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Explore how districts can build more inclusive computer science pathways while supporting the teachers who make them possible. 
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The Massachusetts Institute of Technology must revise its governance processes to allow for more rapid changes to its curriculum in response to the evolving capabilities of artificial intelligence, a university committee recommended in a report released Tuesday.
David W. Deeds's insight:
I remember using ten-year-old curricula in IB classes! Gotta tighten the update cycles!
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If we make screens the villain, then we let the people who control children’s health care — Congress, insurers and health systems — off the hook for their failures.
David W. Deeds's insight:
As I've said before, we don't have a hardware/software problem, we have a MEATWARE problem. ;)
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From
www
In the new book, Ending Teacher Shortages, researcher Tuan Nguyen highlights need to move from magic bullets to a more stable workforce
David W. Deeds's insight:
Some good places to start...please note: start.
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Discover how microlearning fits into blended learning, mobile learning, social learning, analytics, flow-of-work learning, and content conversion. Via EDTECH@UTRGV
David W. Deeds's insight:
Thanks to Yashy Tohsaku.
EDTECH@UTRGV's curator insight,
October 2, 2:07 PM
"To understand microlearning strategically, it helps to stop treating it as a separate training category and start seeing it as a layer within the wider learning architecture."
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Can students meaningfully regulate their own AI use if AI helps shape what interests them, how they express themselves, and what they expect from other people?
David W. Deeds's insight:
This is interesting.
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David W. Deeds's insight:
Thanks to Yashy Tohsaku.
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From
medium
The 7 AI Skills That You Need in 2026 Here are the best AI skills Click here to get my FREE Claude course (20+ lessons) Most people think they have a tool problem. They think the next model, the next … Via Yashy Tohsaku
David W. Deeds's insight:
Thanks to Yashy Tohsaku.
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With school phone bans of various sorts now underway in 41 states and counting, debates on classroom screen time have shifted focus to the devices ostensibly being used for educational purposes: Chromebooks, iPads, and the like. In response to all the tech backlash, state policymakers are taking swift action, some of which is warranted, but much of which bears signs of legislative haste.
David W. Deeds's insight:
Fight back against the TechLash Zombies!
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AI can recommend the decision, and while it may increasingly execute the decision, leaders still own the outcome. Via EDTECH@UTRGV
David W. Deeds's insight:
This is interesting.
EDTECH@UTRGV's curator insight,
September 29, 9:49 AM
"One of the most tempting approaches to AI governance is to focus primarily on accuracy. If a system reaches a sufficiently high accuracy threshold, the assumption is that it is ready for greater autonomy."
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One district found innovative ways around this barrier.
David W. Deeds's insight:
Whatever it takes to get/keep CTE going!
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Here are five ways to open up your assignments and make student thinking, creativity, and judgment matter more in the age of AI. Via EDTECH@UTRGV
David W. Deeds's insight:
Check this out!
EDTECH@UTRGV's curator insight,
September 25, 8:26 AM
"An AI policy cannot fix an assignment that no longer asks students to do meaningful thinking."
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"Research about social media, cell phones, distraction, and excessive use is too often used to condemn every screen students encounter. That is not what the research says." Via EDTECH@UTRGV
David W. Deeds's insight:
It's not screen time that matters, it's what done during screen time that matters!
EDTECH@UTRGV's curator insight,
September 18, 12:13 PM
"Much of the research used to warn about screens is correlational. Researchers compare estimated technology use with health or academic outcomes and identify an association. That can raise important questions, but it cannot prove that a screen caused the outcome." 
Nik Peachey's curator insight,
September 19, 6:02 AM
People keep saying, “The research shows screens hurt students.” Which screens? Used by whom? To do what? For how long? Instead of what? Without those answers, “screen time” tells us almost nothing about learning. |
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The goal isn't to keep AI out but to control how it gets in and what rules it must follow. Via EDTECH@UTRGV
David W. Deeds's insight:
This is interesting.
EDTECH@UTRGV's curator insight,
October 2, 3:12 PM
"AI has developed something of a Dr. Jekyll and Mr. Hyde problem. The same technology that is delivering extraordinary productivity is raising very real questions about access, control and unintended actions."
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As hiring falls across 20 top college majors, new LinkedIn data shows which degrees work best for versatility, with liberal arts such as English in the lead.
David W. Deeds's insight:
Wow..."liberal arts graduates may be best suited to adapt"?
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This report documents the findings and methodology of the consensus research project on Generative AI's impact on learning in K-20 U.S. education. Via Dr. Tom D'Amico (@TDOttawa) , michel verstrepen
David W. Deeds's insight:
Thanks to Michel Verstrepen.
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From
www
Here are four things your students don’t understand about AI—and what you can do about it.
David W. Deeds's insight:
I found that kids pretended to know all about it, but really didn't understand beyond the basics.
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From
www
Every teacher has lost their cool in the classroom. It’s what happens next that matters.
David W. Deeds's insight:
It didn't happen often, but I did occasionally lose my temper in the classroom. I didn't feel shame afterward, though, I was just happy I didn't strangle the little [expletive deleted]. Joking, folks! ;)
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Learn how to integrate AI into teaching while preserving deep learning, authentic assessment, social connection, equity, and the pedagogical principles that support student learning. Via LGA
David W. Deeds's insight:
Good stuff, check this out!
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There is growing concern that AI can blunt memory and reasoning. But science shows ways to keep the brain sharp. Via EDTECH@UTRGV, LGA
David W. Deeds's insight:
This is interesting.
EDTECH@UTRGV's curator insight,
October 2, 1:21 PM
"Some studies suggest that AI tools can help people to learn if, rather than supplying ready-baked answers, they give feedback or tasks that encourages students to think and problem-solve. 'It’s about how we structure the task'”
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The Techlash is Silly. We Still Have to Address It. Read on Substack
David W. Deeds's insight:
Blah, blah, blah...can't avoid it any longer. Time to stand up to the EdTech Luddites! "We're not going back!"
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A new report highlights how AI can fuel mistrust—and how educators can fix it.
David W. Deeds's insight:
This is interesting.
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David W. Deeds's insight:
Thanks to Tom D'Amico!
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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.
David W. Deeds's insight:
Lots of great free resources!
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Too much data on education and the labor market exist in silos, a new report finds.
David W. Deeds's insight:
We can do better!
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Great stuff, get your free copy!