Tag students

Building Tomorrow’s Skills Today: Career-Connected Learning

Dr. Rachelle Dené Poth Leave a comment

Technology is evolving at a pace we have never experienced before. There have been so many changes in the world through artificial intelligence, automation, data science, and other emerging technologies. These are reshaping industries in real time. As an educator, I feel this shift daily, and I try to push myself to keep learning and looking for opportunities to do more for my students. The challenge is no longer simply preparing students for a job. It’s knowing how to prepare them for careers that may not even exist yet and also supporting them as they develop a variety of skills to be prepared.

When I think about how to prepare students for the uncertainty around the world of work, I look at insights from the World Economic Forum and its Future of Jobs research. While AI was listed as #3 for 2027 and is now listed as #1 for 2030, the other rankings reinforce what we already know: adaptability, analytical thinking, creativity, and resilience are becoming increasingly important in our world.

If we cannot predict the careers that will exist five or ten years from now, the best we can do is prepare students to be flexible thinkers, confident problem-solvers, and ethical technology users. And this is why I believe that career-connected learning is essential.

Redefining “Career Ready”

When I thought about “career ready,” I aligned it with strong academics plus essential skills of communication, collaboration, and the other “soft skills.” These are still relevant and necessary for success, however with the changes in technology, there are other areas that I believe must be addressed and become part of preparing students to be career-ready. remain foundational. Now, I include:

  • Digital and AI literacy
  • Ethical reasoning in technology use
  • Data awareness and cybersecurity knowledge
  • The ability to evaluate and question AI-generated information
  • Comfort navigating complex digital systems

Students need to understand how to use tools like generative AI. And that means using it to enhance and not replace their own learning. They can learn to brainstorm with AI, analyze outputs for bias or inaccuracy, and be able to recognize when human judgment must be at the forefront, providing consistent oversight. Research and interviews of employers have shown that employees will be expected to work alongside AI systems. That preparation has to begin in our classrooms from K through 12 and beyond.

Career-connected learning ensures students understand how what they are studying connects with real careers and real-world impact.

Why This Matters Now More Than Ever

According to projections highlighted by the World Economic Forum, millions of roles will be displaced due to automation, while millions of new ones will emerge. This is not the first time. More than 100 years ago, thousands of traffic light controllers in New York were displaced due to automation. They did not all lose their jobs, some shifted into others. And many of these new positions demand higher-order thinking, digital agility, and ethical decision-making.

I like to talk about some career options that minimally existed a few years ago:

  • AI prompt engineer
  • Ethical technologist
  • Data privacy consultant

These are some of the many growing fields of work and some which are increasing because of AI. I think about how we are preparing our students and believe that career-connected learning will help to show the connections between classroom content and workforce relevance. I also believe this is something that can be done in every classroom and in all content areas.

What Does Career-Connected Learning Look Like?

Career-connected learning is more than occasional career days. It is something that is embedded into daily instruction, not an extra element. It can include a variety of possibilities, such as:

  1. Project-based learning connected to community or industry challenges. (Builds relevance for students).
  2. Integration of AI, data science, and emerging technologies
  3. Authentic problem-solving rooted in real scenarios
  4. Partnerships with local businesses, universities, or nonprofits
  5. Coding, AI, and cybersecurity challenges

Through opportunities like these, we can foster the development of student agency. When students understand how what they are learning connects to real opportunities, it sparks curiosity, increases students engagement and motivation. Learning is more purposeful, authentic, and meaningful.

Some ideas:

Artificial intelligence is an area that students need to understand. They need to know, how AI systems function, how to evaluate the outputs, how bias can be embedded, and what the ethical responsibilities are for using AI. In career-connected classrooms, AI might be used to discuss and explore how the legal field, healthcare and business industries, and schools are using AI tools. They can engage in role-playing that focuses on ethical decision-making. The goal is for students to leverage AI as a partner, rather than a replacement in learning.

STEM is a great option to focus on career-connected learning. In my own classroom experiences, I’ve seen what happens when students combine AI tools with engineering design, language learning, and problem-solving. When students train image classifiers and then collaborate, problem-solve, and evaluate where the model fails, they are not just learning about the technology, they are developing skills in critical analysis and bias detection.

Cybersecurity is another area that is seeing tremendous growth. Students need to understand how their data is collected, protected, and in some cases, misused. There are hundreds of thousands of cybersecurity roles unfilled in the United States alone, yet many students and perhaps even educators, have not heard of careers such as a threat analyst or a security operations engineer. Lessons on cybersecurity can be done in all classes. Here are some examples that I have shared:

  • English: Analyze phishing emails as persuasive writing
  • History: Debate privacy vs. security
  • Math: Explore encryption models
  • Technology: Investigate AI-related vulnerabilities

Career-ready also means a Human-Centered Future

With all of the technology, especially with AI and automation, we have to keep focused on what makes us uniquely human. Technology will continue to evolve, even faster than it has been. But empathy, integrity, resilience, and collaboration will always matter and we need to make sure that students develop these skills.

With career-connected learning opportunities, we will prepare students for success in the future, even in careers that don’t exist. We will offer opportunities for them to discover their interests and purpose and be prepared to embrace the changes they will encounter and be successful.

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. 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, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader 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 ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “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, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Bluesky, Instagram, and X at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

************ Also, check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here.

Students, Teachers, and Chatbots: Learning Plans for Supporting Student Agency in the Age of AI

Dr. Rachelle Dené Poth Leave a comment

Guest post by Dr. Torrey Trust and Dr. Robert Maloy

Welcome to “Students, Teachers, and Chatbots!” In this monthly series, you will find classroom-ready learning plans to use as you explore different civic engagement issues and topics with students. Each learning plan is connected to one of the ISTE (International Society for Technology in Education) Standards for Students. 

You can find more of these learning plans in our free online companion for our new bookAI and Civic Engagement: 75+ Cross-Curricular Activities to Empower Your Students. We hope you will find these plans engaging, and we welcome your ideas and suggestions.

Agency for learners means each individual is actively involved in what is happening educationally and instructionally in classrooms and schools. Agency, however, is more than paying attention in class, completing assignments on time, and earning high grades on tests. Agency also means students believe they have a voice and choice in what and how they are learning. They believe they can take actions in their lives based on what they are learning in schools.

In social studies education, agency is connected to civic education, and by extension, democratic teaching in democratic classrooms. Teaching about democracy is a cornerstone of civics education, where students learn the foundations of government of the people, for the people, by the people. Democracy offers everyone a voice and choice in making decisions collectively and collaboratively. In theory, the same is true in democratic classrooms. Yet, in the past three decades, the practice of democratic classrooms has faded from view. In school after school, standardized achievement exams have brought with them greater emphasis on teacher control and accountability, large group instruction, and teaching to the test (Ravitch, 2016).

In the current era of mandated curriculum frameworks and high-stakes testing, learning about democracy in many classes is focused on memorizing the branches and structures of national, state, and local government; reviewing the history of the American Revolution and other signature events in U.S. history; and learning the names of well-known historical figures. Democracy is rarely a lived experience for students. 

When we asked college students, “What do you remember was your first experience with democracy?” many responded with puzzled expressions. When we clarify that by “first experience with democracy,” we mean when did they first recall thinking they had personal agency, that their voice mattered, that they were part of a collective decision-making process,  most recall voting for the first time. But, when pressed to think back to when they were younger, some recall experiences with democracy in family meetings where adults and children shared ideas and made plans; at summer camps and recreation programs where campers had choices about playtime activities; in libraries where young readers made choices about what books to read; on sports teams where coaches let youngsters try many different positions and choose the ones they found engaged them the most. Those we spoke with so valued these experiences because they felt their choices mattered and decisions were respected, if not always agreed to by the adults in charge.

In the following bonus learning plan from our AI and Civic Engagement book, student agency is front and center – students are encouraged to research, design, and work together to create real change that is meaningful to them and their schools. 

Chapter 9 (Global Collaborator)

Bonus AI-Enhanced Learning Plan:
AI Literacy for All: Collaboratively Crafting an AI Curriculum for Your School

Student Engagement Question: How do you think we should be using AI in our classes and school?

AI technologies play a significant role in the lives of teachers, students, administrators, families, and community members everywhere. As the latest GenAI tools, models, and features are released, all of us are learning more and more about the possibilities and complexities of artificial intelligence and its place in education. 

Elected officials and policymakers have ideas for what needs to be done for AI in education. The White House Office of Science & Technology under President Biden issued “A Blueprint for an AI Bill of Rights.” The European Union urged developers and users to ensure a safe, secure, and trustworthy AI. Lawmakers in Congress have introduced the AI Literacy Act, intended to address the reality that “communities most often negatively impacted by AI-enabled technologies often have the least access to AI education” (In section 2: Findings). One group of researchers from the National Education Policy Center has urged a pause in the use of AI tools in schools to give everyone time to develop guidelines and regulations about their use for in-person and online learning (Williamson, Molnar, & Boninger, 2024). Organizations, including Common Sense Media and OpenAI, are working together to create AI education guidelines (Kelly, 2024). 

But, what do students think about the role of AI in their education? Should they have opportunities to use GenAI in every class, subject, and topic? Should they learn about the ethical issues surrounding the design and production of GenAI tools (e.g., hallucination, bias, environmental labor impact, exploitation of human labor, intellectual property rights)? Should they have opportunities to build their AI-Ready workforce skills? 

This learning plan invites students to ensure their voice is heard when it comes to AI in their education. As global collaborators, they can work with others to develop an AI curriculum for their class, school, and/or district. 

Learning GoalStudents will collaboratively draft an AI curriculum for their class, school, or district. 

ACTIVITY 1: Research AI Curriculum Models and AI Literacy Frameworks/Models with GenAI

  • Invite students to curate a collection of AI curriculum frameworks, AI literacy frameworks and models, and any other resources and materials that can help them design an AI curriculum for their school or district. GenAI technologies can be a starting point for the research:
    • Example Prompt: “Create a table of at least 20 AI curriculum frameworks, AI literacy frameworks/models, or other sources to help me build an AI curriculum for my school. Make sure to include research-based frameworks and models. Include the name of the resource (column 1), a brief description of it (column 2), a description of why I should use it as a model or resource for my school’s AI curriculum (column 3), and a link to external sites to learn more information (column 4).”
  • Ask students to select at least 5 resources from their curation to critically examine and annotate, using the following AI-generated questions to guide their thinking:
    • What is the stated purpose or goal of this framework or resource?
    • Who created it, and what expertise or perspective do they bring (e.g., educators, technologists, policymakers, researchers)?
      • Missing Perspectives: Whose voices are missing from the authorship or the examples used? (e.g., Global South perspectives, Indigenous data sovereignty, non-corporate viewpoints).
    • What definitions of “artificial intelligence” or “AI literacy” does it rely on? How does this shape the rest of the resource?
    • What big ideas, concepts, or competencies does this resource emphasize that you think should appear in your school’s AI curriculum? Why?
    • What specific AI definitions, skills, or knowledge domains does this resource identify as essential? Which of these are non-negotiable for your specific student body?
    • Who is left out by this framework? Does it require expensive hardware, high-speed internet, or prior coding knowledge that your students may not possess?
    • How does the resource address ethical, societal, or environmental implications of AI? What elements of this should be included in your curriculum?
    • Does the resource treat AI as a standalone Computer Science subject, or does it offer strategies for integrating AI literacy into multiple subjects and classes?
    • What does this resource do exceptionally well? How does it contribute to an informed, balanced, or future-ready AI curriculum?
    • What is missing from the resource that is important for your school’s context (e.g., student diversity, local community needs, digital divide, civic engagement)?
    • How well does this resource align with your district’s mission, values, or current technology curriculum?
    • What adaptations would you make to this resource to ensure your curriculum is inclusive, engaging, and accessible to all learners, including multilingual learners and students with disabilities?
    • How does this resource compare to the other frameworks you selected? Where do they overlap or diverge?
  • Then, ask students to work in groups and design their own AI curriculum for their class, school, or the district. 

ACTIVITY 2: Collaboratively Design an AI Curriculum with GenAI and School/Community 

  • Ask students to use a collaborative technology to get feedback on their AI curriculum from family members, community members, and educational leaders.
    • They might do this by sharing their AI curriculum in a Google Doc with commenting features on and asking others to add their thoughts/ideas/suggestions/questions as comments throughout the document; or they could share a link to their AI curriculum document and provide a virtual space like Padlet or IdeaBoardz to collect feedback and ideas. 
  • Then, have students, in their teams, review the feedback they received and make revisions to their AI curriculum. 
  • Ask students to present their AI curriculum to the entire class and get feedback from their peers. 
  • Then, as a class, vote on one curriculum (or multiple curriculums that can be merged into one) to send to the school leadership as an official proposal. 

REFLECTION QUESTIONS

  • What role do you want AI to play in your schooling? Why?
  • Do you want AI to be taught as a standalone topic/class? Why or why not?
  • What learning opportunities do you need in school to confidently navigate the Age of AI?

AI LITERACY QUESTIONS

  • What are the arguments in favor of or against establishing an AI literacy or AI education graduation requirement for students at your school or in your state?
  • What AI ethical issues did you include in your curriculum? Why did you include those issues? 

ISTE Global Collaborator Criteria Addressed:

  • 1.7.b Multiple Viewpoints. Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
  • 1.7.c Project Teams. Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
  • 1.7.d Local and Global Issues. Students explore local and global issues, and use collaborative technologies to work with others to investigate solutions.
Laird, E., Dwyer, M., & Grant-Chapman, H. (2023, September). Off Task: Edtech threats to student privacy and equity in the age of the AI. Center for Democracy & Technology. https://cdt.org/wp-content/uploads/2023/09/091923-CDT-Off-Task-web.pdf 
Marrero, L. (2023, November 2). Could the emerging use of A.I. in schools be the next digital divide? The Education Trust. https://edtrust.org/the-equity-line/could-the-emerging-use-of-a-i-in-schools-be-the-next-digital-divide/
Williamson, B., Molnar, A., & Boninger, F. (2024, March 5). Time for a pause: Without effective public oversight, AI in schools will do more harm than good. National Education Policy Center. https://nepc.colorado.edu/publication/ai?utm_source=icontact&utm_campaign=nepc_visitors
Prothero, A. (2024, February 29). How young is too young to teach students about AI? Survey reveals differing opinions. Education Week. https://www.edweek.org/technology/how-young-is-too-young-to-teach-students-about-ai-survey-reveals-differing-opinions/2024/02
White, S.V. & Scott, A. (2023). Responsible AI and Tech Justice: A guide for K-12 educators. Kapor Foundation. https://kaporfoundation.org/wp-content/uploads/2024/01/Responsible-AI-Guide-Kapor-Foundation.pdf 

Author Bios

Torrey Trust, Ph.D., is a Professor of Learning Technology in the College of Education at the University of Massachusetts Amherst. Her work centers on empowering educators and students to critically explore emerging technologies and make thoughtful, informed choices about their role in teaching and learning. Dr. Trust has received the University of Massachusetts Amherst Distinguished Teaching Award (2023), the College of Education Outstanding Teaching Award (2020), and the International Society for Technology in Education Making IT Happen Award (2018), which “honors outstanding educators and leaders who demonstrate extraordinary commitment, leadership, courage, and persistence in improving digital learning opportunities for students.” More recently, Dr. Trust has been a leading voice in exploring GenAI technologies in education and has been featured by several media outlets in articles and podcasts, including Educational Leadership, U.S. News & World Report, WIRED, Tech & Learning, The HILL, and EducationWeek. www.torreytrust.com 

Robert W. Maloy is a senior lecturer in the College of Education at the University of Massachusetts Amherst, where he coordinates the history teacher education program and co-directs the TEAMS Tutoring Project, a community engagement/service learning initiative through which university students provide academic tutoring to culturally and linguistically diverse students in public schools throughout the Connecticut River Valley region of western Massachusetts. His research focuses on technology and educational change, teacher education, democratic teaching, and student learning. He is co-author of AI and Civic Engagement: 75+ Cross-Curricular Activities to Empower Your Students, Transforming Learning with New Technologies (4th edition); Kids Have All the Write Stuff: Revised and Updated for a Digital Age; Wiki Works: Teaching Web Research and Digital Literacy in History and Humanities Classrooms; We, the Students and Teachers: Teaching Democratically in the History and Social Studies Classroom; Ways of Writing with Young Kids: Teaching Creativity and Conventions Unconventionally; Kids Have All the Write Stuff: Inspiring Your Child to Put Pencil to Paper; The Essential Career Guide to Becoming a Middle and High School Teacher; Schools for an Information Age; andPartnerships for Improving Schools.

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. 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, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader 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 ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “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, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Bluesky, Instagram, and X at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

************ Also, check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here.

Looking Ahead with Intention: Goals and Hopes for Education in 2026

Dr. Rachelle Dené Poth Leave a comment

In my previous post, I focused on reflection. Thinking about it, if 2025 was a year of recalibration in education, the year ahead feels like it might shift toward a more intentional direction.

After slowing down, reflecting, and identifying what felt misaligned, educators now face an important decision. One is to thoughtfully consider what we continue with as we move forward. What should we keep because it makes sense and makes an impact? Or two, to decide whether there is something we need to leave behind so we can make an impact.

The future of education is not about moving faster, adopting more tools, or trying to keep up with all the changes, because that is not reasonable nor purposeful. And in full transparency, that is exactly what I thought years ago. After ongoing reflection, I now know that I should focus on how I can align and drive innovation with purpose, humanity, and care. Especially focusing on humanity.

As we look to the future and do our best to plan and prepare, several themes have emerged with greater clarity, at least in the experiences I have had. More focus on artificial intelligence, wearable technology, digital wellness, AI literacy, and a greater focus on student agency. Each of these generates opportunities to learn and continue to grow. Educators and students should engage in ongoing reflection, and, for educators, this requires asking better questions before making decisions about what is best for our classrooms.

Progress Without So Much Pressure

One of the greatest hopes I have for education now and in the future is that the progress made does not come at the expense of people. We need “humans in the loop,” as we have heard many times and will probably continue to hear. Schools are involved in so many initiatives that at times, it is absolutely exhausting. And that is for any educator, regardless of how long they have been in education.

Sometimes we invest our time and effort into an initiative, spending hours, days, weeks, only to have it disappear from the conversation either that same school year or in the not-too-distant future. The time we spend working on these initiatives takes us away from the truly impactful work that we could be doing instead. Initiatives are important and, in many instances, required; however, focusing on initiatives can lead to reactive decision-making and technology-first thinking rather than proactive decision-making, which negatively impacts what truly matters: our students and our own learning. The goal should not be to hesitate when it comes to innovation, but instead, to integrate intentionally, transparently, carefully, and responsibly.

AI in Education: From Capability to Responsibility

Artificial intelligence is the number one in-demand skill. Look at the World Economic Forum and the prediction for skills and jobs in demand, and you will see. AI will continue to shape education in many ways this year and in upcoming years, and of course, continue to evolve as technology advances. There are some things that I think about when considering AI and other technologies that are on the rise.

Sometimes I think that rather than thinking about what AI can do, maybe we should ask:

  • What should AI do?
  • When does AI support thinking, and when does it replace it?
  • How do we ensure AI is used ethically, transparently, and equitably?

A Few Predictions for AI in Education

  • AI should and hopefully will become more embedded in everyday tools rather than standing alone as an extra or an add-on, or time-consuming for educators and students to use.
  • Schools will shift from banning AI, and I hope to shift to supporting educators as they teach responsible use and attribution.
  • AI will support feedback, differentiation, and accessibility, especially for multilingual learners and students with disabilities or diverse learning needs.
  • There will be greater emphasis on process over product, requiring students to be more accountable for how they answer a question. And they will know why that matters.

My hope is that AI is, or will be, considered a thought partner, not a replacement for the work we do. I hope that educators feel empowered to shape its role in their work, rather than react to it, because that removes the opportunity for learning and growing.

Wearable Technology

Wearable technology is something that many people may not be aware of, yet it has become so common for some. Examples include smart watches, fitness trackers, and biometric tools, all of which will continue to be part of the conversations about learning, health, and attention. Many conversations that I have had around digital wellness have brought some of these technologies up, and educators are trying to determine whether they are draining or beneficial, or is it a mix?

While these tools offer potential insights into movement, focus, and well-being, the use of and reliance on them also raise important concerns about privacy, data ownership, and surveillance, which are serious concerns when it comes to emerging technology.

Predictions for Wearable Tech in Education

  • Increased discussion around student consent and data ethics.
  • Wearables are used more for self-awareness and personal growth tracking, which is beneficial.
  • Stronger guardrails are in place to protect any data that is collected
  • Greater integration and connections made with digital wellness initiatives rather than performance monitoring.

The goal should not be to track students and their habits without ongoing support, but instead to empower students to understand their attention, habits, and how they use and rely on technology in healthy ways.

AI Literacy: Fundamental, not supplemental

One of the most important goals for the year ahead is recognizing AI literacy as a fundamental, not a supplemental skill.

AI literacy is not just technical knowledge. It includes:

  • Understanding how AI systems work at a high level
  • Recognizing bias, limitations, and hallucinations
  • Knowing when AI is appropriate and when it isn’t
  • Practicing ethical use, attribution, and transparency
  • Developing critical thinking in AI-supported environments

Predictions for AI Literacy

  • AI literacy will begin appearing across disciplines—not just in computer science.
  • Educators will focus more on questioning, evaluating, and reflecting than on tool mastery.
  • Students will be asked to justify decisions made with AI support.
  • Schools will prioritize human skills such as judgment, empathy, and creativity, along with the development of technical fluency.
  • The goal should be that students will graduate and know how to use AI, and also how to think with discernment in an AI-shaped world.

Guiding Questions

As schools plan for the remainder of the 2025-2026 school year, the most important tool may not be a new platform or site, but rather some guiding questions to push reflective thinking.

When Evaluating AI Tools

  • Does this tool enhance or amplify learning or simply replace thinking?
  • How transparent is the AI about its limitations?
  • What skills do students still need to demonstrate independently, and that hold them accountable?
  • How are we teaching ethical use and attribution?

Considering Innovation

  • Does it(the tech) align with our values?
  • Does it support student well-being?
  • Does it simplify learning, or does it make it more complex?
  • Are educators provided with time and voice in its implementation? What about students?

These are just a few questions that I have considered, and I think can help shift decisions from being reactive to proactive and reflective.

As educators look ahead, reflection remains essential to our work and should not require educators to do more, but instead, guide us to focus on what matters most.

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. 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, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader 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 ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “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, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Bluesky, Instagram, and X at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

************ Also, check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here.

The Importance of Reflective Practices

Dr. Rachelle Dené Poth Leave a comment

Making time for reflection as an educator is essential. Education is a field defined by personal and professional growth. Not just for educators, but also for students, the school community, and the systems involved, too. Growth doesn’t happen on its own. It requires intention, curiosity, and ongoing, consistent reflection. By looking back on our experiences, analyzing what worked and what didn’t, and identifying ways to improve, we build a solid reflective practice in our work. Reflection should not be considered as a routine, but rather as a mindset that transforms teaching into a continuous cycle of learning.

Why Reflection Matters

In classrooms filled with continuous changes, such as emerging technologies, alignment to varying standards, and working to best meet the needs of all learners, reflection helps to anchor us. It offers educators a chance to take a moment to pause and ask themselves questions such as, “Why did this lesson work? What could I do differently next time? What did my students need that I missed? How can I improve for tomorrow?

Reflection:

  • Encourages professional growth and lifelong learning.
  • Improves instructional decisions through ongoing thinking and self-evaluation
  • Builds self-awareness and resilience.
  • Strengthens the connection between teacher and learner experience.
  • Models metacognitive thinking for students.

As a huge fan of quotes, and having written one focused on quotes, I often think of this quote by John Dewey:

“We do not learn from experience… we learn from reflecting on experience.”

When we take the time to reflect on our experiences as educators, we transform them into opportunities for innovation, empathy, and personal growth.

The Cycle of Reflection

A simple way to frame reflection in education is through Gibbs’ Reflective Cycle, which includes six stages:

  1. Description – What happened?
  2. Feelings – How did you feel about it? How did it impact you?
  3. Evaluation – What was good or bad about the experience?
  4. Analysis – Why did things happen that way?
  5. Conclusion – What have you learned? What impact did it have?
  6. Action Plan – What will you do differently next time?

This framework helps teachers to pause, slow down, and analyze practice systematically, rather than relying solely on intuition or habit. It encourages educators to move from being reactive to becoming more intentional. When we do this, we make a shift and turn each lesson into a source of insight to better inform our practice.

Reflection Strategies for Educators

There are many ways to integrate reflective practice into our daily work. It can vary depending on teaching style, teaching and personal schedule, and even the school environment. Here are a few practical strategies that can help make reflection a part of your professional practice.

1. Journaling or Blogging

A reflective journal, whether digital or handwritten, or starting a blog, offers a space to explore thoughts about teaching, students, or school culture. Writing helps us identify or clarify patterns and challenges that we may otherwise be unaware of.

Try this:
At the end of each week, make a note of:

  • A success from the week
  • A challenge faced
  • A surprising moment
  • One thing you’ll try differently next week

This short routine will help to turn reflection into an intentional practice rather than an afterthought.

2. Peer Observation and Feedback

Invite a colleague to observe one of your classes or co-teach a lesson with you. These opportunities can provide new perspectives that deepen our reflection. While it can be uncomfortable at times, it is necessary. Having someone else with us can be insightful for identifying things we may overlook.

When working with a colleague and engaging in peer feedback, it shifts to a dialogue that, rather than being a solo conversation, becomes a dialogue that moves from focusing on what happened in a lesson to what happened, what it means, and what can I do now.

Try this:
After a peer observation, engage in a quick debrief with your colleague. Consider using prompts like:

  • “What did you notice about student engagement?”
  • “How did my questioning or feedback shape learning?”
  • “What assumptions might I have made during that lesson?”
  • “How was my pace during instruction?”
  • “Did I provide opportunities for students to lead more?”

3. Engage in Reflective Conversations with Students

I have found that asking my students for their thoughts is very helpful. I ask them what resonated with them, what confused them, how my class made them feel, and what ideas they can share about the impact of the strategies or teaching tools used in class.

Try this:
End a unit or project with a student reflection survey:

  • “What helped you learn most in this unit?”
  • “When did you feel most challenged?”
  • “What could I do differently to help you learn better?”

When we gain insights like these, they will not only inform instruction but also empower students to become reflective learners.

4. Video Reflection

Over the years, I have used a few different tools to reflect on my teaching practices. It can be uncomfortable at times, but by using video, it can be eye-opening for us. I have used Edthena Coaching for input, a Swivl, and through these, I have noticed several things. I quickly noticed patterns in my tone, pacing in lessons, student interactions, questioning practices, and more, that I often had overseen while teaching.

Try this:
Choose one aspect to focus on, such as questioning techniques, transitions, or body language (I tend to move my hands a lot!), and analyze that specifically. Small, focused reflection leads to meaningful improvement.

Reflection and Innovation

In our age of AI, digital learning tools, and evolving pedagogies, reflection is crucial to integrating innovation effectively. Reflective educators ask:

  • “Is this tool enhancing learning, or is it too much?”
  • “How are my students using technology to think critically, not just consume?”
  • “What role does empathy play in how I use data or AI to personalize learning?”

Reflection ensures that innovation stays human-centered and grounded in purpose, not just as a novelty.

Connecting Reflection to Student Growth

When teachers model reflection, students learn to think about their own thinking, they engage in a process known as metacognition. Reflective learners:

  • Understand their strengths and challenges.
  • Set personal goals.
  • Monitor their progress and adapt strategies.
  • Build self-awareness

Encouraging students to reflect, whether through the use of portfolios, self-assessments, or classroom discussions, cultivates ownership of learning. Reflection is powerful as it helps students to shift the focus of learning from grades to ongoing growth.

Building a Culture of Reflection

Creating a reflective classroom starts with modeling vulnerability. I’ve spoken about vulnerability a lot and often quote Dr. Brené Brown from her book Daring Greatly, in which she speaks of vulnerability in reference to Teddy Roosevelt’s speech, “The Man in the Arena” from 1910. Vulnerability is not a sign of weakness, but rather a sign of strength and willingness to grow. When teachers openly admit what they’re learning, they normalize growth and imperfection.

Try saying:

“I tried something new today, and it didn’t go as I expected. Let’s think about why.”

Transparency like this builds trust and shows students that reflection isn’t about failure. Reflection is about curiosity and continuous improvement.

When reflection becomes part of the culture, it deepens engagement and innovation at every level, from classrooms to leadership teams.

Reflective practice is at the heart of great teaching. It reminds us that education is an evolving journey that brings with it challenges and successes, both of which require reflection. Through reflection, we discover meaning in our work, develop empathy for our students, and gain clarity in our purpose for the work that we do.

The best educators are not those who have all the answers, but those who keep asking better questions.

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. 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, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader 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 ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “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, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Bluesky, Instagram, and X at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

************ Also, check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here.

Tips for Using AI and for Talking to Students About It

Dr. Rachelle Dené Poth Leave a comment

My Prior post on Edutopia

AI isn’t coming—it’s already here. It has been embedded in the various educational platforms we use and the assessments we give. It’s likely involved in both the professional development we participate in and the writing and work that our students are doing.

As an educator, speaker, and advocate for technology integration, I’ve spent a lot of time researching, using, and teaching with AI so that I can prepare students and other educators. In my classroom, from using a variety of AI tools that help me save time so I can spend it working with students to integrating chatbots to support student learning, I see the value and impact of leveraging this technology. If we want our students to be ready for their future careers, we must start teaching them about AI. They need to move beyond being consumers of content and instead become creators and innovators.

Where Do We See AI?

For educators, many AI-powered platforms help us to target instruction, assess students, and find resources for our lessons.

Confidence building: Encouraging students to speak in class can be a challenge. At the end of 2023, I started to use SchoolAI with my students and created a “Sidekick” for them to have conversations in Spanish based on the content that I used for the prompt. They loved it—it not only helped them build language skills and confidence but also showed how AI can support their learning. MagicSchool AI is another great option, with a tutor function that helps students in areas where they need support. Both of these tools also have historical characters that students can chat with and other features to enhance learning. I love that I can monitor student responses, provide additional support, and adjust instruction as needed.

Using Eduaide, teachers can kick off a class debate with pros and cons and an outline to quickly get started, and they can also develop other collaborative and engaging activities for students.

For language learners, confidence matters. Snorkl enables students to practice speaking and receive real-time AI and teacher feedback. The AI gives real-time feedback on fluency and pronunciation, helping students grow as communicators and build confidence. Snorkl can be used with students starting in kindergarten, and it has a library full of ready-to-use activities. Throughout the times I have used Snorkl or one of the chatbots, the feedback provided has been tailored to each student’s responses and offered insights and examples to support their learning.

Continue reading the rest of this post on Edutopia.

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 ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “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, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Bluesky, Instagram, and X at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

************ Also, check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here.

Imagi Webinar: AI-Ready Educators: Preparing Teachers for the Future of Learning

Dr. Rachelle Dené Poth Leave a comment

We had a great turnout for our recent webinar and a great panel! Read more here and check out the recording.

Artificial Intelligence is no longer a concept for the future—it’s transforming classrooms everywhere. The sudden and widespread availability of powerful AI tools has left many educators with a mix of excitement and apprehension. How can we, as educators, prepare our students for an AI-driven future? How do we harness the potential of these tools while carefully and consistently navigating their pitfalls?

These were the central questions addressed in a recent webinar, “The AI-Ready Educator: Preparing Teachers for the Future of Learning,” hosted by ThriveinEDU and Imagi-Labs. The session brought together a panel of experts, including educator, author, and attorney, Dr. Rachelle Dené Poth, who moderated a powerful conversation with panelists Alana Winnick, Beatrice Ionascu, and Ken Shelton about the intersection of computer science, computational thinking, AI, and ethics in modern education.

“We’re not here because we’re experts—we’re here because we’re learners,” said Poth, who has spent the past eight years working with AI in education. “This is a conversation. We’re figuring it out together.” This insightful conversation provided a roadmap for educators looking to become AI-ready.

Understanding the Fundamentals

Before exploring the practical applications of AI in the classroom, it’s essential to understand what AI is. As Beatrice explained, AI systems are designed to perform tasks that typically require human intelligence, such as pattern recognition, language processing, and decision-making, all of which are fueled by data. Ken Shelton further clarified that ‘not all AI is the same,” breaking it down into three types: reactive, predictive, and generative. While we’ve been interacting with reactive AI (like spell check and email spam filters) and predictive AI for years, it’s the recent explosion of generative AI that has captured our collective attention.

Understanding these distinctions is the first step toward developing a nuanced approach to AI in education. A blanket policy to “block all AI,” as Ken pointed out, is not only impractical but also counterproductive, as it would mean eliminating tools we rely on daily. Instead, the focus should be on using these systems effectively and responsibly.

From Educators to Empowerers

The panel opened with introductions from four leaders who are not only immersed in educational innovation but also actively working to shape its future.

Alana Winnick, Educational Technology Director and Data Protection Officer at Pocantico Hills Central School District in New York, emphasized the need for purpose-driven integration of AI. “I also started a program called Students for Innovation, which empowers students to advocate for change in their schools,” she shared. With a book and podcast on generative AI, Winnick has centered her work on amplifying student voices in tech spaces.

Beatrice Ionascu, co-founder and CTO of Imagi, echoed the importance of inspiring student curiosity. “I truly believe that technology education is the key to creating a better world,” she said. “At Imagi, our mission is to make computer science and AI literacy as essential and accessible as reading and math.” With a background in engineering, product design, and education, she brings a unique perspective to building tools that connect students, especially girls, to technology through creative coding.

The Imperative of AI Literacy

A recurring theme throughout the discussion was the concept of “AI literacy.” Ken Shelton offered a comprehensive definition: “AI literacy means knowing, understanding, and using AI in smart and safe ways. It helps people ask good questions about how AI works, how it helps or hurts others, and how it can change or impact the world around us.”

Alana Winnick provided a practical framework for fostering AI literacy in students, assigning them two critical roles: the “detective” and the “DJ”. As detectives, students must be on the lookout for bias and misinformation, understanding that AI is not a magical, infallible source of truth. This is a crucial skill, especially in a world where AI-generated content can be convincingly inaccurate. As DJs, students are encouraged to “remix” AI-generated content, infusing it with their own thoughts, ideas, and voice, ensuring that their work remains a reflection of their own learning and creativity.

The Irreplaceable Human Element

One of the most pressing concerns for educators is the fear that AI will render their roles obsolete. The panelists, however, were unanimous in their belief that the human element in teaching is not only irreplaceable but will become even more critical in an AI-integrated world. Beatrice painted a stark picture of a “dystopic future” where learners are isolated with machines, a vision that underscores the fundamental need for human connection in education.

Ken Shelton passionately argued that AI cannot and should not replace the meaningful interactions that are the bedrock of effective teaching and learning. He cautioned against “cognitively offloading” the human aspects of education to AI, emphasizing that these systems don’t know our students’ individual needs, dreams, and challenges. Alana added that AI, when used thoughtfully, can actually enhance the human element by automating tedious tasks, freeing up teachers to focus on what they do best: building relationships, fostering a positive classroom culture, and providing individualized support. Poth agreed that when using AI in her classroom, she guides students on how to use it for enhancing learning and engages in more conversations and interactions with students because of the time that can be saved when using these tools.

The Role of Computational Thinking

While discussing AI and various important topics, we also emphasized the importance of computational thinking (CT) as a foundational skill for AI readiness. CT includes logic, pattern recognition, decomposition, and abstraction—core elements that help students understand how computers “think” before they ever write a line of code.

Panelists agreed that you can’t fully understand AI without understanding the process of problem-solving that goes into it. Computational thinking is the gateway to coding and beyond.

Winnick added, “We’re seeing kids jump straight to AI tools, but they still need to understand how algorithms are structured, how data works, and how to identify problems worth solving. AI doesn’t replace thinking—it amplifies it when used responsibly.”

AI as a Tool for Creation—not Just Consumption

One key takeaway was that AI should be positioned as a tool that supports students as creators, not just consumers. This shift requires educators to rethink traditional computer science instruction.

“We want students to code, but also to see how AI can help them prototype faster, solve problems differently, or iterate creatively,” Ionascu explained. “That’s why we need to teach both the fundamentals and how to critically use AI tools.”

The panel discussed how students can use AI to generate code, explore new ideas, or debug faster—but only if they’ve first learned the structure and logic of programming.

Ethics Must Be Front and Center

Beyond skills and tools, panelists emphasized that students need to learn how to use AI responsibly, and this starts with intentional discussions about ethics.

“We can’t wait until something goes wrong to start talking about ethics,” said Winnick. “Students need to understand bias, privacy, and the societal impact of AI from the beginning.”

Ionascu added, “In our work at Imagi, we try to normalize conversations about ethics early on. It’s not a separate unit—it’s woven into every experience with technology. Students should be asking, ‘What could go wrong?’ Who is this helping? Who might it harm?”

Shelton also highlighted the role of educators in modeling ethical inquiry. “We don’t need to have all the answers, but we do need to show students how to ask the right questions.” Shelton’s work related to equity is well-known,  and his book “The Promises and Perils of AI in Education: Ethics and Equity Have Entered The Chat,” which he co-authored with Dee Lanier, is a great resource for educators.

Practical Strategies for Educators

The webinar also offered classroom-ready strategies to help educators bridge the gap between foundational computer science and AI-enhanced learning:

  1. Use block-based coding (like Scratch or Imagi) to introduce logic before jumping into text-based languages.
  2. Incorporate AI exploration tools (such as ChatGPT or Google’s Teachable Machine) to show how models are trained.
  3. Encourage journaling or reflection prompts about ethical dilemmas related to AI tools.
  4. Introduce AI early, but always in tandem with skill-building and reflection.

Poth emphasized, “It’s not about having a perfect curriculum. It’s about giving students opportunities to explore, experiment, and reflect.”

Preparing Educators to Prepare Students

At its core, the panel’s message was clear: educators themselves must become AI-literate if they’re going to prepare students for an AI-driven world.

“We have to do the work of learning ourselves,” said Winnick. “That means experimenting with tools, joining communities, reading critically, and being honest with students when we don’t know something yet.”

Ionascu reinforced this, noting that teacher curiosity is contagious. “When students see educators exploring and asking thoughtful questions, it empowers them to do the same.”

As the conversation closed, panelists left attendees with words of encouragement: It is an opportunity to rethink what we teach, how we teach it, and how we prepare students to lead in the future.

The message of the evening was one of hope, responsibility, and action. As AI continues to evolve, so too must our approach to teaching. By grounding our work in computational thinking, ethical reasoning, and curiosity, we can help students not only adapt to the future but shape it. To learn more about the panelists, see below the video. To sign up for our next webinar, register here.

Contact Information:

Consulting Dr. Rachelle Dené Poth: bit.ly/thriveineduPD

X, Instagram, Bluesky: @Rdene915 

LinkedIn:  https://www.linkedin.com/in/rachelledenepoth/ 

Website/blog: www.Rdene915.com 

Relevant book: How To Teach AI 

LinkedIn: Beatrice Ionascu

Imagi Labs

Alana Winnick 

AlanaWinnick.com

GenerativeAge.com

Studentsforinnovation.org

Relevant book:  Generative AI

Ken Shelton 

LinkedIn https://www.linkedin.com/in/kenashelton/ 

Twitter  https://x.com/k_shelton 

Website https://kennethshelton.net/ 

Book The Promises and Perils of AI in Education: Ethics and Equity Have Entered The Chat.”

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 ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “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 Bluesky, Instagram, and X at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

************ Also, check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here.

Address the “WHY,” not the “HOW.”

Dr. Rachelle Dené Poth Leave a comment

Guest post written By: Maurie Beasley, M.Ed. Counseling (Edited by Jim Beasley)

A student deciding what path to take. To cheat or not to cheat.

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?

Read the full article on Medium*: [Address the Why, Not the How](https://medium.com/@jim0237/address-the-why-not-the-how-1a7e01d52d56

About Rachelle’s blog

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.

Follow Rachelle on Twitter(X) and Instagram at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

************ Also, check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here.

Tips for Back-to-School

Dr. Rachelle Dené Poth Leave a comment

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.

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

Follow Rachelle on Twitter(X) and Instagram at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

************ Also check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here.

The Truth About Learning Styles

Dr. Rachelle Dené Poth Leave a comment

Guest Post by Grace Coderre, Renee Graczyk, Lucy Vician

Opinions expressed are those of the authors

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

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

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

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

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

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

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

Author Bios:

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

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

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

About Rachelle’s blog

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

Follow Rachelle on Twitter(X) and Instagram at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

************ Also check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here

References

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

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

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

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

Empowering Teachers with Conversational AI

Dr. Rachelle Dené Poth Leave a comment

In collaboration with Kyron Learning, All opinions are my own

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

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

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

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

Kyron Studio

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

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

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

Learning with Kyron is fun!

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

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

Some of the great features of Kyron are:

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

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

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

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

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

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

Supporting Educators and Students

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

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

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

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

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

About the Author:

Rachelle Dené is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle is currently finishing her doctorate with a focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

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

She is the author of eight books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” and her newest book “Things I Wish […] Knew” is now available at bit.ly/thingsiwishedu.

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

Follow Rachelle on Twitter(X) and Instagram at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

************ Also check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here