We have thousands of resources to choose from, and ideas we can gather from the different learning communities that we belong to, however, it can be overwhelming and time-consuming to sort through all of our options. It is always important when we consider our options to think about the purpose for using them. I try to find tools that have benefits beyond their educational use and that are applicable to the real world and will help students to prepare for the future.
As we look for activities and new ideas to keep students engaged, I think it is the perfect opportunity to explore some of the emerging technologies like augmented and virtual reality. While traveling around the world or exploring objects up close is limited during this time, we can use some of the AR and VR tools available to explore and also to have students create their own. Giving students the chance to engage in a more meaningful way with the content they are studying and move from consumers to creators using these tools helps to increase student engagement and leads to higher student achievement.
Using tools for exploring and immersing more in learning through AR and VR enables students to connect more closely with what they are studying. Having choices for creating with these tools, also enables us to meet specific student needs and interests. As a bonus, these tools are also fantastic options for anyone interested in learning about these emerging technologies.
Here are eight options to get started with:
Big Bang AR. Download the Big Bang AR app to learn about the big bang theory and engage in an interactive journey in mixed reality. Travel back 13.8 billion years and see the formation of the universe happen right in your real-world space. Imagine seeing the stars as they form right in front of your eyes.
Devar: Choose from one of the lively characters to bring into your classroom or home. Devar is easy to get started with and is a fun way for students or anyone to learn more about what augmented reality is and how it can be used for storytelling. Start by selecting a character and add music or your own narration to it and record. Share the video with students or have students create their own to tell a story. Check out the other resources available from Devar such as games and books related to different content areas and grade levels.
DisruptED. Provides augmented and virtual reality tools for students in pre-K through third grade. I recently learned about this one from Jaime Donally and had a chance to see the possibilities for engaging students through AR books. The new starter kit includes activity books, gamified activities, a headset and more. The newest AR book “Bee Safe” is available for a free download.
Google AR/VR. A website full of resources for learning about augmented and virtual reality through Google. Check out the experiences which include opportunities to learn about math, science, the human body, and more in AR. Bring prehistoric creatures or other animals into your environment. You can even create your own AR experience by downloading the software development kit (SDK) to create with Google ARCore. With the SDK, you can create new AR experiences or enhance existing apps with AR features.
Nearpod: Offers many options for promoting student engagement through its interactive multimedia platform. My first VR experiences were with Nearpod and there are thousands of lessons to choose from which include 3D objects and VR field trips. Lessons through Nearpod are great options for immersing students in different learning experiences and traveling around the world or exploring places and objects more closely.
It is important to offer multiple options to students that lead to more meaningful experiences that promote the development of essential skills for the future and empower them through self-driven learning. We have an opportunity to innovate and reimagine learning as we embrace the new school year. We can use these immersive tools to create new learning experiences for our students and empower them to create their own!
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I recently attended my fourth TCEA conference. This year marked the 43rd year of the TCEA (Texas Computer Educators Association) Convention and Exposition which was held in San Antonio, Texas at the Henry B. Gonzalez Convention Center. Since the first time I attended TCEA in San Antonio in 2017, it has become one of my must-attend conferences each year. With more than 700 sessions to choose from on a variety of important topics, TCEA provided a great learning experience for educators again this year. There were also lots of spaces for educators to connect and build their network. Luann Hughes served as the 2023 Convention Chair and sent emails each day with an overview of the day’s schedule, some “Sessions to Savor” and other helpful information to get attendees excited for the day!
The highlights
The people: It is so nice to be able to join together in person at events like the TCEA conference again. For some people, this may have been the first time meeting a friend face-to-face or the first time seeing a friend in the past few years. For me, I love the opportunities to spend time with friends, make new connections and build our learning networks.
The mock schedules: Deciding on sessions to attend can always be a challenge especially when there are so many choices. One of the things I love about TCEA is that they put together mock schedules focused on the different roles of educators. The conference planning team reviews all sessions being offered for roles such as classroom teachers, IT, leaders, and librarians, or with a specific focus on SEL or STEM, special populations, and other important topics in education. Being able to look at a sample schedule helps any attendee but definitely, a first-time attendee to build a schedule focused on their specific interests and needs for professional learning.
Power Hours: There were a variety of session types and events during the conference. Each day started with a Power Hour with a featured speaker. On Monday, Dr. Adam Saenz focused on “The Power of a Teacher” and how important it is to remember the “why” behind the work that we do and the importance of focusing on relationships. On Tuesday, Dr. Michael Hinojosathe spoke about “How to Leverage Educational Technology as a Learning Strategy.” He has more than 40 years of experience in public education, as a teacher, coach, and superintendent/CEO. On Wednesday, the Power Hour “Keep it REAL. Keep it FUN. Keep it UP!” with Joe Dombrowski, an educator who has studied the art of improv comedy. He shared ideas and personal stories about how he uses improv to boost student engagement. His goal is to help students “want to be in school rather than have to be in school.” There was a lot of laughter during his inspiring session.
[Kaitlin Roig-DeBellis]
Thursday’s Power Hour was with Kaitlin Roig-DeBellis, a former Sandy Hook Elementary teacher and the founder and executive director of Classes 4 Classes. She inspired educators with her message focused on making choices with “purpose, passion, perspective, resilience, and hope.”
One of many interesting spaces in the center.
The sessions and topics
There were several hot topics this year. Attendees were very interested in learning about AI and in particular, ChatGPT, and its implications for education. Blockchain, NFTs, and the metaverse were also of interest, with several sessions available covering each of these. I presented a few sessions on artificial intelligence, emerging tech like NFTs, blockchain, the metaverse, and augmented and virtual reality. I also presented and attended several sessions on SEL. There were so many great sessions to choose from. As a presenter, I learn so much from attendees and I look forward to those opportunities to connect. The interactions in sessions lead to new connections and spark interest in new areas for teachers who walk away feeling more confident in diving into some of these new topics and trends.
One of my presentations focused on Chart A New Course: Teaching Essential Skills. Sharing methods and tools like BookWidgets, StoryJumper, Marty the Robot and many more!
Jaime Donally had a great experience for anyone looking to learn about augmented and virtual reality during her sessions such as “Top AR/VR Trends to Transform Learning” and the Digcit VR Journey. Rabbi Michael Cohen (The Tech Rabbi) presented a few sessions on Cryptocurrency, Blockchain, NFTs, and web 3. Also, a big focus was on SEL, with a great session for teachers presented by Jenallee, the eTwinz, and Scott Bricker. Many sessions covered these topics and drew large crowds. Monica Burns had so many ideas to share in her “15 Ways to Collect Actionable Formative Assessment Data” session. She presented quick ideas and also digital tools that help educators gather important data about student learning.
Strategies for Teachers Session by Jenalee and the eTwinz
There were a variety of sessions focused on specific tools such as Google from Dr. Desiree Alexander who had a lot of great tips for streamlining Google Drive. Holly Clark and Matt Miller presented on AI and ChatGPT and shared some ideas for how educators can explore this technology and ways to help students understand it and its implications for learning now and working in the future. Another engaging session was “Three by Thursday! Electrifying Strategies to Ensure Engagement in Learning” by Stormy Daniels and Wendy Hedeen. These are just some of the many topics you could explore and sessions that provided actionable strategies and many resources and also helped with building confidence in taking some risks in our classrooms.
The poster sessions: At each conference, poster sessions are a great way to take in a lot of new ideas in a short amount of time. Being able to interact one-on-one and ask questions specific to your needs in these topic areas really does make a difference. There were poster sessions for CTE, Librarians, Professional Learning, STEM, CTE, and content areas. Sometimes it can be tough to decide which sessions to attend at a conference, but there were opportunities everywhere, especially through the poster sessions.
Panel and Roundtable Discussions: There were roundtable and panel discussions held each day on topics such as equity, personalized professional learning, sustainability, and really relevant focus points for educators. Each day had a variety of panel discussions focused on issues relevant to classroom teachers, educators, and librarians and provided an engaging space to ask questions and make new connections.
Presenting on AI and sharing Marty the Robot
The big topics: Some of the big topics in emerging technology this year were blockchain, cryptocurrency, the metaverse, NFTs, and also ChatGPT. There were also a lot of sessions focused on SEL for students and ideas for educators for their own well-being. TCEA even had an SEL room available for educators to take time to relax in a calming and relaxing environment. It was also a space where educators could learn more about SEL practices and gather some resources.
The Exhibit Hall
I enjoyed exploring the exhibit hall this year with so many companies present and different opportunities to interact with cutting-edge technologies and new ideas for STEM and emerging technologies. Some of the favorites were the Escape Room bus, the Esports area, and of course the endless swag that was available to attendees. There was a lot of interest in STEM-related resources such as Ozobot, Sphero, Marty the Robot, and more hands-on learning materials for younger students like this awesome learning mat from Active Floor.
It is also another great way to learn some new ideas by checking out the different technologies and solutions or catching some of the booth demos given by educators. It gives attendees the chance to learn about a lot in that one space and also to walk away with some fun swag too!
Esports was popular this year with several sessions happening as well as a space in the expo for attendees to take in the esports experience. Throughout the hall, there were booth demos by educators sharing their experiences of using some of the tools like Book Creator, Edpuzzle, Kami, and Spaces EDU, and many booths with live presentations happening every 15 minutes.
Attendees could also step inside and take a tour of a fully renovated, 43-foot school bus that has become a makerspace on wheels. It’s a STEAM dream come true!
The Quest Escape Room bus
The space that TCEA creates
Arriving at TCEA each year, attendees are welcomed as soon as they enter the space. There are volunteers ready to assist you and lead you in the right direction, make sure you are enjoying the experience and check in on presenters to make sure everything is set to go. Don’t worry about attending this conference alone. It is a welcoming space and you will meet and connect with educators right away!
Meeting up with friends at registration to kick off the week!
Planning for next year! If you have been thinking about attending a conference, I definitely recommend TCEA. It has become a favorite event each year. The topics and strands focused on different roles for educators, the variety of sessions, and the welcoming TCEA staff and volunteers, really provide a tremendous learning experience for all attendees.
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 an ISTE Certified Educator and serves as the past president of the ISTE Teacher Education Network. She was named one of 30 K-12 IT Influencers to follow in 2021.
She is the author of seven 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 “Your World Language Classroom: Strategies for In-person and Digital Instruction” and Things I Wish […] Knew.
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Guest post by Dr. Shelly Vohra in collaboration with @ClassComposer
Response to Intervention (RTI) is a strategy geared towards students who face learning challenges. Students struggle for a variety of reasons and it’s important to understand why these students are struggling and the best way to create a learning path so that they are successful and feel good about themselves. The premise behind “interventions” is to ensure that students receive the supports they need so that the gaps in learning are not exacerbated. It is important to note, however, that “gaps” should not be seen as deficits; rather gaps are areas of growth for students and each student has their own areas of growth based on a wide range of assessments. I, personally, have an issue with the term “gaps” but that is a topic of discussion for another time. It is also important to know that RTI is not a program; it is an approach that identifies student needs based on collecting data from various sources and in a variety of ways and then identifies and applies relevant instructional strategies to develop those skills in students.
Gathering and accessing data
When it comes to data, there are many sources available for educators to learn about the needs of individual students. Being able to gather all of this information, sort through it, share it with other teachers, and develop a plan can take time. Not having a streamlined space for this makes it challenging. With Class Composer, educators have everything they need to be able to monitor student progress. The information is readily accessible to anyone, at any time. It enables all teachers to access the information they need about each individual student when they need it.
With Class Composer, it is easy to track and record student growth toward individualized goals and share this information within your PLC to best provide for all students. Simplify how you manage all the assessment data collected!
Supporting teachers to support students
As it is, one of the most important parts of the RTI process is to build a team to effectively support students who are struggling. The team should include classroom teachers, administrators, teachers who support special education students and those students who are learning English, the school psychologist, speech-language therapist, and parents. Teachers provide targeted teaching and then use formative assessment practices to determine if the intervention strategies are working.
With Class Composer, it makes it easier for teachers to have access to all this information in one space. It enables teachers to create a supportive learning community for students. These teacher-student connections lead to the development of the essential relationships that need to exist for all students to be successful. The simplified space creates a better way for teams to collaborate and access the information they need when they need it.
If they are not working, the team must decide how they will adapt and modify their instructional practices to ensure that students are indeed learning and growing. A significant aspect to keep in mind is that formative assessments inform us of what we must do to ensure student success, not what the student needs to do. In other words, how are we adjusting our practice to best support students? Assessment informs instruction; it is our responsibility to continuously revise what we are doing so that students meet the learning goals related to curriculum standards and expectations.
Even though there is no one correct way to implement RTI, it is a three-tiered approach and you can think of it as a pyramid in which each tier increases in the intensity of support. They are:
(1) whole class
(2) small group, and
(3) intensive interventions.
Some school boards call this a multi-tiered system of supports or MTSS. Although there are many benefits to this approach, I also see several problems and issues arising from the basic foundation upon which RTI and MTSS were built.
I will be discussing these issues in future blog posts as well as digging deeper into this system of support and how to best implement this framework so that all students succeed, grow, and have positive self-worth.
About the Author
Dr. Shelly Vohra is an educator, coach, and consultant. Dr. Vohra teaches undergraduate and graduate level courses in Technology and Mathematics as well as working with students who are learning English. She holds an M.Ed in Adult Education & Distant Learning and a Ph.D. in Educational Technology. Dr. Vohra has over 20 years of experience in education (K-12) teaching various subject areas. Dr. Vohra has written several courses related to Indigenous Education, Multilingual Learners, and Mathematics.
Most recently, she was on a writing team that revised the Science Curriculum (K-8) for Ontario. She has presented at various conferences in Canada and the U.S.A. Dr. Vohra’s work includes designing learning experiences for students through an integrated curriculum lens that combines inquiry with equity. Her research interests include social media in education and blended learning, Dr. Vohra is currently writing a book on her journey. You can find her blog at https://techdiva29.wordpress.com/. Her website will also be launching in late Fall. You can also follow her on Twitter @raspberryberet3 and on Instagram @elevate_ed_21.
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One of the largest questions schools are facing this year is how to try to improve student behavior. We all understand that one side effect of the pandemic was students were deprived of learning key social skills that can help regulate their behavior.
The National Center for Education Statistics reports that 84% of schools agree that student behavioral development has been negatively impacted and that has led to everything from student misconduct to acts of disrespect toward teachers and staff to prohibited use of electronic devices.
In reaction, many schools have used their COVID relief federal funding to start or bolster existing social-emotional learning programs. In fact, 88 of the top 100 districts in the U.S. reported spending funds on SEL – that meant more districts expanded SEL than sought additional technology, teacher training, or extended learning opportunities.
And that’s not a surprise. Many studies show that addressing and building students’ social-emotional skills can result in better academic performance, fewer disruptive behaviors, and less emotional distress.
As a quick aside, if your district is still searching for a solution, I have a detailed column that explains how to best vet a new program, considering your district’s available funds, current climate, and hoped-for outcome.
But if like so many districts, you have already purchased a program and are in the early stages of implementation, I have some advice that seeks to flatten your learning curve, enhance buy-in from staff, and start producing results quicker.
The first key lesson is that even if you have chosen the right program, simply buying something and beginning to train staff isn’t enough to guarantee success. Just as we know that students do better when they understand the relevance of the work they are completing, your staff is more likely to find success if they believe in the option you’ve chosen.
One way to accomplish this is by sharing with them the process you went through to choose your solution. You likely not only gauged your product’s effectiveness in schools in general but also studied exactly how it worked in schools that mirror your district. Let your teachers know what research went into it, and freely share any examples you have from other implementations, from successes to roadblocks.
If you completed a trial with a small group, let staff know. Allowing teachers and others to talk with multiple people about implementation will help tamp down fear of the unknown.
You should also set clear expectations for your program, even if it’s already been rolled out district-wide. Explaining that usage can deepen in coming years will offer a roadmap to staff, and help teachers see the end goal without allowing day-to-day frustrations to hamper their efforts.
The last method to improve your staff’s buy-in is to extend your SEL program to include care for their social and emotional states. During the last several years, teachers may have been working so hard to mitigate the negative effects from the pandemic on students, they ignored their own self-care. Teacher resignations and polls that show increased unhappiness in their jobs are proof that stress, extra work, and uncertainty have taken their toll on your staff.
Remind your teachers to take care of themselves and offer them programs in yoga or controlled breathing. This can not only reduce their stress, but also prove you care about their well-being. In short, take care of your staff like you hope they take care of your students.
Above all, remind staff that all of this work takes time to master, like any new skill. While you can’t expect students to absorb SEL lessons and improve behavior immediately, if staff is consistent with their lessons, progress will begin in mere weeks. This will then reinforce the importance of your SEL program.
Al Kingsley is an author, the CEO of NetSupport, Chair of a Multi-Academy Trust in the UK, Education Author and co-chair of Workstream 5 at the Foundation for Educational Development, whose mandate is to develop a framework for long-term vision and sustainable planning for education in England. He travels the world, speaking about and studying education. Al’s latest book isMy School Governance Handbook.@AlKingsley_Edu.
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In preparing students for the essential skills they need for the future, we have different methods and digital tools that we can bring into our classroom space. But what skills do students really need?
A great resource to explore is the skills outlook provided by the World Economic Forum. The top skills cited include emotional intelligence, collaboration, communication, creativity, critical thinking, and problem-solving.
What is important to note is that these skills align with the five core competencies of social-emotional learning (SEL) skills of self-awareness, social awareness, self-management, relationship building, and decision-making.
Because of the changes that we experienced in the past year, I believe that it is important to have various options, whether teaching in-person, hybrid, or virtually. Choosing methods like Genius hour or project-based learning, activities such as scavenger hunts or learning stations, or selecting digital tools that promote more interaction with and between students will help foster the development of essential future-ready and SEL skills.
How to foster the development of future-ready skills
Educators might wonder how to build SEL activities into the classroom and whether it takes a lot of time. Depending on the methods or tools chosen, some of them do require more planning and preparation initially, but there are so many benefits that the time is definitely worth it.
Here are four methods to consider:
Digital breakouts and Escape rooms
These have become more popular over the past few years. Even during virtual learning, they can be a great way to have students work together and build skills of collaboration, communication, problem-solving, and critical thinking. Using breakouts and escape rooms is also beneficial for the development of social-emotional learning skills as well. There are a lot of ready-to-use games available to get started with.
With Genius hour, students explore an interest or a passion. It is focused on inquiry-based and student-driven learning, and infuses more student choice and student agency. Students have a chance to “Share their genius” with classmates. Genius hour builds student curiosity, encourages collaboration, and will help students to become more confident as they explore on their own and share their knowledge.
Learning stations
When I changed my classroom a few years ago and changed the rows into stations, there were many benefits for students and my own practice. With stations, using a mix of hands-on materials and digital tools enables students to experience more personalized learning and promotes the development of SEL.
It enables educators to develop a better understanding of where each student is on the learning journey to better plan for their lessons. Using stations also creates a collaborative classroom community where students can engage in activities with their peers, which supports building self-awareness, social awareness, and peer relationships.
Project-based learning
With methods like project-based learning (PBL) or problem-based learning, students drive their own learning, leading them to become more independent and have choices that lead to more authentic and meaningful opportunities.
It helps them to develop self-management skills in particular when setting goals for their research and dealing with any that come with independent work like PBL. Giving students the chance to explore something of personal interest or curiosity, promotes independence in learning, builds student agency, and also helps us to learn about their passions and interests, which assist us in designing learning activities with them in mind. As educators, we must focus on connecting them with the world and preparing them for whatever they decide to do in the future.
Especially during the past school year, digital tools helped facilitate learning in many different settings. Choose one or two versatile tools that will promote student choice and empower them to move from content consumers to creators.
Here are three ideas using digital tools:
Interactive lessons: With some of the platforms available, we can keep students engaged in learning by including a variety of activities that promote collaboration, discussion, and creativity in learning while they build skills in the content they are learning. Some of my favorites include using Formative, Google Jamboard, Nearpod, and Classkick, all of which are beneficial for connecting students in learning, whether in-person or remote, and which enable educators to have access to data or information about where students are in the learning process.
Multimedia presentations: Students can develop vital technology and digital citizenship skills as they learn to create multimedia presentations to demonstrate learning. Our favorites include using tools that offer options for all students that meet their specific interests and comfort levels with technology. Check out Buncee, which has designed an SEL toolkit with ready-to-use template activities for grades K-6 and 7-12 in addition to having thousands of ideas for classroom use and more than 38,000 items in their media library. Using a tool like Wakelet enables students to include images, text, Flipgrid short videos, and other links to share with classmates and their teachers. It is simple to get started with, and it offers students the chance to create their own lesson or even a digital portfolio to show their learning journey. Book Creator is another option for having students collaborate on a book and include audio, video, text, images, and more and build SEL skills. Read more: 8 Digital tools for engaging classroom presentations
Digital portfolios: Spaces offers a digital portfolio platform that assists teachers in better understanding students, their interests, and their needs in learning. Digital portfolios help students to develop SEL skills of self-awareness and self-management. Having students share their portfolios with classmates is also helpful for building relationships and social awareness. The benefits of portfolios are that students track their growth over time and can identify strengths and areas where they can set new goals.
There are many methods and tools to explore, but it’s important to focus on the why behind the choices we make for our students. The use of digital tools promotes collaboration, communication, creativity, and many more essential skills while also promoting the power of choice for students to share what they have learned.
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At first glance, the release of OpenAI’s ChatGPT in the midst of the 2022 holiday season could hardly be counted among the items likely to be on a teacher’s wish list. It’s hard to imagine joy at such a release during my years of teaching middle and high school English, which consisted almost entirely of having students write, then grading student writing. If someone had suggested I introduce a tool that could answer an AP Lit open response question in a matter of seconds to my students, I would have contemplated quitting.
And yet, today I find myself both in awe at the dawn of this reality and curious about what it really means to be a teacher within it. As I pondered the questions – How will ChatGPT affect learning? How can teachers use it as a tool in their classrooms? How can teachers learn to both recognize and teach students the unique role and value of the human in an AI classroom and world? – I had the thought, maybe I should just ask the machine.
So, on an ordinary day at work for me “in the cloud,” I grabbed a cup of coffee and settled into a chat with my computer. I found myself immensely curious. Would ChatGPT have some decent answers? Where would I find its limitations? Could this conversation help teachers start to understand the power of this technology as both an empowering tool and a frustrating reality? After a thrilling chat that lasted less than 5 minutes, I have to say…I think it could. Below is our coffee talk, with ChatGPT’s unedited contributions in purple.
Me: How will ChatGPT affect learning?
ChatGPT: I’m sorry, but I am not familiar with a chatbot or language model called ChatGPT. Could you provide more context or clarify your question?
(Ha! Clearly we’re not off to a good start. I refrain from asking GPT, “Are you being ironic?”)
Me (Trying again): How will generative AI affect teaching and learning in classrooms?
ChatGPT: Generative artificial intelligence (AI) systems, such as language models like GPT-3, have the potential to revolutionize education by providing new ways for students to learn and interact with educational content.
One potential application of generative AI in education is the creation of personalized learning experiences. For example, a language model could be used to generate customized learning materials or activities based on a student’s individual needs and interests. This could help students learn at their own pace and in a way that is most engaging and effective for them.
Generative AI could also be used to create simulations or virtual environments for students to interact with, providing hands-on learning experiences that would be difficult or impossible to replicate in a physical classroom.
Another potential use of generative AI in education is the creation of interactive tutoring systems that can respond to a student’s questions and provide real-time feedback and guidance.
Overall, the use of generative AI in education has the potential to make learning more personalized, interactive, and efficient. However, it is important to carefully consider the ethical implications of using AI in education and to ensure that it is used in a way that supports and enhances, rather than replaces, traditional teaching methods.
(Really? You think we should consider the ethical implications on AI in education when all this AI is out there in the “open” for free? That’s very intelligent of you! Thank you.)
Me: What other ways can teachers use AI in lesson planning?
ChatGPT: There are many potential ways that teachers can use artificial intelligence (AI) in lesson planning and teaching. Here are a few examples:
Personalized learning: AI can be used to create customized learning materials and activities for individual students based on their needs, interests, and learning style. This can help students learn at their own pace and in a way that is most engaging and effective for them.
Grading and feedback: AI can be used to grade assignments and provide feedback to students in real-time. This can save teachers time and allow them to focus on more high-impact tasks, such as providing one-on-one feedback and support to students who need it.
Content creation: AI can be used to create educational content, such as videos, simulations, or interactive exercises. This can help teachers create engaging and interactive learning experiences for their students.
Data analysis: AI can be used to analyze data on student performance and engagement, providing insights and recommendations for teachers to use in their lesson planning.
Collaboration and communication: AI can be used to facilitate collaboration and communication between students, teachers, and parents. For example, AI-powered chatbots or virtual assistants can be used to answer common questions and provide support to students and parents.
It’s important to keep in mind that AI should be used as a tool to support and enhance traditional teaching methods, rather than replacing them.
(This is actually a solid list of ideas for teachers! We may be onto something.)
Me: What is the best use of a teacher’s time with students in a classroom with AI technology?
ChatGPT: There are many potential ways that teachers can use their time effectively with students in a classroom with artificial intelligence (AI) technology. Some potential approaches include:
Personalized instruction: Teachers can use AI technology to create personalized learning experiences for students based on their individual needs, interests, and learning styles. This can involve using AI to generate customized materials or activities, or to provide real-time feedback and support to students as they work.
Collaborative learning: Teachers can use AI technology to facilitate collaboration and communication between students, allowing them to work together on projects, share ideas, and learn from one another.
Problem-based learning: Teachers can use AI technology to create interactive, real-world problem-solving exercises for students. This can involve using simulations, virtual environments, or other interactive tools to help students apply their knowledge and skills in meaningful ways.
Project-based learning: Teachers can use AI technology to create engaging and interactive projects for students to work on, allowing them to explore their interests and learn through hands-on experiences.
One-on-one support: Teachers can use their time with students to provide individualized feedback and support to those who need it most. This can involve working with students one-on-one or in small groups to provide targeted help and guidance.
Overall, the best use of a teacher’s time with students in a classroom with AI technology will depend on the specific needs and goals of the students, as well as the teacher’s teaching style and expertise. It’s important to consider how AI can be used as a tool to support and enhance traditional teaching methods, rather than replacing them.
(Ding ding ding! We’re getting so close in number 5, time for one-on-one support.)
Me: What can humans do that AI cannot?
ChatGPT: There are many things that humans can do that artificial intelligence (AI) cannot. Some examples include:
Creativity: Humans have the ability to generate new and original ideas, whereas AI is limited to the knowledge and capabilities that have been programmed into it.
Empathy: Humans have the ability to understand and share the feelings of others, whereas AI lacks the capacity to feel emotions.
Moral reasoning: Humans have the ability to make moral and ethical judgments, whereas AI can only follow the rules and instructions it has been given.
Social interactions: Humans have the ability to form complex social relationships and engage in social interactions in a nuanced and subtle way, whereas AI is limited in its ability to understand and navigate social situations.
Physical tasks: Humans have the ability to perform a wide range of physical tasks, such as lifting, carrying, and manipulating objects, whereas AI is limited in its physical capabilities.
Overall, there are many things that humans can do that AI cannot, and it is likely that this will continue to be the case for the foreseeable future. While AI can perform some tasks more efficiently or accurately than humans, it is still limited in its ability to think, feel, and behave like a human.
(And this, my friends, is at the heart of what we’ve been talking about. We as humans need to be clear about what our unique value is within this reality. Machines work on algorithms…we need to level up our human-only skills. We need to be what we at LINC call “generative humans.”)
Me: GPT, what is a generative human?
ChatGPT: It’s not clear what you mean by a “generative human.” In the context of artificial intelligence (AI), the term “generative” typically refers to the ability of a system to generate new and original output, such as text, images, or music. For example, a generative AI system might be trained on a large dataset of text and then be able to generate new, coherent sentences or paragraphs based on that training.
If you are asking about the concept of a “generative human” in a broader sense, it’s possible that you might be referring to the idea of humans as creative or productive beings. In this context, a generative human might be someone who is able to generate new ideas, solutions, or products through their creativity and ingenuity.
I hope this helps to clarify things. If you have a specific question or context in mind, please let me know and I’ll do my best to assist you.
(Precisely! Yes, you have “clarified things,” meaning you have drawn the same connection I have been pondering. Thank you for seeing things my way GPT!)
Me: Applying that same logic, what is a generative teacher?
ChatGPT: The server experienced an error while processing your request. Sorry about that! You can retry your request, or contact us through our help center at help.openai.com if the error persists.
(Well, that’s embarrassing. Let’s resubmit…maybe you got lost in the logic.)
A generative teacher might be someone who is able to generate new and innovative ways of teaching and learning in the classroom. This might involve creating personalized learning experiences for students based on their needs, interests, and learning styles; using technology and other tools to facilitate collaboration and communication among students; or developing interactive, problem-based learning exercises that allow students to apply their knowledge and skills in meaningful ways.
In general, a generative teacher might be someone who is able to think creatively and adaptively, and who is always looking for ways to improve and innovate their teaching methods. They might be open to new ideas and technologies, and be willing to try out different approaches in order to find what works best for their students.
(And just like that, you’ve made my point. The value of the teacher in the reality of AI is human connection and creativity. It is generativity in living, breathing motion.)
About the Author
Tiffany Wycoff is the Chief Innovation Officer and Co-Founder of LINC. Connect with Tiffany on Twitter @teachontheedge.
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When it comes to education, there are always new ideas, methods, and technologies. As we have seen, especially over the past two years, the number of tools available and the advances in technology are increasing tremendously. In our schools, we have to prepare our students so that they understand what these technologies are, how they are being used now, and what the impact might be on them in the future.
For most people, topics like augmented and virtual reality and artificial intelligence may be new. Understanding the differences between AR and VR for example and how these technologies are being used in the world and in education is important, especially with the use of AR and VR in different areas of work. Now enter the term “metaverse” which may be a new concept to many, however, it has actually been around for almost three decades. Neal Stephenson, an American science fiction author introduced the concept of the metaverse in his novel, Snow Crash back in 1992.
For some people, the term metaverse may have been first heard when Mark Zuckerberg announced that he was changing the name of Facebook to Meta back in October of 2021. To help people understand what his ideas were for the metaverse, he released a short video about how the metaverse would work. I recommend sharing this video with students to spark a conversation first.
With these emerging technologies and also with things like blockchain, NFTs, and web3 for a few others, how can educators keep up so that we can prepare our students? With so many responsibilities in our daily work, how do we find time to learn more about the metaverse? What are the best resources and how can we provide opportunities for students to drive their own learning about these emerging technologies?
Understanding what the metaverse is
First, it is important to have a working definition of the metaverse. The metaverse is “a simulated digital environment that uses augmented reality (AR), virtual reality (VR), and blockchain, along with concepts from social media, to create spaces for rich user interaction mimicking the real world.” A few years ago, I read the book Ready Player One, which has been used to provide a glimpse into what the metaverse might look like. For getting started with learning about the metaverse, having a good based understanding of what the metaverse is would be the first step.
Years ago, people were using Second Life, which was a way for meeting with others in a virtual world. When I first used it in 2015, I was not sure what to think. For anyone who has not experienced it, you would create your own avatar, and communicate and interact with others in a virtual space. It was being used in place of traditional meeting tools like Google Hangouts or Zoom for example. Using this as a comparison, the metaverse would be quite similar, except used for more than just meetings. It would be for all aspects of personal and professional life. Can you imagine spending 24 hours in the metaverse? Think about everything that you do in a typical day and what that might look like in the metaverse? What are the benefits and drawbacks? A good question to ask students and see what their responses are. Check out a video of a young woman who spent 24 hours in a VR headset and what the impact it was on her as a result.
You can check out some of the videos available that provide a simulated metaverse experience. videos
You may be familiar with Fortnite and Roblox, which are platforms that demonstrate the concept of the metaverse. Roblox is even providing lesson plans and activities that are aligned with the ISTE Standards. Engaging in the metaverse experience also does not require the use of headsets as the environments can be accessed through a computer and using a variety of web VR such as Engage VR for Mozilla Hubs for example.
What else do we need to know?
More than just knowing what the metaverse is, we need to understand how it works, what devices and technology are needed, and what other concepts we need to be knowledgeable about. With life spent in the metaverse, everyday tasks like making purchases, working, going to school, socializing, and entertainment will look different. We will need to understand how to buy things and keep track of information, so we also need to understand blockchain, cryptocurrency, and NFTs. Think about the age of the students that you teach or work with. Fast forward ten years, will students be going to school and working in the metaverse? If so, then we have to do what we can to prepare them and ourselves. What are the skills that students will need to interact in the metaverse?
But will the metaverse disappear?
There has been a lot of growth in the use of the metaverse since October 2021. In education, some colleges are not only thinking about holding classes in the metaverse, some have already done so. Research is being done to explore what the benefits of learning in the metaverse might be. Stanford unveiled a metaverse learning experience for students in June of 2021. Using the platform Engage VR, more than 250 students wearing headsets participated in class in virtual reality. In total, students completed two courses and spent 3,500 hours together in the metaverse rather than the traditional classroom or virtual meeting space like Zoom or Teams.
In the spring, it was announced by Victory XR that ten “metaversities” would be launching in the fall. While there are concerns about the metaverse, there are also some anticipated benefits to these options. Considering the increasing and sometimes prohibitive cost of traditional universities, a metaversity might lead to more opportunities for students.
Thinking about benefits, providing education via the metaverse could resolve common issues such as class sizes or lack of adequate learning materials due to tight budgets. Students would be able to immerse more in learning experiences and in some cases, may feel more connected to and included in learning. A survey found that 80% of respondents felt more included in the metaverse. With permission settings, teachers would have more control over student interactions in the metaverse. In higher education, there can be a digital twin, which is a professor who is in the physical classroom space but through an avatar, is able to engage with students in the virtual space too.
With these emerging technologies, it is important that we all explore new ideas and ways to best prepare our students and ourselves for what these technologies will bring.
A recent article inForbesshared some of the potential benefits of the metaverse. In the metaverse, people can make purchases, hold meetings, own land, buy and sell real estate, and even buy clothing for their avatars. It would have its own virtual economy for these transactions, which brings up another issue, financial literacy, and understanding how the concept of money and finances would work in the metaverse. When it comes to the impact the metaverse might have on the economy, it is estimated that it could become an $800 billion market by 2024.
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Guest post by Bonnie Nieves, in collaboration with Class Composer
In the previous blog, I outlined the first step of initiating Multi-Tiered System of Supports (MTSS), a framework designed to meet the needs of each and every learner in a school district. When your school community has completed its inventory of instructional tools and supports for academic, behavioral, and social-emotional learning, it is time to move on to putting these resources into action.
The next steps include planning for three essential components of MTSS:
Instruction that includes academic, behavioral, and SEL learning opportunities for all students.
Assessment tools that measure the effectiveness of this instruction.
Ensuring that your master schedule has space for per diem support for students.
MTSS is typically represented as a pyramid with Tier 1 universal supports being the foundation. It can be accurately represented as a triangle or funnel.
All students receive universal supports and transition between tiers 1, 2, and 3 based upon progress monitoring data monitored according to a reliable universal tool at predetermined intervals. These tools do not need to be school-wide standardized tests. According to the American Institutes of Research (2021), high-fidelity screening is universal, accurate, and conducted at least quarterly.
Most students will remain in tier 1, some will transition to tier 2, and fewer will move to tier 3. If a school community finds that a large number of students are in need of tier 2 support, it would be prudent to investigate the evaluation tools and quality of the universal curriculum being used.
Now, envision a system of three triangles, one for each indicator: academic, behavioral, and SEL. Students may be at any of the three tiers for each of the three instructional areas (academic, behavioral, social-emotional) at any one time. For example, a student may be receiving tier 1 instruction for academics, tier 2 targeted support for behavioral instruction, and tier 3 for social-emotional instruction.
When teachers work with all of this information, academic, behavioral, and social-emotional, it can require a great deal of time and organization. Providing for all students is essential and each of these represents important data points that teachers need to focus on in order to provide the best for students. However, there needs to be a more effective and efficient way to do this.
MTSS and Class Composer
Class Composer provides everything that teachers need to be able to monitor student progress and is readily accessible to anyone, at any time. It enables all teachers to access the information they need about each individual student when they need it. Easy to track and record student growth toward individualized goals. Simplify how you manage all the assessment data collected! With progress monitoring, teachers can easily track student progress and provide the right supports.
Having access to all this information in one space enables teachers to create a supportive learning community for students. These teacher-student connections lead to the development of the essential relationships that need to exist for all students to be successful.
Give Class Composer a try today using their sandbox. You will experience a simpler, more streamlined experience when in the easily accessible, data-driven platform that promotes student academic achievement and the development of essential SEL skills.
The final part of my MTSS blog series will elaborate on two essential components: assessment tools and instructional resources. Assessment tools that can help your school community provide common experiences without impacting teachers’ ability to use Universal Designed for Learning (UDL) planning tools. Instructional resources for each of the three tiers for academic, behavioral, and social-emotional instruction.
About the Author
Bonnie Nieves is the author of “Be Awesome on Purpose” and has over a decade of experience as a high school science teacher. She has a Master’s Degree in Curriculum, Instruction, and Educational Leadership. Her passion for creating immersive and authentic experiences that fuel curiosity and creating student-centered, culturally responsive learning spaces that promote equity and inclusion has led her to establish Educate On Purpose Coaching.
In addition to being an award-winning educator, Bonnie works to ensure equitable and engaging education for all through her work as a copy editor at EdReports and Classroom Materials and Media reviewer for The American Biology Teacher journal. She serves on the MassCUE board of directors and enjoys connecting with educators through social media, professional organizations, conferences, Twitter chats, and edcamps. Bonnie is a member of the National Association of Biology Teachers, the Teacher Institute for Evolutionary Science, and the National Science Teaching Association. She encourages you to connect with her on Twitter @biologygoddess, Instagram @beawesomeonpurpose, Clubhouse @biologygoddess, and LinkedIn.
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Reflective Teaching and Powerful Professional Learning with LessonLoop
Educators are always looking for new ideas to boost student engagement in the classroom. To do so, they need to understand student interests and needs and also be intentional about reflecting on their teaching practice. While teachers want to understand the impact of their instructional methods and tools on students’ learning, they often don’t have time to solicit feedback from individual students, and students are afraid to provide honest feedback when they feel saying the wrong thing could impact their grade. Yet students need to be part of the conversation, because not only is student voice a powerful tool that can be used to engage students in their learning, but student feedback surveys are better predictors of academic growth than principal observation and teacher self-ratings (Hanover Research 2013).
As Alex Isaacs, an 8th-grade math teacher notes, “LessonLoop allows me to quickly conduct a survey with great questions built-in where I can quickly push this out to my students to better inform my practice.”
LessonLoop instantly shows you how engaged your students are with a class lesson so you can gain immediate insights and adjust your instruction in real-time to help them learn better. As shown below, LessonLoop works through the four simple steps of:
4. Discuss results with students so learners feel seen and heard.
How LessonLoop Works
How do the surveys guide teachers about their practice?
LessonLoop measures student engagement in nine actionable categories (see below) that provide you with insight on how to calibrate your instruction to support active learning at each student’s just-right instructional level. With these categories, teachers have better ways to focus on the specific needs and interests of their students. Especially for social-emotional learning (SEL) and determining student progress in class, the categories and questions provide tremendous insight for teachers with information not easily accessible in any other way.
With the information the surveys provide, teachers have many ways to evaluate, analyze and then act upon authentic student feedback to improve their practice. Working with LessonLoop’s instructional coaches/Tip Masters, they can explore new methods and tools to help address some of the areas indicated in the survey.
Sample Lesson Engagement Report
What can we learn about student engagement from using LessonLoop?
Through lesson embedded feedback, teachers better understand the impact of their instructional strategies and how students experience the learning environment. By reviewing the responses, especially the free responses, teachers receive feedback that promotes reflective practice. Using the survey results, Tip Masters work with each teacher to find strategies and tools that will increase active student learning.
Sample LessonLoop Student Free Responses
How does LessonLoop facilitate getting to know students?
LessonLoop provides opportunities for every student to share their perspective on their immediate environment and how they are experiencing a lesson. Incorporating student voice allows students to experience a sense of respect and empowerment from their teacher. With LessonLoop, students can provide valuable feedback to their teacher and all feedback is provided through an anonymous survey, which promotes more honest feedback. Students feel comfortable responding to the survey, and because their opinions are heard, they feel more connected to and comfortable in their classroom community. When teachers circle back and discuss how to improve a lesson with students, students feel their voice is impactful and are empowered to take ownership of their learning. Students that feel seen and heard have greater motivation for and engagement in learning because they feel like an impactful member of the classroom community.
How does the gamification aspect of LessonLoop lead to better and more authentic, honest feedback from students?
LessonLoop incorporates gamification elements through our fun, animated surveys (see pictures below). According to Dr. Shawn Clybor, “These gamification elements keep students more alert, more active in engagement, and therefore more likely to read the questions and think about their answers.” LessonLoop is designed to be a robust platform that informs instruction and involves students in their learning experiences. It is also meant to “encourage joyfulness, to be fun, to be funny,” says Clybor. Using it becomes its own experience, building bonds between teachers and students.
LessonLoop Gamified Surveys
In addition to the gamified surveys, LessonLoop provides educators the ability to ask custom questions and generate two new games (humorous poll and secret word) with one click. These games focus on student engagement at the beginning of class, serve as a pick-me-up if attention is flagging mid-class, or are a fun way to end a student engagement survey.
What professional learning comes with LessonLoop?
LessonLoop provides personalized data-driven professional learning for teachers. While all teachers have access to a knowledge base of free tips, with a paid tips subscription, every teacher is assigned an experienced Tip Master to help with reviewing their surveys and finding strategies and tools to try. The real-time lesson-embedded feedback helps educators better connect their instruction to students and be more reflective in their practice. Professional Learning Communities (PLCs) also benefit as all teachers receive instructional recommendations from subject-area specialists and coaches! PLCs can be organized around student-centered data for engagement and professional learning. Within the PLCs, teachers can share ideas and provide support to one another which then enhances the learning experience for all students. In addition, educators accumulate continuing education units (CEUs) based on minutes of use of the platform aligned with Learning Forward and/or Charlotte Danielson standards.
What to expect with LessonLoop
So many benefits!
Student Engagement Surveys:
Amplify student voice through anonymous surveys
Strong predictor of academic outcomes
Provide missing actionable data on why students aren’t learning
Provide daily feedback on the delivery of the curriculum with a clear focus on social-emotional learning (SEL), critical thinking and collaboration, and culturally responsive instruction.
We are offering free trials of LessonLoop to educators who provide feedback on our new gamified student surveys. Click here for a free trial! And if you missed our webinar, here is the link!
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Just about when the pandemic hit, Scena 360 founders Danilo Joksimovic and Anshuman Banka realised that meeting up online is nowhere as immersive and natural as it could be. Because of their love for engineering, they decided to get their hands dirty and go on a mission to make meeting up online truly delightful for everyone.
Scena 360 is an online platform that intends to create more immersive online gatherings in 3D spaces, particularly focusing efforts on easy onboarding, realistic & professional avatars, and spatial audio. Scena 360 initially tested out their product with friends and coworkers in various settings, both professional and casual and eventually found a very appealing use case in online education. Right after their beta launch, they were approached by several professors and teachers from different grade levels around the world who wished to make online learning more engaging and productive. Danilo and Anshuman learned from these educators through dozens of interviews and collected their feedback to make Scena 360 what it is today.
How does it work?
To use Scena 360, you start by creating a private 3D space, which can be as simple as selecting one of the provided scene designs and optionally a custom name for your space. This generates a link that you can then send to invite attendees who can join your space from their desktop or mobile device.
While joining the space, attendees can either join with their video turned on or optionally create a realistic 3D avatar to appear as in the space. They can then interact with students or with other educators, somewhat similar to how they would in real-life gatherings – this includes walking around, making eye contact, forming huddles, and much more.
Solving online learning challenges with Scena 360
Through the course of the pandemic, educators have been forced to adopt various virtual meeting apps, often running into issues that have made online learning a rather dull experience; the most important issues being the following:
Lack of natural interactions, engagement, and co-presence
Forcing students into awkward breakout rooms, often making moderation and monitoring of said breakout sessions much more difficult
Difficulty tracking student engagement and attentiveness due to cameras being turned off
Scena 360 decidedly focuses its efforts to solve these key issues through their platform. For instance, students and teachers can face each other in 3D space, and walk in and out of different conversations by moving around the space – just as they would in real life. Educators can see everyone in the space, which allows them to monitor which students are participating in group activities/discussions – without having to jump between different breakout rooms.
Unlike most alternatives, Scena 360 provides a suite of built-in integrations available directly within spaces to help make online classes more engaging and effective, such as:
A more collaborative and powerful whiteboard that lets you write and draw on a whiteboard.
A guessing and drawing game that stimulates the imagination and agility of the brain
A shared instrument that lets students and educators make and play music together in real-time
(no credit-card required, cancel at any time, offer expires in April, 2022).
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Learning as I go: Experiences, reflections, lessons learned 