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Scooped by
Dr. Tom D'Amico (@TDOttawa)
November 4, 7:00 AM
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What if the greatest AI divide in education isn’t about who has access to artificial intelligence, but who is being taught how to use it? As some students learn to think critically with AI, others may be left using it as a shortcut or navigating it without guidance. With Canadian research revealing significant gaps in teacher AI training, are we unintentionally creating two educational futures, one that prepares students for an AI-driven world and another that leaves them behind?
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
November 2, 7:00 AM
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A free one-day virtual summit on what AI literacy actually is, and how to build it in your community. Join us Nov. 7, 2026.
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
November 1, 11:48 AM
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A creative resource on generative AI with instructional information to create a learning experience for educators and students aged 13-15 years.
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 26, 7:00 AM
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HP Futures 2026 explores skills in the age of AI, offering global insights on lifelong learning, human potential, and the future of education and work.
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 24, 5:28 PM
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 22, 7:00 AM
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How AI can be used to bully children, and what parents and educators can do to help, from supporting a child to reporting fake images and harmful content.
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 20, 7:00 AM
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Publication from Dr Helen Kelly.
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 18, 1:49 PM
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 13, 7:01 AM
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 11, 7:00 AM
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 7, 7:00 AM
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Compare AI literacy courses for teachers in 2026: Flint, MagicSchool, Google, Microsoft Elevate, CodeAI, ISTE, Common Sense and OpenAI Academy. Cost, time, certificates and staff progress tracking.
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 5, 7:00 AM
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 3, 7:00 AM
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Educators need agency, not just new rules AI is making student learning invisible to teachers. And it’s turning teachers into someone students look past rather than someone they go to. What if teachers could regain their sightlines by doing something they already know how to do — talking to their...
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
November 3, 7:00 AM
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
November 1, 11:52 AM
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Explore free, award-winning AI literacy resources for teachers and students, including classroom activities, lesson materials, and guidance to teach 8 to 16-year-olds about artificial intelligence, machine learning, and AI safety.
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 27, 7:00 AM
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 25, 7:00 AM
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The goal of this guide is to help district leaders ask what it will take for students to consistently engage with and meaningfully benefit from an AI product in their schools. It complements existing district procurement processes by focusing on student engagement and the conditions needed to support it. The questions are informed by Robinson et al. (2026), "Access is Not Enough: Human Support Improves Engagement with AI Tutoring." They are discussion prompts, not a product evaluation rubric.
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 23, 7:00 AM
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 21, 7:00 AM
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Fifty-nine percent of K-12 educators used AI tools last year, and 64% of them say it freed up time for the parts of the job that matter most to them.
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 19, 7:00 AM
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By OECD Director for Education and Skills Andreas Schleicher The arrival of generative artificial intelligence in classrooms has been swift and its impact immediate. Programme for International Student Assessment (PISA) data show that AI chatbots are now routinely used for schoolwork in many countries. More than 40% of students say they use AI to draft…
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 14, 7:00 AM
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In this meta-analysis, we examine the association between teacher well-being and ill-being with student motivation and achievement. Based on 186 articles, 811 effect sizes, and data from 355,637 teachers, we investigate these relationships through the lens of the Job Demands–Resources Model, Transactional Stress Model, Self-Determination Theory, and the PERMA model. Using three-level meta-analytic models, we found small to moderate associations between student outcomes and teacher well-being (r = .18) and ill-being (r = –.13). These associations were similarly patterned across student motivation and student achievement, with no significant differences by outcome type. Associations were also comparable across domains of teacher functioning with no significant differences by domain. Moderator analyses indicated stronger associations in secondary school settings. Associations were also larger when teacher and student variables were reported by the same informant, although this difference reached conventional significance only for teacher ill-being and approached significance for teacher well-being. These findings suggest that teacher well-being and ill-being show reliable but modest associations with student motivation and achievement across a diverse body of research, though the evidence remains largely correlational. Given this correlational nature and the influence of measurement source, future longitudinal and intervention research is needed to clarify causal mechanisms and the direction of effects.
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 12, 7:00 AM
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Artificial intelligence (AI) is becoming increasingly embedded into the everyday lives of children and young people, shaping how they learn, communicate, play and make sense of the world. Its rapid development and adoption have generated growing interest and concern among parents, educators and policymakers, with questions arising as to how sustained interaction with AI may influence children’s cognitive, social and emotional development. This report examines AI-mediated environments, while highlighting evidence specific to generative AI (GenAI) where available. Drawing on documented research from neuroscience, education, psychology and related fields, the report explores the implications of AI for children’s socio emotional competences. It synthesises emerging evidence to identify both opportunities and risks and to inform education policies that support children’s learning and development in an increasingly AI-enabled world.
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 9, 1:37 PM
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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.
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 6, 7:00 AM
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AI tools are arriving in schools faster than research can evaluate them. Teachers are experimenting with new tools and districts are writing policies, all while students are already using AI both inside and outside the classroom. But for many education leaders, a basic question remains: What does rigorous research actually say about how AI affects teaching and learning? To help answer that question, we released a new report: The Evidence Base on AI in K-12: A 2026 Review. The report reviews the current research, focusing specifically on studies that convincingly estimate causal impact, meaning studies that can tell us whether an AI tool changed outcomes for students or educators.
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Scooped by
Dr. Tom D'Amico (@TDOttawa)
October 4, 7:00 AM
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This MOOC offers a comprehensive approach to digital citizenship, geared especially towards the educational field. Throughout the course, topics such as the ethical use of artificial intelligence, disinformation, coexistence in digital environments, the protection of rights, democratic participation, and the development of critical thinking are addressed.
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