As generative AI has become embedded in the tools students use to search, write, create, translate, organize, and receive feedback, the boundary between "using AI" and "not using AI" has become increasingly difficult to define. More importantly, treating AI use as a binary choice does little to help students understand the different roles AI can appropriately play in learning.
District and state policies run the gamut from embracing to banning AI. This raises a key question: When does AI accelerate student learning and when does it interfere?
Class CrunchLabs, the suite of free curriculum resources from NASA engineer turned YouTube science communicator Mark Rober, has released its first two courses on YouTube.
Our nation's largest early childhood program has not fully caught up with what science now tells us about how children learn.
Video game designers spend an enormous amount of time studying what keeps people engaged when something becomes difficult. They have become very good at helping people persist. Schools should pay attention.
At a fundamental level, screen time policies and laws aim to address academic achievement by balancing digital instruction with traditional teaching methods. But they do not tackle how devices are used.
CoSN, the professional association for K-12 education technology leaders, has released new guidance to help schools navigate the screen time debate and develop technology policies that protect students while supporting learning.
Purpose-built AI systems can analyze patterns in student performance, identify specific skill gaps, and connect those gaps directly to instructional recommendations. Done well, this doesn't remove the teacher from the equation. It sharpens the teacher's ability to act.
K-12 education nonprofit FullScale, in partnership with nonprofit advocacy organization All4Ed, is bringing together 13 school and district teams to collaboratively investigate how AI can thoughtfully be integrated into teaching and learning.
The Center of Science and Industry, a science museum and research center in Central Ohio, has launched The HIVE, a workforce development initiative designed to help students across the country explore real-world career pathways in aerospace, advanced manufacturing, engineering, and emerging technologies.
In a recent survey by PreK-12 marketplace TPT, 80% of educators reported using generative AI tools in their classrooms. The majority (58%) said they use AI regularly or occasionally, while 22% have tried it once or twice.
Digital curriculum platform Kiddom has introduced Kiddom Atlas, an AI-powered tool that analyzes student work and prepares differentiated instructional materials aligned to the next day's lesson.