reflect on their experiences, self-assess and set new goals, knowing they have support available, is the purpose of the mentoring program.

Resources on Mentoring

There are many resources available that can provide some direction for getting started with an official mentoring program.

  1. The “Adopt a class” program, founded by Patty Alper, who also wrote a book on mentoring called “Teach to Work: How a Mentor, a Mentee, and a Project Can Close the Skills Gap in America.” Alper talks about the impact of mentoring and how her view of it is towards an “entrepreneurial” mindset, preparing students for the future, with the skills they need. Alper breaks down the process into practical steps, with examples and encouragement for those new to the mentoring experience.
  2. The national mentoring partnership “MENTOR”, offers a website full of resources and ways to connect with other mentoring programs. MENTOR even held a Mentoring Summit in Washington, D.C., this January, where professionals and researchers gathered to share ideas and best practices for starting a mentoring program. Be sure to check out their monthly themes and presence on Twitter.
  3. The National Mentoring Resource Center offers a collection of different resources for mentoring include manuals, handouts and a long list of additional guidelines for different content areas, grade levels, culturally responsive materials, toolkits and more. The website has most of the resources available as downloads.

How you can get started

I would recommend that you think about mentors that you may have had at some point during your life. What are some of the qualities that they had which made them a good mentor and why? For me, I felt comfortable talking with my mentor, being open to the feedback that I would receive, and I knew that my mentor was available to support me when I needed. Another benefit is that we learn how to become a mentor for others, and when we have these programs in place, our students will become mentors for one another. I have seen the positive effects in my own classroom, and many times, these new mentorships have formed on their own.

 

A phenomenal mentor that taught me what it means to be an educator.

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Thrilled to have an awesome mentor and professor, thank you Bruce Antkowiak

PBL and GimKit

So the tool was Gimkit and I only heard bits of a conversation in the #4OCFPLN group (Thank you Laura Steinbrink) and I honestly thought it was something only for elementary school. I decided last weekend to look it up, create an account and give it a try. At the end of the school year, I love trying new tools and ideas to keep students engaged in learning and finish strong. A few years ago, Goose Chase was a huge success, and so I was excited for the possibilities with Gimkit.

It was so easy to create a game, referred to as a “kit.” I created several “kits” for my classes and then noticed that I needed to upgrade to make additional kits. I reached out to the game’s creator to find out if I could have a brief trial period, so that I could make more games. Since the school year was ending, and I had conferences coming up, I really wanted to try out as many features as I could.  I was quite surprised to find out that this is a tool that has been created by a high school junior, as a part of project-based learning.

“Being uncomfortable is a great way to increase your skill of learning”

Learning the story behind the creation of Gimkit

When I asked Josh asked about his background, he told me that during the last school year, a new project-based learning high school opened in his district and he decided to attend.(See an interview done by Michael Matera, #xplap, where he interviews Josh).

In May of 2017, as he was completing one of his projects , he thought back to traditional school, where he really enjoyed using other game based learning tools, and thought he could create something to improve upon them. He started by interviewing different students and teachers, and compiled a list of the most common issues expressed, which became part of his focus in creating Gimkit.

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As an assignment

Last summer he worked on creating the first version of Gimkit, and ran a small beta test in October and officially launched the day before Halloween. He says they have spent “little to no time and money on marketing,”  and the user base is growing, over the past few weeks he has seen around 20x the usage he did from just a month ago. As for the team, for the most part, it’s just Josh who does all of the engineering and responds to customer support messages. He started to code between freshman and sophomore years, and then developed GimKit over the following summer. Josh also has a mentor who works with the customers and provides business advice. Listening to his interview with Michael, there are three questions that he asked himself which impressed me. “Am I working to improve the product every single day? Am I improving myself every single day? Am I doing something to push the product further everyday?” He clearly has a growth mindset and is reflective in his “challenges” that he has set up for himself.

 

I was so surprised when I received a response to my email to Gimkit  within about fifteen minutes of having sent it. I can’t recall the last time that I got a response so quickly.

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Giving it a try

So last week I decided to give it a try in my classes without really knowing what to expect. I got started over the weekend by creating classes, entering the students’ names to make it easier in class. I created a few “kits”, which are games. It is very easy to create. You can start from scratch, upload your own sets of terms or connect with Quizlet to export a list of words directly into your game. The goal is to make as much money as you can, or for students to reach a set goal. Students can play individually or in teams and logging in is done through a code, where students can then either find their name if part of a class, or enter their name.. You can also set a time period to play, I have been using 10 and 12 minutes, just as a start.

I was very excited to try this with my classes and actually only intended to play during my Spanish I classes. To start, I told them that I really wasn’t sure how it worked and told them to just go for it.

Playing this reminded me of that day five years ago when we play Kahoot! for the first time. The students wanted to keep on playing more games every day and said it was their favorite. They were excited and having fun but more importantly I noticed that they were learning the words and their recall of the words became faster and faster with each time played. It was fun to observe them as they played, learning how the game worked, and hearing their interactions. Some students were yelling at their teammates “to stop buying things”, as they can “shop” and level up with extra money per question, buy insurance, bonus streak or other options. Eventually they all had fun buying things,  when they saw how quickly the money was being added to their account.

After the first round of games, I think the total won was around three million which seemed like a lot until the next class came in and had 17 million. The third group to play earned 37 million and when we decided to continue this the next day we were in the billions!

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Gathering feedback and assessing the benefits of the tool

Once the game is done, a report is available which opens as a PDF. The summary shows the class results and the individual report lists each student, money earned and lost, correct and incorrect answers, followed by a list of the terms asked and the number of correct and incorrect responses. It is a great way to see what areas that the class as a whole needs some review with, but more importantly, something that can be shared with each student and used as a tool to study. Teachers can create 5 kits for free and edit each kit once. There are also paid plans that enable you to create more.

 

For the determining the benefit for students, I value their feedback very much and I ask them what they liked about the game and how they felt it impacted their learning of the vocabulary. They liked the game setup and the repeated questions, the music and the teamwork made it fun as well. Creating the kits was so fast and made it easy to keep adding more into my library. Another nice feature is the ability to assign kits for students to play outside of class for practice.

There are different options available for play in class as well as assignments. I love that students can work at their own pace and that they are learning more and feeling more confident with the material.  I definitely recommend that you check them out and follow them on Twitter, @Gimkit. Just in the past few days, there are already new features added, one favorite is the messages sent to teammates letting them know when someone on the team buys something.

 

 

**Slightly updated from an earlier post, but some ideas to get that energy back up

Ending  the year with 5 random ideas: Going back to basics 

The end of the school year is a great time to try some new ideas. With summer approaching,  we have time to reflect on methods used this year and to seek out new ideas and tools, to come up with creative and innovative methods and ways to welcome to students back in the fall. Hopefully these new activities will help to keep students more engaged in learning.

Here are 5 ways to have students connect, collaborate and create. These are also helpful for building peer relationships and for reviewing content or assessing skills at the end of the year. These ideas can be no-tech or using something suggested by the students.

1) Random games or icebreaker style: There are tons of ways to create icebreakers, whether by using paper and pencil or even with digital tools. For example, with Buncee, Piktochart or Canva students can come up with four statements about themselves to share with classmates. These can be in the form of three truths and a lie, as a way to help students learn about their peers and for the teacher to learn about the students. It is beneficial for making connections with one another, finding things in common, but also to appreciate the different perspectives and backgrounds students bring into the classroom. It will be a great way to enhance communication and comfort in the classroom and also, if tech is used, to start teaching students alternative ways to present information.

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2) Categories:  Create a template with 4 or 5 different categories related to the content area and grade level being taught. After deciding on categories, select 5 or 6 letters of the alphabet, or use numbers, that students must use to come up with a word, topic or date, that ties into each category. Students can randomly be assigned to small groups and can then share what their group came up with. This activity will promote communication between peers and provide an opportunity for collaboration and some fun as well. It can also be a good way to have students review, be creative and brainstorm new ideas even. It will provide time for teachers to assess student needs and decide the next steps in the lesson, as we keep moving toward the summer break.

 

3) Word art: Students need different ways to practice the content and one way that helps some learners is through visual learning. Students can use vocabulary, verbs or any content material to generate word art. Students can create a word cloud using paper and marker or try using a digital tool like WordCloud, or WordItOut, or other similar word cloud generators available. After the word clouds are created, teachers can build on the learning potential by having students post their work in the classroom, having a gallery walk where other groups can discuss the terms, brainstorm new ideas, define or translate them (if a foreign language) and increase the authentic learning materials in the classroom.

 

4) Music: Music can really liven up the classroom and be useful for helping students remember the material. One idea is to have students create rhymes or a song using a vocabulary list, names of famous people, state or world capitals, monuments or anything related to the content area. Students can work in pairs or a small group and create a song which can be used as a mnemonic device, to help them retain the information in a more meaningful way. For presentation purposes, students can then have the choice of sharing live in class or perhaps trying a tool like Flipgrid or Recap to record and share with classmates. It can even be followed up by posting the video on a Padlet and encouraging students to comment in writing, or leave a reply on Flipgrid. These student creations will add to the authentic classroom resources and engage students more in learning.

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5) Creating games: Students can create a game as a way to help themselves and their peers practice the material. It can be a game made up using paper or any materials the students decide on or created using one of the digital tools available like Kahoot, Quizlet or Quizizz. Students will have a more authentic learning experience when they select the specific vocabulary they need to practice, which will will give more personalized learning opportunities.

In trying one or all of these activities, it presents an opportunity for the students to work together, to build their relationships, to collaborate and to engage in more authentic learning experiences. And it provides the teacher with an opportunity to step aside and become a facilitator, and to use the time as an opportunity to not only assess student learning but to interact more and provide feedback for students.

 

There are many ways to practice the content material and engage students more in learning, these are just a few of the ideas that I have tried in my classroom this school year, and they are a work in progress. Knowing that something works takes reflection and student input, and one thing I have noticed in the few short weeks we have been in school, is that students are asking more questions and thinking of new ways to extend their learning. I have more time to move around and work with every student and provide more individualized instruction and really understand each student’s progress.

They are asking, “Can we…?, What if…?, Is it okay to…?” and adding their creativity into our activities. They are also suggesting improvements, “Maybe we could…, It might be better if you…, and This has helped me to remember…can we keep doing these activities?”  And my answer to all of these has been “Yes, I think we should try it.” If it works, then great. And if not, we will try again!”

 

Updated from the Original Post on Getting Smart, January 19, 2018

Looking for new ideas to try before the end of the school year? If you have not tried some of this, now is the time!

There are so many digital tools available today that offer opportunities for promoting student creativity, student voice, and expanding where and how students learn. I had my own list of the tools that I found made a big difference in my classroom, but decided to ask students for their input.

Here is a list of tools to try in 2018, (or to try before the end of the year, let’s keep learning!)

Each of these offer multiple ways for students to create, connect and engage in more authentic learning experiences.

Promoting Connected Learners

We were able to take our learning to a whole new level this year through Project Based Learning (PBL). Using these tools enabled us to connect with students from several Spanish speaking countries, which created tremendous possibilities for more authentic learning and broadening our cultural understanding.

1) Edmodo: Virtual learning space, where teachers can set up a digital classroom to connect students with the resources they need, in a safe learning environment. Edmodo can be used for assessments and integrates with Microsoft Office and Google, making it easy to share files with students. Students relied on Edmodo to connect with students in Argentina, Mexico and Spain for their PBL. One student said “these connections enabled me to sculpt my PBL, and learn in ways that books, videos and regular classroom lessons cannot provide.”

2) Flipgrid: Video response tool, which became one of the most talked about tools this past year after launching new features, making it even easier and more fun for students to share their ideas. Students can record up to a five minute response, add emojis to their photos and access the “grid” quickly through a grid code. It is a great tool for helping students to become more comfortable and confident in sharing their ideas and sparking curiosity with their peers.

3) Padlet: Padlet, a virtual wall, is a favorite in our classroom. Students can create a digital portfolio by uploading files and links to projects, curate resources for PBL, or have discussions with classrooms around the world. Other popular ways to use Padlet are to ask questions, post homework, or as a classroom website. Newer features include being able to “like”, “grade” or “upvote” a post and directly transfer posts to another Padlet wall.

4) Recap: Recap 2.0 is a free video response tool, which integrates with Edmodo, Canvas, Schoology, Google Classroom and Blackboard, making it easy to implement right away. It provides a comfortable way for teachers and students to ask questions by setting them up in a “Queue”. Students can submit questions and receive direct feedback, in a safe moderated environment.

Tools to Engage Students in Learning

5) Quizlet Live: Quizlet Live is a fun way to encourage student collaboration by playing a team game using a set of Quizlet study cards. Teachers select a set of study cards, launch a Live game by providing students with a join code, and students are divided into teams. To play, you need at least four players and a study set with at least 12 unique terms. Only one member of the team has the correct answer and answering incorrectly bounces the team score back to zero.

6) Quizizz: Quizizz has launched some new features, including integrating with Edmodo and Google Classroom, which makes sharing or assigning games and reviewing results much easier. When playing live, students can see the class accuracy reflected as it updates the leaderboard live with each response. There are thousands of games available in the library, making it easy to get started or create your own.

7) Kahoot!: Some big changes to the layout and options of the platform make it easier to navigate and review questions in class. Teachers can now assign “challenges” to students as a fun way to practice by sharing a code. The new “Nickname Generator” creates fun and unique usernames such as “Mystery Panda” or “Fantastic Bat” to students. It definitely saves time rather than waiting for students try to come up with their own “creative” names.

8) Kidblog: Blogging has many benefits for helping students to express themselves and begin to develop their online presence. Teachers can provide students with a variety of writing prompts to not only assess student learning, but promote creativity, communication, collaboration and digital citizenship skills. With Kidblog, teachers can even AppSmash (use two or more apps or tools together to complete a task) by embedding other tech tools into the platform, such as Buncee, Flipgrid or by uploading images and documents directly from Google Drive.

Creativity, Assessments, Interactive Lessons and More

9) Buncee: Buncee, a versatile presentation and assessment tool, is great for creating multimedia projects full of animations, graphics, audio, and videos. Choose from thousands of templates, backgrounds, animations and other graphics to create invitations, classroom signs, and unique “Buncees” for any purpose. Buncee enables every student to find exactly what they need to add into their project and to bring out their creativity.

10) Formative: An interactive tool for creating formative assessments, for use in class or as student-paced practice. Students enjoy using Formative because they receive feedback quickly, they are able to “show” their work and when done as practice, move at their own pace. Teachers can create Formatives with different question types, content and even the ability to upload and transform files. Try having students create their own Formatives as a way to have more personalized and authentic practice.

Immersive Learning, Coding and Problem Solving

11) Nearpod: Nearpod continues to be a game changer in our classroom. It provides so many options for presenting material as well as assessing students through diverse activities. The chance to be immersed in the virtual field trips and explore places around the world is of tremendous value for students. Educators can quickly create interactive lessons which include multiple question formats, the ability to upload content, BBC lessons, PhET simulations, and even add in GIFS! Nearpod integrates with Google Classroom and Canvas, and most recently with Remind, making it even easier to share lessons. Nearpod also added 27 “College Tours”, available in VR, a great way to have students experience different schools by immersing in the campus, without having to travel the distance.

12) CoSpacesEDU: CoSpacesEDU provides students with a way to not only create their own “spaces”, but to be able to walk in the spaces created by their peers. To explore in VR (Virtual Reality) and problem solve by figuring out how to code using Blockly, offers students a truly authentic way to learn, create and problem solve. The Gallery is full of examples to get you started with ideas for your classroom. Use CoSpaces to have students represent a scientific concept, a book report, or create a scene representing something studied in any content area. Talk about creativity, imagination, innovation and critical thinking, and more all in one tool.

In the End

These are just 12 of the many tools out there for education. The most important thing to remember is the “Why”? behind using these in the classroom. While these 12 tools made a difference in my classroom, they may not have the same impact in yours, but I do recommend giving them a try. Think about the tools you are currently using to amplify or facilitate student learning. What is making a difference in how, what and where students learn? Could one of these be used in place of another, as a way to engage students more in learning, or even better, provide opportunities for students to move from consumers to creators?

My advice is to simply choose one of these 12 tools and give it a try. See how it goes, ask your students for some feedback, and then plan your next steps.

A Classroom’s Journey To Student-Led, Interactive Lessons

Written for the RUBICON SUMMIT

About two years ago, I found myself struggling to find ways to keep my students engaged in the lesson. I tried to get them involved more in class activities by offering more choices and providing opportunities for them to be part of the decisions made about what we were doing in the classroom. Why did I do this? Partially because I saw – and could feel – a decrease in student motivation and engagement. It was approaching the end of the school year, and the focus had shifted more to “when does summer begin?”

So I tried to do things a bit differently, think creatively, and take some risks. I wanted to keep us all moving, to finish strong at the end of the school year and begin summer vacation with a sense of accomplishment, to celebrate all that we had learned throughout the year and also what we had gained from these new experiences.

Educational Technology and Digital Tools with Purpose
Educational Technology provides so many resources that enable students to learn anywhere and at any time, and at a pace that is comfortable for each student. We can instruct from inside the traditional classroom, ​”​the brick-and-mortar​” ​as it is called, or from anywhere around the world. Using digital tools provides more differentiation and personalized learning, and provides opportunities for the students to move from consumers to creators. When students have choices in how to show what they have learned, they are more likely to be engaged and excited for learning. They will feel valued​,​ and the lesson and learning will be more meaningful because it has been made perso​n​al to them.

Creating Interactive Lessons
What did I change? I started by having my students create some interactive lessons using educational technology tools like Formative, Nearpod, and EDPuzzle, or even games with Kahoot! and Quizizz. It proved to be a very beneficial learning experience for all of us. By doing this, we had extra resources available that could be shared with students who might need some extra practice. I thought it went so well that I decided to take it a step further and start a “teacher for a day” activity during which the students create a lesson based on a grammar topic or vocabulary.

I stepped back and had the students lead our classroom. It was a really good way to learn a lot more about the students, to better understand what their needs were in terms of the content material, and for the students to learn about each other. Giving students the control and the opportunity to become the creators and leaders in the class has tremendous benefits and it has been something that we have enjoyed.

Giving Students the Control
At first when students created interactive lessons, I would launch the lesson and control it on the SmartBoard, but find ways to involve the student who created it during the presentation. I eventually decided to move aside, and took a seat in the back of the room, having the student lead the lesson, give explanations, answer questions, call upon students for answers, and provide feedback. Having the opportunity to sit back and experience this was tremendous. The students enjoyed the activity, supported each other, collaborated, and provided some positive feedback to each of their classmates. I was very impressed with how well they taught, led, and learned during each of the “teacher for a day” lessons.

Empowering Students in Learning
The use of these digital tools means ​that ​the “time and place for learning” is no​ longer​ confined to the ​traditional time and setting of the physical ​classroom​. It opens up the learning environment ​to​ anywhere​, at any time and at a pace that is comfortable for the students as well. Learning and having timely, purposeful and authentic feedback is critical ​for growth to happen. When we shift our focus to creating opportunities, giving students the control, leaving the decision making to students to choose ​how t​o show what they have learned, or ​letting them​ design their own assessments, they are more empowered in their learning.

What are the Next Steps?
Have a conversation with your students and ask for their honest feedback. What did they like? What did they not like? Which lesson or format seemed to help the most? What did it feel like to be in control, decide how to deliver the lesson, and experience being the teacher? You can have this as a face to face conversation, students can respond on paper, or use one of the many digital tools available for communication. No matter which way you choose, look to your students for the valuable feedback to decide your next steps. Be sure to ask yourself these same questions and continue to reflect on steps taken and progress made!

For more strategies about integrating technology into instruction, read Overcome

EdTech’s Problems With Blended Learning!

 

Published on Getting Smart, 

 

Toward the end of the past school year, I noticed some changes in student behavior. There was a decrease in student engagement, especially while I responded to the question of a student seated close to me, students around the room became distracted or stopped listening. Trying to get the group to refocus sometimes presented a challenge and resulted in a loss of valuable instruction time. A second concern was how students had been treating one another. I overheard conversations in the hallways, witnessed unkind interactions in the classroom, or heard directly from students who sought help in dealing with different situations. There were two issues to resolve: eliminate the valuable instruction time that was being lost and help students to develop more positive, collaborative peer relationships. How could I connect students more to the content and to one another, so they could work together to foster a more positive classroom. After some brainstorming, I decided to first focus on ways to promote collaboration and to step out of my role of “leader” in the classroom by stepping aside.

The changes:

My first realization was that I needed to shift roles in my classroom. I needed to get out of the way, and students needed to do more than simply sit for the entire class. To get started, look at your own classroom. Where are you and the students spending the class period? Are you the only one speaking and moving? If so, think about how you can open up space and provide a more collaborative setting for students. Think about how you can involve the students in more “active learning” that will lead to better student engagement.

One morning, I looked at the physical space of my classroom and decided to break apart the rows of desks. By doing this, it created more flexible spaces for students to interact, to create and lead, and do more than just sit and listen. Students need opportunities to work with their peers through lessons and engage in activities where they can master the content together, and that will provide opportunities to develop their interpersonal skills, self-awareness and social awareness of others.

 

Making these changes can feel uncomfortable because it means going against what likely has been the traditional classroom structure. However, many teachers have moved toward flexible learning spaces, creating a more student-centered and student-driven classroom. A classroom which moves away from simply lecturing, reviewing homework, passing out materials, assigning new homework, and repeating this same routine the very next day. While this process may promote the acquisition and application of knowledge, it does not effectively promote collaboration, invite student input, nor foster development of vital SEL (social-emotional learning) skills.

CASEL (The Collaborative for Academic, Social, and Emotional Learning), formed in 1994, is an organization which actively works toward promoting the importance of developing SEL skills in education. SEL is focused on five competencies: self-awareness, self-management, social awareness,  relationship skills and responsible decision making. The development of these skills can benefit the level of student engagement as well, leading to higher academic achievement and reduce discipline issues in the classroom. To promote the development of SEL, here are some ideas and additional resources to get started.

Practical ways to promote SEL:

  • Icebreakers: I started the school year with fun icebreakers, to get to know one another and to find out what students had in common. Why? It all starts with relationships, building a connection with peers and the teacher, and using this to connect with the content area. Returning after an extended holiday break, doing even one icebreaker can be a good way to welcome students back to the classroom, to ease into the daily routine and to start the year fresh by working on relationships. Perhaps have students share what they did over break, show a picture, talk about favorite foods for holidays even, and let students make connections on their own.
  • Games and activities: Providing opportunities for students to interact through the use of games and activities in the classroom promotes the development of social-emotional learning skills. There are many online tools available to help you get started. For elementary and middle school, Centervention provides free online games, activities and printables for teaching students about SEL. Gaming helps students to learn to problem solve, collaborate, think critically, and develop empathy through scenarios within the game itself, or as a result of being part of a team. It creates a sense of community and belonging, which foster the social-emotional skills students need. Even by using Minecraft, educators have seen a connection between the benefits of gaming for learning and the development of SEL skills.
  • Learning Stations: Something that has really made a difference in my classroom has been using learning stations. I started the year with rows and decided one morning, that the rows had to go. I quickly set up clusters of desks or “stations” to accommodate three students each, with four extra desks grouped together in the center. At each station, students spend 10-14 minutes doing a hands-on activity like a worksheet, creating flashcards, watching a video, playing a game or simply coming up with their own ways to practice. Deciding upon the activities takes some planning, especially when trying this for the first time, but it is well worth it. Start by explaining the “stations”, involving students in the discussion and asking for feedback. When we explain our goals and share any fears we may have, we are modeling “self-awareness” and “self-management”. By using stations, we also have more time to interact with each student and group, work on relationships and foster a deeper understanding of the content as well as connecting with one another and creating a more positive classroom culture.

Challenges and solutions:

  • Groups: The first few class periods there were complaints. Students wanted to work with their friends and others wanted to work alone. It can be awkward if you are the only one who doesn’t find somebody to work with, but it can also be a challenge to work with a group when you may end up being the only one doing the work. Assigning random groups can help alleviate some of these uncomfortable feelings, even though in life and for the future, students may face the same challenges and uncomfortable moments, not having a choice in collaborative work. However, for the time being, the importance is to help students to develop interpersonal skills that will enable them to be successful in the future, to develop the social and emotional learning skills, especially in terms of relationships, decision-making and developing a self- awareness.
  • Timing: It can be a challenge at first to know how much time to provide for each station. I started by spending ten minutes reviewing material, asking questions, or doing an activity with the whole class, before starting stations. I tried giving 15 minutes for each, so students would work through two each day. Some students finished early and wanted to move on. To work through this, I would use the time to speak with each group or individual students, and then make adjustments during the next station rotation. There is always room to improve, but the important thing is remembering to be flexible and open to changes that will positively impact student learning and relationships.

Benefits:

  • Student engagement: Students have been more engaged in learning, and have come in to tell me how much they look forward to coming to class. Because of the different activities within the stations, students participate more because they are active and moving, and know that each station offers a new way to learn.
  • Student leaders: Students are offering to help one another, to explain concepts, and to cheer each other on. They keep each other on task and by working in these small groups, there are less distractions than working as a whole group. Each small group can ask questions, receive individualized feedback because I can freely move around the classroom and clear up any misunderstandings.
  • Teacher-student relationships: Students are getting timely, authentic and personal feedback. By using learning stations, more time is student-focused and those individual conversations can happen as needed, to help students to be successful and be more confident.
  • Student learning: In terms of academic achievement, the participation and results of recent assessments are the highest they have been. Students enjoy coming to class because they know they’re going to be leading and making decisions about their learning, in a way that is comfortable, flexible and fun.The learning experience is more authentic and meaningful for students. Research has shown the positive benefits of incorporating SEL into the curriculum.
  • Student behaviors: As for the class distractions and the negative interactions that existed before, both have decreased tremendously. It is not something that is going to change overnight but what matters is that we make constant progress. We are learning and becoming better together.

Published originally on Getting Smart, January 8, 2018

 

Have you noticed more discussion recently about Artificial Intelligence or AI? When first hearing “Artificial Intelligence” is there an image that pops into your mind? Is it something that you can easily define? Perhaps your understanding/reference point is something you’ve seen in the movies. For myself, being an 80s child, my initial frame of reference is Star Wars, I immediately think of R2D2 or C3PO. My mind then wanders to thoughts of “I, Robot” starring Will Smith, in which the robots developed the capacity to think like humans, to feel and to take action on their own. And more currently, I think of the Alexa, Echo, Siri and others that have gained popularity, even more so recently. But what is the true meaning of AI and how do we see it in daily life?

The concept of “Artificial intelligence” can be hard to understand/grasp, especially when trying to think about how it can be applied to education as well as many other sectors of society. In December 2015, the Getting Smart #AskAboutAI research began and over these two years, they have identified over 100 applications of AI to life in areas such as recreation, transportation, education, healthcare and gaming to name just a few. The campaign focused on AI in regard to three objectives: employment, ethics and education. How can AI be beneficial for different industries, what are some of the uses, what are the benefits and risks associated with it, and of greater personal interest, what are the possibilities for AI in education.

According to Getting Smart’s “Ask About AI” report, the notion behind AI is that machines can exhibit human intelligence. The concept of “machine learning” started in 1956 and is when algorithms are used to interpret data and take some action or to complete a task. As a foreign language teacher, I became aware of machine learning years ago, in the form of language translators. AI, at its base, is computer code that displays some form of intelligence, learning, and problem solving in what has been referred to as a “super intelligence.” It is the development of computers that can complete tasks which normally require “human intelligence” however it learns on its own and continues to improve on past iterations. AI becomes smarter, knowledge grows, and it expands the realm of possibilities for society. Machine learning is actually a subset of artificial intelligence. It is said that all Machine Learning is AI, but not all AI is Machine Learning.

Everyday uses of Machine Learning and AI that you may not be aware of.

In my quest to learn more about AI and its implications for the future of learning, I needed to first understand how we were already using AI and perhaps, not even realizing it. I asked colleagues for their thoughts on AI and many were as unsure as I about how it is being used currently. Here are 5 common uses:

  1. Communication: Spam filters, powered by AI, streamline the amount of spam appearing in your inbox. As email senders (real or automated) become more careful with selecting words which have not been flagged previously, the filters need to adapt and continue to learn based on words that the user also flags. There is an added component of ML in this, in that through the algorithms already in place by the email provider, additional filters are then created.  Google takes it even further by continuously learning the types of email messages which are marked as “important”.
  2. Travel: If you have taken a ride using Uber or Lyft, you have experienced ML (Machine Learning), which is used to predict rider demand and to calculate ETA( Estimated Time of Arrival). The airline industry uses AI, since autopilot qualifies as AI, where it is estimated that “human steered” flight time is only seven minutes of actual flight length.
  3. Social networking: When we use Facebook to share photos, the artificial intelligence is able to detect faces in the image and suggest a name to tag the person. Facebook has continued to add new features as part of its AI Initiative, to generate a more personalized and interactive user experience. Some social media sites, such as Twitter, generate lists of accounts to follow, chats to join, and news feeds of interest based on an analysis of user input and data. Even Google with its “cards” can provide a variety of personal recommendations based on your search history.
  4. Online Shopping: One that comes to mind quickly is Amazon, and how it suggests items you may be interested in, as a result of your prior searches and order history. Systems are in place to protect consumers against fraud, with alerts being sent almost simultaneously to an attempted transaction that is not recognized as a “typical” purchase or located in a non-home base location. All of this done through AI, which is used for identifying fraudulent transactions.
  5. Education: Teachers and students have a wide range of tools available, ranging from Google Searches, in which alternate search terms are instantly suggested, citation generators, plagiarism checkers, and even Siri has become a popular tool for searches. An astounding amount of information generated instantly, far more advanced from thirty years ago and society’s reliance on card catalogs, calculators and books.

But what does AI mean for today’s classrooms?

Looking at these common uses in everyday life makes it easier to think about some ways that Artificial Intelligence can transform classrooms. Where will we see the biggest benefits? I think that it is important to take a look at your own classroom and consider: What are some of the tasks that are typically done? How are you and the students spending your class time? What are some ways that you could get some of that time back by using AI? Time to dream big!

Thinking about my own classroom, some of the most time-consuming tasks are conferencing and finding time to work with each student, creating and reviewing assessments, locating appropriate supplemental activities to differentiate for students, offering more engaging and immersive learning experiences. AI can address each of these areas, increasing the time available to spend doing more interactive lessons, having students lead, having more time to focus on relationships in the classroom and truly providing students with a world full of opportunities, personalized to their needs and instantly available.

So how can AI help?

  1. Communication:  Students and teachers will be able to communicate instantly with one another as well as to connect with other forms of AI around the world. Students instantly paired with peers, helping each student to expand their own personal learning networks, with personalized and more authentic connections that will meet the students’ interests and needs at any given moment. Think of the benefits for being able to converse with AI or a virtual peer, which has been located based on an assessment of student needs and error analyses. Build foreign language skills, talk to someone about school, family, life in a country being studied, possibilities are endless for language learning.
  2. Differentiation: With the availability of AI,  students and teachers will be able to connect with resources they need exactly when they need them. The entire internet of resources accessible within seconds, deliverable to each student saving valuable time for more interaction between teacher and student, and students and students. Through AI, students can have access to one to one tutors, creating more authentic learning experiences by pairing students with an expert or a virtual peer to learn with. Think of the benefits if each student could have instant access to a tutor wherever and whenever they needed one.
  3. Personalization: What better way to offer more personalized learning opportunities for students than to have AI be able to analyze student responses, determine areas of need and interest, and find resources or create new questions to help students to greater understanding of the content. What about the potential for informing the classroom teacher, and working together to create new learning opportunities for students, but in a faster way, that relates directly to the student needs and offers authentic and timely feedback.
  4. Exploration: With the rise of augmented and virtual reality, and the benefits of bringing these into the classroom for students to have a more immersive learning experience and to see places and explore things that otherwise they would not, AI can be a tremendous benefit for this. Through AI, resources could be found instantly based on student responses, or for the entire classroom to experience. Capabilities such as these are not something that will be limited by the time and place of the classroom setting. AI could show students want they want to explore, find ways to bring the content to life instantly.
  5. Assessments: AI could help teachers to assess students and streamline the grading process, with the added benefit of being able to quickly take the data, provide an analysis for teachers, so that time can be saved for more classroom interactions. It can help with student achievement, making sure that each student has the opportunity to learn and grow, benefitting from the faster responses through AI.

Considerations for the future.

Even though there has been concern expressed for what AI could mean for education: would AI lead to the replacement of teachers? Would the use of AI in the classroom have any negative impacts on student learning? There could not be a replacement of teachers because AI cannot help students to build SEL skills and learn from human interactions, vital components of relationships in the classroom. So in the end, what could AI do? Here are 10 roles for AI that can be used in education.

AI can quickly interpret a student’s needs and design an appropriate assessment. It can show students mastery, repeat lessons as needed and quickly design a personalized learning plan for each student. AI could provide teachers with a virtual teaching assistant, (something that was done in 2015 without students even knowing), which then frees time for the teacher to move around the room and facilitate learning. But more than just teachers and students, it can be a way to support parents by involving them in the learning environment of students and providing them with the information they need to help their students be successful when they’re not in the classroom. The future likely holds a lot of possibilities for AI and teachers can take the opportunity to be informed of the possibilities and being open to discussions with students.