Digital Citizenship Week is celebrated in October each year. The focus is on building digital citizenship skills, and there is a designated digcit week with events planned for schools to join in and learn more. These are concepts that teachers and schools should focus on throughout the year as well. With the increased use of digital tools in our classrooms and the amount of technology used in everyday life and work, we must consistently provide learning opportunities for students to develop “digcit” skills.
Being a responsible digital citizen means that all individuals are able to use technology ethically, responsibly, and effectively. It is important to develop an understanding of the impact that one’s digital actions can have on other individuals and on society as a whole. Students and teachers must be able to keep themselves safe, know how to protect their privacy, learn how to critically analyze information, and engage in respectful interactions online.
Teaching digital citizenship skills
Privacy and security: With increased data collection and online tracking of websites we use and how our information is shared, understanding how to safeguard our privacy is key. With more students using digital tools and at a younger age, it is essential to build in activities that will help students to better understand how to protect themselves and to respect the privacy of others as well. For instance, teaching students how to create unique passwords is key for securing personal information. With the increase in cybersecurity attacks over the past few years, updating passwords and even using two-factor authentication (TFA) will help to keep everyone safer.
Communication: With the variety of social media platforms available and how quickly we can post and respond, providing opportunities for students to practice responsible posting is an area that we need to focus on regularly. Even with young students, simulating a Twitter (X) chat or other online discussion can be done using Post-it notes, for example. Depending on grade level, another option is to use a tool like Padlet to help students learn how to properly post and interact with one another.
Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, and her research focus was on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!
Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.
She is the author of nine books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.
Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or event! Submit the Contact Form.
Follow Rachelle on Twitter(X) and Instagram at @Rdene915
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
************ Also check out my THRIVEinEDU PodcastHere!
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Guest post by Rachel Wood, PhD Candidate studying AI and the future of work, education, and relationships: LinkedIn at www.linkedin.com/in/rachelwoodphd
Opinions expressed are those of the guest blogger.
Every night at bedtime, I sing songs with my son. We snuggle close as the lyrics “lullaby and goodnight, go to sleep…” dance off our lips. Lately, he has begun asking me to make up songs about various important objects in his life- blue blankey, mister fox, and big excavators. I sing songs on the spot that tie melodies to his little world of things. One night, out of his mouth comes “sing a song about Ms. Davey”. Delightfully surprised, I met this request with a smile in my heart because of how it exemplified the fondness he feels toward his school teacher.
Educators are irreplaceable. They are far more than academic messengers; they serve as overseers of students’ psychological wellbeing. Learning has been and always will be a social experience. We learn from teachers, from peers, from successes, from mistakes, and from interactions with others. Sure, we learn our academic material, but more so, we learn social and relational skills. We begin to learn our place in the world as we rub shoulders with others. Relationships are the foundation for motivation and learning (McKay & Macomber, 2023). Educators offer numerous key psychological and relational nutrients, two of which are object constancy and friction. These unique human components are increasingly important to instill in students amidst a world of proliferating emerging technologies.
Object Constancy
Definition: object constancy begins when the “empathic parent holds a vision of the future child and in various ways mediates this vision to the child. The child, in identification with it, can then grow. By internalizing aspects of the parent, the child also internalizes the parent’s image of the child…a primary concern for a teacher is the aiding in the growth and development of another. The idea that teacher’s capacity to imagine future growth, anticipate something for the student, hold that in mind for them, and offer that vision is a reflective way of expanding possibilities and potentialities for them. Perhaps in this way, the successful, authentic, and autonomous student begins in the mind of the teacher” (Danze, 2022, pg. 149).
As overseers of students’ psychological and emotional development, educators contribute to the formation of students’ object constancy. Object constancy is a psychological concept describing how we acquire our internal voice. When we are young, parental figures, family members, and teachers speak into us and speak over us. The tone and content of these voices become embedded in our developing identities. Over time, and with enough repetition, these voices become our own internal voice. For better or for worse, what we hear in our early developmental stages sticks with us. Object constancy is when we internalize external voices, making them our own inner dialog.
Educators contribute to students’ developing object constancy on a regular basis; recognizing achievements, applauding kindness, and course-correcting missteps. Teachers even have the privilege of helping rewire negative voices ringing in students’ ears. Neuroplasticity is the science that reveals how we can change our thoughts, feelings, and actions, unlearning that which is detrimental and instead, learning what is beneficial. A consistent, encouraging voice from a teacher can act as a counterpoint to disparaging voices that may be lingering in students’ minds. Just as educators help students internalize positive voices, they also create opportunities for students to learn from challenges.
Friction
Definition: friction is “shap[ing] learning as people with different backgrounds and skill sets engage with each other on real problems if these people are provided with the right context. Productive friction is particularly valuable at boundaries because it exposes people to different ways of seeing problems and the potential solutions” (Ward et al., 2011).
All human relationships contain some degree of friction. Friction is the concept of learning through challenges. Friction may be small or great, it may be above or below the surface, and it may be beneficial or consequential. Friction is a necessary element of relationships because it teaches us to consider others, compromise, and reduces our tendency toward self-absorption. Educators encourage, yes, but they also challenge. Both are equally important. Excellent educators can gauge the individual balance for each student between encouragement and challenge. This both affirms students as they are and calls them forward to who they can be.
AI and Educators
Definition: Artificial Intelligence, AI is broadly defined as giving a computer human-like capabilities, such as understanding, problem-solving, and reasoning (Enholm et al., 2022).
Object constancy and friction are two components of relationships that cannot be replaced by emerging technologies such as Artificial Intelligence (AI). Sure, on a superficial level you could prompt a Generative AI Large Language Model to mimic these relational elements, but they come naturally in human interactions. There are specific use cases for AI that can offer support in the form of augmentation for teachers who are overwhelmed with work yet longing to return to what led them to education in the beginning: the opportunity to positively influence students through relational connection. There is a place for AI in the classroom that does not threaten but enhances the role of the teacher. Drawing the conclusion that we must choose between teachers and AI is a false dichotomy. Augmenting work with AI can serve as a catalyst to redesign the vocational identity of educators. This ever-present help can afford teachers the opportunity to once again return to a primary role of relational facilitator and guide. Bringing AI into the classroom cannot and will not replace educators, but it may open the door for administrative burdens to lighten and therefore relational dynamics to increase.
The vital role of educators extends beyond the confines of academic instruction, shaping students’ emotional and psychological landscapes through concepts like object constancy and friction. Just as the simple yet profound request to “sing a song about Ms. Davey” highlights the deep bond students form with their teachers, it underscores the immeasurable value of human connection in education. Successful integration of AI into the classroom is predicated upon the fact that technology complements, not replaces, the relational essence of teaching. Leveraging AI to assist with administrative tasks allows educators to return to their core mission: fostering meaningful relationships that guide and shape students’ development. So tonight, as we sing about Ms. Davey, and by extension countless other educators, may AI serve as a tool to enhance impact, and bolster ongoing service in the name of young minds.
References
Danze, E. (2022). How the psychoanalytic use of object constancy and internalization can inform our understanding of the teacher/student relationship. ACSA 110th Annual Meeting. https://www.acsa- arch.org/proceedings/Annual%20Meeting%20Proceedings/ACSA.AM.110/ACSA.AM.1 10.20.pdf?v=2
Enholm, I. M., Papagiannidis, E., Mikalef, P., & Krogstie, J. (2022). Artificial intelligence and business value: A literature review. Information Systems Frontiers, 24(5), 1709-1734. https://doi.org/10.1007/s10796-021-10186-w
McKay, C., & Macomber, G. (2023). The Importance of Relationships in Education: Reflections of Current Educators. Journal of Education, 203(4), 751-758.
Ward, C. J., Nolen, S. B., and Horn, I. S. (2011). Productive friction: How conflict in student teaching creates opportunities for learning at the boundary. International Journal of Educational Research, 50(1), 14-20. https://doi.org/10.1016/j.ijer.2011.04.004
Interested in guest blogging or Rachelle’s consulting services?
Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or event! Submit the Contact Form.
Follow Rachelle on Twitter(X) and Instagram at @Rdene915
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
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In collaboration with Noodle Factory, all opinions are my own.
As an educator constantly seeking innovative methods to enhance learning and teaching, my exploration recently led me to an exciting platform: Noodle Factory. When I find a new tool, especially when it comes to AI, I love sharing my experiences so that other educators can get started.
It has been fun exploring its various options and, in particular, its standout features, such as Walter+, the AI teaching assistant designed for grades K through 12. Walter+ is designed to help educators enhance and transform the learning experiences they provide for students. Noodle Factory makes it easy to get started by providing guidance, being available for questions, and even doing a demo! For any educator wondering where to begin with AI in their classroom, I definitely recommend exploring Noodle Factory and seeing the impact on student learning. Giving students a chance to learn about and interact with AI is important.
Why AI in Education Matters
The integration of AI in education is reshaping how educators deliver the content and impacting how students engage with the material. With purposeful use and the right pedagogical practices, AI tools can assist educators in various ways. It can help to personalize learning, automate grading, and create engaging, interactive content while complementing traditional teaching methods. Noodle Factory provides tools that are not just innovative but also intuitive and effective for use in the classroom. Especially as educators seek more efficient ways to deliver instruction and provide feedback to students, knowing how to leverage the power of AI is key. Noodle Factory offers innovative tools that enhance both learning and teaching processes.
First Experiences with Noodle Factory
When I first started with Noodle Factory, I was quite surprised by how easy it was to generate personalized learning resources for students. By uploading some of my teaching materials onto the platform, I saw how Walter+ tailored these resources into personalized learning experiences. I was impressed with its AI-driven dialogue system, which engages students in meaningful conversations and helps enhance their overall comprehension and retention of the content.
Using AI-powered tools such as Walter+ to create personalized learning experiences has been a game changer. I uploaded my teaching materials and waited briefly while Walter transformed them into interactive, engaging learning modules specific to my students’ needs. Noodle Factory’s ability to generate context-aware conversation flows and also, its ability to provide multilingual support enables educators to effectively reach students coming from different language backgrounds.
My favorite Noodle Factory Features
There are great features in Noodle Factory that will significantly impact teaching and students’ learning:
AI-driven Personalized Learning: Walter+ adapts to each student’s learning pace, helping to promote a more inclusive and effective learning environment.
We know that in order to accommodate students’ diverse learning needs, we have to understand where they are in the learning process and provide authentic, meaningful, and timely feedback. When this is possible in real-time, teachers can adjust, and each student can receive tailored educational experiences, which we know is crucial for learning. It provides students with instant, constructive feedback, which is key to fostering their academic growth.
Automated Grading and Feedback: We know that grading can take a great deal of time, especially when providing specific feedback for students. With Noodle Factory, educators can save time and provide students with immediate, actionable feedback, helping them understand their strengths and areas for improvement. This, of course, means that teachers can spend more time working directly with students, too!
Engaging and Interactive Content Creation Tools: With the various options available, I am able to boost student engagement. Noodle Factory’s tools enable me to transform traditional lessons into more interactive sessions that spark students’ interest and foster deeper learning. Student engagement, which can be a challenge, is now an area that we can boost because of the tools available to us.
Results: Positive Impact on Teaching and Learning!
By using Noodle Factory, educators will see a boost in student engagement and learning performance. Noodle Factory helps with our productivity through its features, such as automated grading and real-time insights into students’ progress. Being able to grab a quick glimpse into where students are in the learning journey is so helpful for targeting our instruction as needed. Gathering feedback from students is also important as it helps us to know what works for them and how to enhance their learning experiences. It also assists with providing a personalized approach through an interactive learning environment.
The real-time performance tracking and flexible assessment modules help teachers tailor their teaching strategies in real time to best meet individual student needs. Give Noodle Factory a try today and see the impact it makes in your classroom, for students, and for your work as an educator!
Interested in experiencing this transformative tool? Great news! I’m offering an exclusive code for my readers to try the premium plan (Educator Plus) on Noodle Factory. Discover how Walter+ can enhance your teaching and provide your students with an unmatched educational experience. And be sure to let me know how it goes for you!
P.S. Check out my podcast episode, where I chat with the Co-Founders of Noodle Factory Yvonne and Jim! Listen here!
About the Author:
Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, and her research focus was on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!
Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.
She is the author of nine books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.
Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or your event! Submit the Contact Form.
Follow Rachelle on Twitter(X) and Instagram at @Rdene915
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
************ Also check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
In collaboration with MatataStudio EDU, Opinions are my own
The Nous AI Set is one of MatataStudio’s standout products. I have used all of their other great products in my classroom and have been amazed by what you can do with the Nous Set!
I had a chance to stop by their booth while attending and presenting at ISTE 2024 in Denver. It was awesome to see all of their fabulous products for students of all ages! It was also great to speak with their amazing team and learn about the options and new resources that are coming from MatataStudio for students! Thank you, Vivian!
[At the booth during ISTE, so many awesome learning resources to explore!]
Nous AI is designed to provide students with an understanding of artificial intelligence (AI) and enable them to build their knowledge through the various activities they can choose from and complete independently! What makes Nous different is its modular design. Students can choose how to design it, which allows it to support a variety of AI technologies and functions. Students can learn about machine learning, neural networks, machine vision, speech recognition, and autonomous driving capabilities, and more. It also offers tools like MatataChat and a range of other AI applications that are available right on its touchscreen.
The robot comes with a metal structure, and it is also compatible with building block structures, so it is a versatile tool for boosting creativity and problem-solving in its assembly and through robotics projects. The expandable electronic module system allows students to customize and enhance their projects, fostering a sense of ownership and creativity and leading to more authentic learning. Whether it’s programming with graphical interfaces or diving into Python programming, the Nous AI Set provides students with a comprehensive platform to explore the world of AI and have fun while doing so.
Engaging in Design and Engineering Thinking
What I appreciate about the Nous AI Set is how it encourages students to engage in design and engineering thinking, which helps them develop a greater interest in the learning process. In my classroom, I’ve seen students become deeply involved in designing, building, and testing their projects. A hands-on approach to learning is essential for developing critical thinking and problem-solving skills, which are crucial for future careers in STEM fields and beneficial in so many areas.
The Nous AI Set allows students to iterate on their designs, test different solutions, and refine their projects as they go. This iterative process is key to helping students build essential skills such as resilience and problem-solving. When students learn to view challenges as opportunities for growth rather than as obstacles, it provides them with skills that will benefit them now and as they prepare for the future. By focusing on the learning process rather than just the final product, students develop a deeper understanding of the principles of engineering and design.
Why should you explore Nous AI?
The Nous AI Robot is a transformative tool for STEAM education and works well in any classroom. MatataStudio offers options for each grade band and provides educators with a comprehensive and engaging way to teach AI and coding to all students. Its modular design, dual programming capabilities, and extensive learning resources make it suitable for students of varying skill levels and interests.
There are many possibilities, and with the Nous AI Set, we can help better prepare students for the future. As an educator who has seen the great impact on student collaboration in building the robot and the ideas that students generated, I recommend the Nous AI Robot for any classroom looking to incorporate AI and robotics into their curriculum, especially as a fun, impactful way to start a new school year! And explore new ideas and challenges throughout the year.
Whether you have years of experience or are new to teaching AI and coding, the Nous AI Robot provides the tools and resources to create a dynamic and interactive learning environment. The focus on hands-on learning and building connections to real-world applications ensures that students not only learn but also experience the exciting world of AI and robotics. There are so many tutorials available to help educators and students get started!
Real-World Applications
The Nous AI Robot is not just a learning tool; it also provides students with insights into real-world AI applications. For example, students can dive in and learn about AI through its activities focused on image recognition, speech recognition, and autonomous driving. Students can see how AI technologies are used in everyday life. These opportunities help students see the relevance of what they are learning, and hopefully, it will inspire them to pursue careers in AI and technology. It is so easy to use with its programmable touchscreen, which sparks curiosity for learning!
Project-based learning (PBL) is a great way to engage students in authentic, meaningful, and real-world learning. It is an essential component of the Nous AI curriculum. Students engage in projects that require them to build and then apply their knowledge of AI, programming, and engineering. The projects help reinforce AI concepts through practical application, which makes learning more effective, memorable, and fun for all students!
The Right Resources for Educators
MatataStudio doesn’t just provide innovative tools—they also offer fantastic learning resources to support educators and students. Educators can access online tutorials and curriculum guides, and various professional development resources are available. MatataStudio ensures that educators have everything they need to effectively integrate the Nous AI Set into their classrooms. These resources are invaluable in helping educators guide their students through the various functionalities of the robot, ensuring a comprehensive understanding of AI and programming.
I had a chance to explore these guides, and everything educators need to get started is available!
The curriculum guides provided by MatataStudio align with CSTA (Computer Science Teachers Association) and ISTE (International Society for Technology in Education) standards, as well as the 5 Big Ideas in AI, ensuring that the content is relevant and aligned with best practices in education.
As a STEAM educator who greatly values bringing STEM to all classrooms and learning about AI, I appreciate the resources provided because they are incredibly helpful for educators who want to plan and deliver lessons that are engaging and educational for all students.
With these options, educators don’t have to worry about spending a lot of time looking for the right resources and lessons to dive in. MatataStudio provides everything you need to get students started and let them take the lead! Create and innovate in our classrooms!
About the Author:
Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, and her research focus was on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!
Rachelle is an ISTE-certified educator and community leader and served as president of the ISTE Teacher Education Network. She was named the EdTech Trendsetter of 2024 by EdTech Digest, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.
She is the author of nine books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.
Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or your event! Submit the Contact Form.
Follow Rachelle on Twitter(X) and Instagram at @Rdene915
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
With the school year ending, it does not mean that learning has to stop. Throughout the summer, students and educators have time to relax and recharge, but it can also be a good opportunity to take advantage of some learning experiences. I think it is a fantastic time to dive into STEM learning, especially with having more time to get outside and explore! There are a lot of opportunities that promote engaging, hands-on activities for students and educators. Find some maker projects, ways to connect in the community and engage in place-based learning, or even participate in STEM camps or events that local organizations or schools may offer.
With a reported 3.5 million jobs requiring STEM skills by 2025, it is important to find opportunities that will help students learn about the possibilities in these fields and develop the essential skills that are in demand.
Here are three ideas to consider for the summer that might also be a great way to start the next school year!
1. DIY STEM Projects
Getting involved in STEM learning in the summer does not require many materials at all. When students and educators engage in “do-it-yourself “(DIY) STEM projects, it helps to fuel creativity and excitement in learning. The possibilities for DIY STEM projects are limitless. There are books and resources available online to explore. Dr. Jacie Maslyk shares many ideas in her blogs and books for STEM-focused learning. The benefits are that it allows students to consider different materials and problem-solve or create a design. DIY activities are great for encouraging students to find a solution to a local or global challenge and see the impact they can make when they develop their STEM skills! Projects like this will not only foster a sense of accomplishment but will encourage critical thinking, problem-solving, and innovation. Students can shift from simply being consumers to becoming creators and innovators!
2. Place-Based Learning
With additional time in the summer or even throughout the year, connecting students with opportunities for real-world learning in their community is essential. By volunteering or participating in place-based learning, students can connect with community members working in STEM careers, for example. These collaborations enable students to apply their knowledge in practical, real-world settings. Whether it’s working in a community organization that is focused on nature preservation, assisting with projects in the community, or taking advantage of internships and mentorship programs, students can get a glimpse into the professional world and build self-awareness of their interests in learning and future careers. We want our students to develop their global awareness, learn about the challenges being faced in the world, and then come up with solutions. Connecting with the community and engaging in place-based learning provides more authentic and real-world learning for students, which will promote student engagement and be more meaningful.
3. Virtual Programs and Online Courses
There are many tools available online for students to explore at their own pace and to find a topic of interest. Diving into programs to learn about coding and robotics, for example, offers many great benefits for students. Students can learn about programming languages, create their own software, or build robots or chatbots. With the resources available, students will develop computational thinking and problem-solving skills while also having the opportunity to boost their creativity.
Online courses and virtual programs provide flexibility, which enables students to learn at their own pace and explore topics of interest. Many of the programs and tools available offer interactive simulations, video tutorials, sample activities, and more, which help to engage students more in learning. Some sites such as Code.org, MIT, AIClub, Scratch, and Tynker provide interactive coding tutorials and projects suitable for beginners. I recommend exploring Minecraft Education and Hacking STEM to give even more choices. For some robots, check out MatataStudio products such as TaleBot Pro or Vinci Bot or check out Marty the Robot from Robotical! Interested in augmented and virtual reality, dive into CoSpaces Edu!
Code with Google is focused on closing equity gaps in computer science opportunities and offers free resources for students. For older students and educators looking for courses and more activities, websites like Khan Academy and Udemy have courses covering various STEM topics, allowing students to learn at their own pace and explore their interests.
Summer learning opportunities for STEM can offer students a transformative learning experience that will spark their curiosity for learning and cultivate STEM-focused careers. These opportunities not only enhance academic skills but also equip students with essential 21st-century competencies, such as critical thinking, collaboration, and adaptability.
About the Author:
Rachelle Dené is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle is currently finishing her doctorate with a focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!
Rachelle is an ISTE-certified educator and community leader and served as president of the ISTE Teacher Education Network. She was named one of 30 12 IT Influencers to follow in 2021 and one of 150 Women Global EdTech Thought Leaders in 2022.
Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or your event! Submit the Contact Form.
Follow Rachelle on Twitter(X) and Instagram at @Rdene915
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
************ Also check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here
In collaboration with Brisk Teaching, All opinions are my own
The life of an educator is always quite busy! There are so many demands on our days that finding extra time to try something different can be tough! However, when you find out about a great tool that not only helps you to save time and is easy to use but also provides many other benefits that will enhance instruction and impact students, then it’s definitely worth diving into some exploration!
Especially during this school year, which brought even more tools, educators are increasingly turning to technology to streamline workflows and enhance instructional quality. A few months ago, I started exploring something new that I found, and I love sharing it with educators. Brisk Teaching, an AI-powered Chrome extension, is designed specifically for educators! What makes it incredibly powerful is how seamless it is to use. Brisk is not an additional app or tool that you have to manage – it integrates directly into the tools teachers are already using (Google Docs, slides, articles, YouTube videos) to save you time right where you’re already working! Efficiency and productivity with Brisk!
The end of the school year is the perfect time to try out these great features and see how Brisk can save time, help with assessments, and more.
Brisk Teaching is amazing in how it transforms the way educators create their materials. With Brisk, you can quickly transform articles, YouTube videos, Google Docs, and other content into worksheets, quizzes, presentations, and more – right from the original sources. I really enjoy using awesome features like the AI Presentation Maker and AI Lesson Plan Generator, which enable teachers to design high-quality, engaging instructional content in minutes! For example, my favorite option, the AI Presentation Maker, enables educators to convert information obtained from articles, websites, or YouTube videos directly into a Google Slides presentation. The slides are created within minutes, and they automatically save directly in your Google Drive so you can easily change them as you normally would when using Google Slides. It just streamlines the whole process, all possible with a simple prompt, grade level, and design selection. It has been so much fun to demonstrate how quickly the slides are generated from a simple prompt of a few words.
Educators are amazed to see each slide being generated with content, images, and a great layout! Brisk not only simplifies the creation process but also ensures that the content is relevant and engaging for students.
The AI Lesson Plan Generator generates comprehensive plans in alignment with specific teaching objectives, grade levels, and more, which significantly reduces the time that teachers spend on lesson planning. Quickly generate a detailed rubric with the AI Rubric Generator or some Depth of Knowledge (DOK) questions. Brisk Teaching empowers educators to produce a variety of educational resources efficiently, which gives them more time to spend working with students!
Feedback
As we know, feedback is essential for learning. It needs to be authentic, meaningful, and timely. With Brisk Teaching, educators can provide this feedback even faster using the Targeted Feedback Generator. This feature enables educators to provide individualized comments to each student right within the student’s Google Docs.
Additionally, there are several feedback styles to choose from, including Glow & Grow praises and actionable Next Steps. The feedback will help students understand their strengths and identify areas for improvement. For educators, by automating the feedback process, Brisk helps educators keep providing feedback in a time-sensitive manner and promotes more consistent feedback for students. Choosing from the feedback styles can also help foster a supportive learning environment.
Inspect Writing
When you first explore the Inspect Writing feature of Brisk Teaching, seeing the replay of how a student has completed their assignment is really cool. The Inspect Writing feature provides educators with some insight into a student’s writing process, starting with any initial drafts to their final submission. With the replay, educators can develop a greater understanding of how a student approaches their work and can then use this to better target instructional approaches and provide more personalized feedback to better meet student needs and help them to grow.
Inspect writing is also a good way to engage a discussion about academic integrity. I see this as a way to focus on accountability also, especially when working with a group, and also as a way to focus on time management when conducting research or writing.
Differentiation
It is essential that all educators ensure that students have access to the learning materials that best match their reading levels and language needs. Promoting inclusivity is critical, and with Brisk Teaching tools like the Text Leveler and Translate Text Tool, educators can instantly adjust the complexity of texts or translate them into different languages for students. With these options, we can ensure that all classroom materials we use are accessible to students from varying linguistic and academic backgrounds and learning needs.
Why I recommend Brisk
Brisk Teaching is more than just a tool; it provides a comprehensive solution that has been designed by educators for educators. It aims to reduce burnout and enhance instructional effectiveness. It is easy to integrate in the classroom and its key features help to streamline our workflow and save time for us to work more with students and colleagues! As technology continues to evolve, tools like Brisk Teaching will continue to add new features in response to educator and student needs. Stay tuned for some other exciting features coming from Brisk. Brisk Boost for Students coming soon!
The surge in AI integration across various sectors, including education, is becoming more apparent. AI is now involved in tasks like assisting in curriculum design, offering feedback, supporting essay composition, and acting as learning companions, showcasing its multifaceted potential in enhancing classroom practices. The emergence of AI emphasizes the importance of equipping students with advanced cognitive skills, such as critical and analytical thinking. Rather than perceiving AI as a barrier to these higher-order thinking skills (HOTS), it is essential to explore how AI can be leveraged to augment and refine them.
How to Teach Higher-Order Thinking
Prioritizing the cultivation of HOTS is essential for fostering innovation and preparing students for success in this fast-paced world. While some may fear that the rise of AI could diminish the relevance of these skills, a study by the McKinsey Global Institute (2017) on AI and automation suggests otherwise. The study found that while AI and automation may replace certain routine tasks, they also create new opportunities for tasks requiring human-centric skills, including higher-order thinking. Therefore, far from declining, the importance of HOTS is underscored in the age of AI.
Higher-order thinking refers to cognitive processes operating at the top tiers of Bloom’s taxonomy, including analysis, evaluation, and creation. These advanced cognitive skills demand the application of critical thinking, where learners independently generate understanding, make connections, and assess information based on their learning experiences.
Bloom’s Taxonomy Questions for Higher Order Thinking Skills
Developing higher-level questioning requires teachers to possess a profound understanding of Bloom’s Taxonomy levels and the art of questioning.
While questioning serves as a fundamental tool utilized by educators on a daily basis, it is essential to recognize that the purpose of questions aimed at promoting HOTS extends beyond the mere recollection of facts or information. Rather, these inquiries are crafted to stimulate critical thinking and foster a deeper grasp of the content. By prompting students to delve deeper into the material, such questions encourage them to construct a more comprehensive understanding, thereby enabling them to apply their knowledge effectively in real-world contexts.
Open-ended questions aimed at higher-level thinking encourage learners to delve into topics more deeply, utilizing their knowledge and abilities. These types of questions cannot be answered with a simple “yes,” “no,” or brief response. Instead, they encourage individuals to critically analyze the information they’ve acquired and construct cohesive, relevant answers.
Understanding Bloom’s Taxonomy
Bloom’s Taxonomy is a structured hierarchy, developed by Benjamin Bloom back in the 1950s, that classifies thinking behaviors essential for learning. Let’s dive into how you can incorporate Bloom’s Taxonomy in your classroom teaching with strategic questions tailored to each level:
Remember: This is the foundational step. It’s all about remembering facts. The base of Bloom’s pyramid, the “Knowledge” level, is the stepping stone to all higher-order thinking skills. At this stage, students absorb raw facts and figures, laying the groundwork for more complex cognitive tasks
Sample of questions to ask students:
“When did the American Civil War start?
“What is the capital city of Canada?”
Understand: This stage challenges students to grasp the meaning of the information, like interpreting the primary theme of a poem. It’s not just about parroting back facts; it’s about making sense of them. Comprehension, a critical step in Bloom’s Taxonomy, involves not just absorbing information but truly understanding it. Students delve into the “why” and “how” behind concepts, ensuring they can explain and translate information in their own words.
Sample of questions to ask students:
“How would you summarize this chapter to a friend who hasn’t read it?”
“What does this graph indicate about the relationship between X and Y?”
Apply: Can students extend their knowledge to unfamiliar situations? For instance, can they go beyond simply memorizing the Pythagorean theorem and instead use it to address practical challenges like those found in architecture or engineering? The “Application” level in Bloom’s Taxonomy drives students from merely knowing information to applying it in novel scenarios. It’s not just about retaining or understanding; it’s about putting that knowledge into practice, a critical leap in cognitive development.
Sample of questions to ask students:
“How can you demonstrate the law of conservation of energy using a simple experiment?”
“How would you apply the concept of photosynthesis in setting up an efficient greenhouse?”
Analyze: This stage encourages students to dissect information and grasp its structural components. For example, in a science experiment, can they discern the variables, methodologies, and outcomes? The “Analysis” phase of Bloom’s Taxonomy guides students towards the dissection, differentiation, and organization of information. At this stage, learners move beyond simple application of knowledge, delving deeper to comprehend the complex components of a topic and their relationships.
Sample of questions to ask students:
“Based on the historical document, can you identify the underlying causes of the event?”
“Which parts of this experiment were crucial in determining the final outcome?”
Evaluate: In this phase, students assess values, make judgments, and substantiate decisions. They might be challenged with debating the ethics of a historical event or critiquing a piece of art. Occupying the pinnacle of Bloom’s Taxonomy hierarchy, the evaluation stage requires discerning scrutiny and the formulation of judgments based on predetermined criteria. It goes beyond mere identification of pros and cons to providing recommendations or making informed decisions.
Sample of questions to ask students:
“Which method discussed in class do you think is most effective for solving this problem, and why?”
“In comparing these two characters, who do you believe showed greater resilience, and what evidence supports your view?”
Create: In this phase, the emphasis lies on combining elements to construct a novel pattern or structure. Picture it as creating a fresh narrative by blending components from different fairy tales. Culminating Bloom’s hierarchy, the Creating level tasks students with assembling pieces into an original arrangement, devising innovative solutions, or fostering a unique perspective.
Sample of questions to ask students:
“Can you devise a new experiment that would expand on the findings from our previous lab?”
“Can you compose a poem that integrates five different literary devices we’ve discussed this semester?”
Incorporating Technology into Bloom’s Taxonomy Teaching
In an era dominated by technology and AI, educators and presenters are constantly searching for innovative methods to capture their audience’s attention and ensure that learning remains both stimulating and impactful. Enter ClassPoint AI, a groundbreaking tool that automates Bloom’s Taxonomy question generation based on teachers’ PowerPoint slide content.
Incorporating ClassPoint AI into teachers’ education or presentation strategy is not merely about utilizing technology—it’s about transforming the perspective and approach towards assessments and interactions. Here’s how:
AI-Powered Efficiency: With ClassPoint AI’s AI-generated quiz questions, teachers can instantly transform any PowerPoint slide into an engaging quiz. This not only saves time but also ensures the quiz aligns with the content’s relevance. It is a great way to involve students in the use of AI for purposeful learning!
Versatile Assessment Features: Through its flexible quiz customization, ClassPoint AI breaks the monotony of conventional quizzes. Teachers can tailor quizzes to match specific learning objectives, enhancing engagement and effectiveness. Creating quizzes that meet students’ needs is easy!
Fostering Critical Thinking: Crafting questions based on Bloom’s Taxonomy cognitive complexity hierarchy ensures that students go beyond mere memorization. Instead, they engage in analysis, evaluation, and synthesis of information, resulting in a profound comprehension of the subject matter.
Closing Language Barriers: ClassPoint AI’s multi-language support guarantees inclusivity, ensuring that all learners, whether international students in a classroom or a diverse audience in a global seminar, are accommodated.
While ClassPoint AI is undoubtedly invaluable for educators, its utility transcends the boundaries of traditional classrooms:
Corporate Training Sessions: Utilizing ClassPoint AI, trainers can assess employee comprehension in real-time during workshops, enhancing interactivity and effectiveness.
Webinars and Online Workshops: Incorporating quizzes through ClassPoint AI ensures sustained audience engagement and immediate feedback for presenters.
Language Academies: With ClassPoint AI, language instructors can develop personalized quizzes in various languages, enriching language learning and comprehension.
Bonus: Interactive Classroom Activities You Can Run in Class for Each Bloom’s Taxonomy Level
Utilizing the Bloom’s Taxonomy framework in teaching doesn’t have to be a laborious task. With ClassPoint, each stage of Bloom’s Taxonomy instruction can be amplified through a variety of presentation, interactive quiz and gamification tools.
Here are a few methods for seamlessly incorporating your lessons within the Bloom’s Taxonomy framework:
Lower-Order Thinking Skills
Activities Involving Recalling of Information
Run “Multiple Choice” quizzes to test students’ ability to recall important information
Run “Fill In The Blanks” activities to test students’ understanding of a new topic being taught
Activities to Test Understanding
Run “Word Cloud” as a tool for brainstorming and ideas collection to encourage the solidification of understanding of a new concept being taught.
Run “Audio Record” to encourage students to submit their responses via audio format.
Problem-Solving Activities
Run “Slide Drawing” to encourage students to submit their responses by drawing or editing the teacher’s slide
Run “Short Answer” and solve problems by offering students’ point of view
Analysis
Use “Draggable Objects” to move objects freely during a live presentation where teachers and students can label and classify objects into their respective categories.
Use “Annotation Tools” to build mind maps and concept maps and help students understand the relationships between concepts.
Higher-Order Thinking Skills
Evaluative Activities
Use “Timer” to run debate or role-play activities with students to enhance their critical thinking.
Use “Quick Poll” to gather students’ responses and feedback on a topic being taught.
Creative Activities
Use “Draggable Objects” to create something new by putting together the puzzle pieces on the teachers’ slides.
Run “Video Upload” to encourage submission of projects in the form of videos or vlogs to encourage creativity and innovation.
Embrace The Synergy
In today’s educational landscape, the fusion of Bloom’s Taxonomy with AI heralds a new era of classroom innovation. By embracing this synergy, educators can empower students to develop critical thinking, problem-solving, analysis, evaluation, and creativity—essential competencies for success in the modern world. Tools like ClassPoint AI present an exciting avenue to revolutionize teaching HOTS, offering efficient quiz generation based on Bloom’s Taxonomy and fostering interactive learning experiences. As we navigate this transformative journey, let’s harness the power of AI to cultivate agile, forward-thinking learners.
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You might have heard it before from your teachers: “Everyone learns in their own way.”
For years, teachers have been attempting to design lessons and activities to match students’ different “learning styles.” But what does this actually mean? What are these supposed “learning styles”?
For some people, they claim that they are “visual learners,” which means that they have a preference for visual-driven instruction. They are more likely to understand concepts if given visual aids such as maps, graphs, diagrams, charts, etc… (Grand Canyon University, 2020). Some people claim that they learn best through auditory modes, while others prefer to be hands-on.
You, too, might have allocated yourself to one of these categories of learning styles throughout your years in K-12 schooling or even college. Suppose that you are a “kinesthetic learner” and like to be hands-on. You are trying to learn systems of equations in a math class. Would you rather be “hands on” with that activity or see someone work out the problem on the board? The obvious choice would seem to be the latter. Does that mean you’re not a kinesthetic learner but rather a visual learner?
This is where learning styles as a concept starts to become muddy. The idea of learning styles has been something that is so pervasive that we never stop to think about if the idea is grounded in scientific research. So is learning styles a myth? The short answer is yes.
The myth is based on the idea that “learning will be ineffective, or at least less efficient than it could be, if learners receive instruction that does not take account of their learning style, or conversely, it is the claim that individualizing instruction to the learner’s style can allow people to achieve a better learning outcome” (Pashler et al., 2009, p. 108).
However, there is a multitude of evidence to suggest that this is actually not true, or at least not supported enough that the learning style hypothesis is valid. Pashler and colleagues noted:
At present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have a strong evidence base, of which there are an increasing number. (p. 105)
This brings up an interesting point. Since there seems to be very little evidence on creating instruction based around learning styles, what harm are the teachers who are proponents of this concept potentially doing to their students’ learning? Well, when students are allocated to a certain learning style and the lesson is catered to their learning style, they could be missing out on different learning opportunities (University of Kansas, 2024). For instance, a “visual learner” who is always instructed using visual aids may be hindered in understanding active listening, or might miss out on hands-on learning with science experiments.
While it would seem that we are criticizing learning styles harshly, we do see that there were good intentions behind the idea. On one hand, there’s little scientific evidence to support learning styles; on the other hand, it is still important for educators to realize that each individual student has their own preference as to how they tackle their learning. The idea that learning style propagates is choice but does it in the wrong way.
What matters most is the context of the learning and topic at hand. You wouldn’t give a student a set of auditory directions about where Spain is when you can just show them a map, even if they claim to be an “auditory learner.” You’d be better off teaching this learner how to actually read a map to build upon their spatial knowledge and then give them the choice in how they want to present what they know. They want to create a presentation on Spain? That’s fine. They want to create a podcast, describing Spain? That’s also fine. Or, perhaps they want to create a poster board! To create an empowered learner is to give the learner the choice to show what they know in any way they want – this is different from tailoring lessons to each students’ learning style.
So to all educators and future teachers, it might not be helpful to give your students a choice in how they want to learn solely based on their “learning style,” but instead give them the choice in how they want to show their learning.
Author Bios:
Michael Cao is a Mathematics major at UMass Amherst under the teaching concentration. He is also pursuing an Education minor.
Evan Missakian is majoring in History and minoring in Education at the University of Massachusetts Amherst. He hopes to pursue a career as a History Teacher in secondary education after graduation.
Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or your event! Submit the Contact Form.
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**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
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Sponsored post by Chris Petrie, via Kwizie.ai; opinions are those of the author
Language tutors are facing unprecedented challenges in keeping students engaged and motivated. The shift towards video-driven learning, accelerated by the COVID-19 pandemic, has only intensified these problems. With studies saying that GenZ students consume an average of 7.2 hours of video content daily and a staggering 500 hours of video uploaded to YouTube every minute, educators are competing with a barrage of digital content designed for instant gratification. This massive influx of content, coupled with the addictive design of platforms like TikTok and Instagram, has made it increasingly difficult to capture and retain students’ attention. One key to overcoming this challenge lies in aligning educational content with student interests, but the heavy burden of personalizing interactive and engaging resources can be overwhelming.
Enter the power of AI in language learning. Kwizie.ai is transforming the way language educators personalize learning content by automating the creation of quiz games from any video in 20 different languages. This tool turns passive video watching into an active learning experience, making language comprehension both aligned with student interests and highly personalized.
Laura Homs Vilà from Couch Polyglot shares her experience:
“I was blown away by how fast it was possible to create such quizzes. It’s definitely a game-changer for teachers and learners alike, helping to clarify whether the video content was truly understood.”
Practical Strategies for Engaging Language Learning
Imagine many possibilities: an English video the student knows well paired with a Spanish quiz, or a Spanish video reinforcing language skills with a quiz in Spanish. The combinations can be tailored to suit any learning objective.
For a creative approach, consider using the learner’s favorite music videos. A familiar Taylor Swift song, for instance, could be the basis for a quiz in a different language (click here for a Spanish quiz, for example), making learning both fun and engaging.
Another great strategy is to get students into study groups and have them engage in peer assessment; they can easily create quiz games for each other from their favorite videos as a powerful way to learn together.
How Kwizie works in 3 steps:
1. Select Content: Start by choosing video content that resonates with your students’ interests. For example, a short National Geographic documentary on sharks could captivate a student fascinated by marine life. Kwizie’s AI can then generate a quiz based on this content in 20 languages.
2. Share and Collaborate: Once the quiz is generated, you can edit what you like and set the quiz conditions. Then, sharing it with students is done in one click.
3. Leverage Analytics for Future Learning: Kwizie provides valuable analytics that offer insights into student engagement and listening comprehension. This data-driven approach allows educators to tailor their delivery strategies to meet the individual needs of their students. For more advanced learners, incorporating activities like recording their own presentation and speaking sessions can add an extra layer of challenge and engagement for audiences.
Impact
By leveraging Kwizie’s AI capabilities, educators can significantly increase the rate of language learning while radically decreasing the time spent creating personalized and engaging learning experiences. This not only motivates learners but also sets them on a path to success, which is the ultimate goal for any educator.
“I have to say this technology is outstanding! It’s one of the most impressive quiz-making tools
that we’ve come across. It does it instantly. It does it in seconds. It even makes it a little gamified.” – Russell Stannard from Teacher Training Videos
It is free to try – it takes less than a few minutes to get your first quiz up and running, and, with a special offer, to try Kwizie for just $1 in the first month. Visit Kwizie.ai and click “Try Now for Free” to embark on a journey that transforms passive video consumption into an active, data-driven learning adventure.
Chris Petrie, PhD, CEO & Co-Founder Kwizie.ai
Helsinki, Finland
Bio:
Chris Petrie is the CEO and Co-Founder of Kwizie.ai, bringing 20 years of experience in education, research, and product leadership. Previously, he has led more than 25 global research projects for well-known international clients, including Supercell, the OECD, the LEGO Foundation, and the World Bank.
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Guest post by Miles DeMacedo, Kylie Gannon, and Pierre Ayer, Opinions expressed are those of the authors.
Schools across the United States have been grappling with how to improve student engagement, quality of work, and attitude toward learning. Administrators and teachers alike are blaming cell phones and their widespread use in schools for distracting students from what they should be focusing on – their learning.
In a congressional press release, Senator Tom Cotton of Arkansas stated: “Widespread use of cellphones in schools are at best a distraction for young Americans; at worst, they expose schoolchildren to content that is harmful and addictive,” (as cited in Langreo, 2023, para. 6). Proponents contend that students are using cellphones in manners that hinder not just their own learning but also that of their peers (Ugur & Koc, 2015). As a result, schools across the U.S. and even other countries have implemented such bans.
What are the results? A number of studies have found that there has been an increase in student test scores (Beland, 2021) and noticeable reductions of bullying incidence among teenagers (Beneito, Vincente-Chrivella, 2022).
That’s quite the claim! We’re inclined to believe it, too. It seems like common sense, and the claims are based on research. The writing is on the wall: Smartphones in schools are on their way out, as they should be! However, that might not be the whole story. The issue at hand requires a more nuanced look at schools, students, and their relationship with smartphones. Let’s dive deeper!
In the current climate, it is safe to say that smartphones and how they are utilized are criticized. Senator Tom Cotton will have you believe that they are nothing but insidious devices that demand the attention of your children. While there is some truth to this, Tom Cotton fails to consider the potential positives of smartphones and what they can bring to the table for students seeking to learn. While each new piece of technology produces a wave of skepticism, McKenna (2023) says that “banning a technology or behavior prematurely, based on its initial negative impacts, can prevent society from learning how to adapt to and effectively manage the technology” (para. 15).
One argument for allowing cellphones in schools is that they allow for students to practice control over their actions and responsible technology use, becoming more active learners in the classroom. Chris Davis, a teacher in Glendale Unified School District, noted that with clear expectations, “the classroom rewards outweigh the risks of a more open policy” (as cited in Walker, 2016, para. 3).
A large portion of teachers are already having students utilize their cellphones for learning. One study surveyed 79 teachers to determine their perceptions of using cellphones for classroom instruction, and “findings indicated that the majority (69%) of teachers support the use of cellphones in the classroom and were presently using them for school-related work” (Thomas et al., 2013, para. 1).
Even in schools with strict cellphone ban policies, students are still using cellphones in the classroom as requested by teachers. At South Eugene High School, the policy is that students keep their cellphones off and out of sight during class unless instructed otherwise. One teacher working under this policy, Bobbie Willis, says she asks students to use their cellphones as documentation tools used to record or take photos. “The convenience makes her wonder if the phones are more valuable than the school-issued laptop” (Snelling, 2024, para. 19).
But what about the test score improvements cited in the Beland and Murphy study in Swedish secondary schools? Well, a study was done to replicate those claims, with an increase in the survey response rate of schools to approximately 75% (a bigger sample size than the original study), it was found that there was “no impact of mobile phone bans on student performance and [we] can reject even small-sized gains” (Kessel et al., 2020, Abstract).
Another important note to consider is the student’s perspective. After all, these are the people that cellphone ban policies affect most. Overall, these policies can be discouraging to students because they take away their ability to make their own choices when it comes to the use of technology. Teaching responsibility must include some level of trust, otherwise the school atmosphere can become hostile. The relationship between the students and the school can significantly affect a student’s learning (Singer, 2023).
So, are cell phone bans in schools the answer to the lack of engagement from students? Well, like we said previously, this issue requires a more nuanced view. At the very least, there is a need for school policymakers to align cell phone rules and restrictions accordingly (Keengwe, 2012, para. 1). Then it becomes a matter of using a variety of approaches, looking at the research, and adapting accordingly.
Author Bios
Miles DeMacedo is majoring in Community Education and Social Change at the University of Massachusetts Amherst. He has also applied to the 4+1 masters program for higher education at UMass Amherst.
Kylie Gannon is majoring in Physics with minors in Mathematics and Education at the University of Massachusetts Amherst. Outside of the classroom, she is an instructor at an educational maker-space, teaching children and teens about robotics and coding.
Pierre Ayer is majoring in Community Education and Social Change at the University of Massachusetts Amherst.
Keengwe, J., Schnellert, G. & Jonas, D. (2014). Mobile phones in education: Challenges and opportunities for learning. Education and Information Technologies, 19, 441–450. https://doi.org/10.1007/s10639-012-9235-7
Kessel, D., Hardardottir, H. L., & Tyrefors, B. (2020). The impact of banning mobile phones in Swedish secondary schools. Economics of Education Review, 77, 102009. https://doi.org/10.1016/j.econedurev.2020.102009
Uğur, N. G., & Koç, T. (2015, December 30). Mobile phones as distracting tools in the classroom: College students perspective. The Journal of Operations Research, Statistics, Econometrics and Management Information Systems. https://dergipark.org.tr/en/pub/alphanumeric/article/287550
Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or your event! Submit the Contact Form.
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************ Also check out my THRIVEinEDU PodcastHere!
Learning as I go: Reflections & lessons learned 