K12 Digest – August 2023 – 10 Must-Watch Boarding Schools in Europe – 2023

Must-Watch Boarding Schools in Europe-2023

Managing Editor

Sarath Shyam

Consultant Editors

Dr. John Andrews

Emma James

Andrew Scott

Naomi Wilson

Stanly Lui

Joseph Alex

Art & Design

Charlie Jameson

Jennifer Anderson

Alice Smith

Monica Davis

Anna Elza

Sales & Marketing Enquiry admin@K12digest.com

International Representation

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European Boarding Schools: Where Achievement Knows No Boundaries

In the ever-evolving landscape of education, boarding schools have long stood as bastions of academic excellence and character development. These institutions, where learning transcends traditional boundaries and students are immersed in a holistic environment, have consistently proved their worth in nurturing the leaders of tomorrow. As we delve into the year 2023, it becomes abundantly clear that Must-Watch Boarding Schools in Europe are at the forefront of shaping exceptional individuals who are not just well-educated but poised to achieve greatness on a global stage.

The allure of European boarding schools lies not only in their historical prestige but also in their ability to cultivate a unique blend of academic rigor, cultural diversity, and personal growth. These institutions have mastered the art of creating an environment where students are not just learners but active participants in their own educational journey. From fostering deep-rooted values to encouraging critical thinking, European boarding schools equip students with the tools to excel not only in their academic pursuits but also in the broader spectrum of life’s challenges.

As we embark on this journey to explore the Must-Watch Boarding Schools in Europe for 2023, we invite you to delve into a world where education is not confined to textbooks alone. European boarding schools beckon students to embrace learning as an immersive experience where academic growth, personal development, and cultural enrichment converge to shape the leaders, innovators, and thinkers of tomorrow. Join us as we unravel the stories of these institutions, each a testament to the profound impact that a holistic education can have on shaping young minds into formidable global achievers.

On the cover, we feature Sacks-Mandel, who is the Worldwide Chief Technology and Transformation Officer at Microsoft for the education industry. Prior to joining Microsoft, she was the Chief Information Officer at two unique, technically advanced large public school districts where she enabled student-centric teaching and learning, which resulted in significant improvements in student outcomes. Enjoy reading.

Sarath Shyam

Former International School Principal, Former Group Project Director at a World Class Learning Group, Education Consultant - Wright Solutions, United Kingdom

INTERNATIONAL ADVISORY BOARD

Founder & CEO - Paths to Math Ltd, Former Mathematics Teacher and Principal, Global Teacher Prize Finalist, Finland

Principal, Rundle College, South Africa

Asst. Prof. Dr. Poonsri Vate-U-Lan

Chief Education Officer, New Nordic School, Finland

Exceptional Educator from Serbia, Founder of Association of the Best Teachers of the Former Yugoslavia, Founder of Magical Intercultural Friendship Network, Founder of Creative Magic - Children’s International Festival, Founder of Magic Village, Serbia

Assistant Professor in Education, Ph.D. Supervisor and Researcher, Thailand

Senior Educationist, Author, Keynote Speaker, Co-founderTríade Educacional, Brazil

Palmans

Former Director School Administration & Business Operations (Large Education Group), Chief Operating Officer - BBD Education, Netherlands & UAE

Chief of Digital Learning and Development, Norwalk Public Schools, Connecticut, United States

Senior Teacher‘Pashko Vasa’ school Shkodra, Exceptional Volunteer, Albania

English and Literature teacher, Owner of “The Smart Teens Studio of English” in Belgorod, Russia

Former Program Director, MS in Management Program, GSATM - AU, Thailand & India

Founder & National President - ATAST, General director of IFEST² the international projects competition in Tunisia, General secretary of MILSET Africa, BRISECC member, Tunisia

Stephen Cox

Chris Wright

Dr. Lilian Bacich

Zeljana Radojicic Lukic

Dr. Stuart Grant Colesky

Liljana Luani

Ralph Valenzisi

Maarit Rossi

Elena Shramkova

Hatem Slimane

Servatius (Servee)

Dr. Varughese K.John, PhD

Global Teacher Prize Finalist 2019, 15 International Awards on STEM, STEM Instructor, Educator, Neuroscience Researcher, Trainer & Author, Greece

Dr. Venus M. Alboruto Kihyun Park

Master Teacher, Researcher, Innovator, Trainer, Philippines

Deputy Head and Dean of Faculty, Dalton Academy, Beijing, China

Shady Elkassas

Director of Innovation

Al Ittihad National Private School-Al Ain, United Arab Emirates

Former Vice President Security (Large Education Group), Former British Army Officer (Airborne Forces), Senior Advisor – Resilience and Crisis Management (Emerald Solutions Group), United Kingdom & UAE

Innovative English and ICT Teacher, Author, Japan

Innovative Educator of Online Classroom, Pungsaeng Middle School, South Korea

Master Teacher, Speaker and Researcher, Philippines

Revolutionary English Educator, Globally Connected English Studio - Hanoi, Vietnam

EdTech Specialist, Speaker and Teacher Trainer, Innovative ICT Educator, ICT learning multimedia developer, Indonesia

Distinguished Senior EFL Teacher, ISA Coordinator with the British Council, Motivational Speaker, Tunisia

Juan Manuel Pico Co-founder & Managing Partner, Education Soul, Colombia

Mr. Ngô Thành Nam

Technology Academy Manager, Microsoft Learning Consultant, Global Trainer, Vietnam

Dr. Manoj Varghese, Ph.D

Senior Director - Global Partnerships, Advisory & Consulting - Connecta®, Adjunct Faculty - Assumption University, Former Global Director Technology & Risk Management - GEMS Education, Former CIO - Athena Education.

Rania Lampou

Dr. Leonilo Basas Capulso

Angus Duthie

Herwin Hamid

Ian Deakin

Ha Nga

Hidekazu Shoto

Fethy Letaief

GLOBAL CHIEF TECHNOLOGY AND TRANSFORMATION OFFICER – EDUCATION, MICROSOFT

AI

ENABLED PERSONALIZED LEARNING FOR COVID PANDEMIC RECOVERY

ST EDWARD’S COLLEGE, MALTA

44 Where Heritage and Horizon Converge

ADMIN PERSPECTIVE

ACADEMIC VIEWS

SENIOR AND MIDDLE LEADERSHIP ROLES IN LEADING FUTURE SUCCESS IN K-12 SCHOOLS

MENTOR’S MANTRA

STEPPING AWAY TO STEP UP: LIMITATIONS AND LIBERATION

62

REVOLUTIONARY TECHNOLOGIES TO EASILY CREATE 3D CONTENT IN THE METAVERSE ERA

INDUSTRY PERSPCTIVE

ALICE IN WONDERLAND

Dr. Mina Radhwan, Educational Evaluator, Ministry of Education, Dubai

Jaime Donally, Author, Speaker, EdTech Consultant

Katie Thompson, Student Teaching Program Manager at Chicago Public Schools

Diana Marié Eksteen, Certified Teacher

AI ENABLED PERSONALIZED LEARNING FOR COVID PANDEMIC RECOVERY

Ms. Sacks-Mandel is the Worldwide Chief Technology and Transformation Officer at Microsoft for the education industry. Prior to joining Microsoft, she was the Chief Information Officer at two unique, technically-advanced large public-school districts where she enabled student centric teaching and learning, which resulted in significant improvements in student outcomes. Prior to pivoting to Education, she has led innovation teams at IBM, Walt Disney World, and HMH, and provided management consulting at many others. Serena has won numerous state, national, and global awards for leadership, vision, technical excellence, and her commitment to supporting women in technology.

GLOBAL CHIEF TECHNOLOGY AND TRANSFORMATION OFFICER – EDUCATION, MICROSOFT

Personalized learning is a concept that has been around for a long time, but in the last several years, its relevance has been renewed in part, because technology enabled it to be more effective, accessible, and needed for students to regain momentum following the COVID pandemic. The basic concept of personalized learning is to provide students with an education that is tailored to meet each students’ individual needs, interests, and abilities, rather than using a one-size-fitsall approach.

The origins of personalized learning can be traced back to the early 20th century when educational psychologists such as John Dewey and Maria Montessori began advocating for a more student-centered approach to education. However, it wasn’t until the 1960s and 1970s that the concept gained momentum, thanks to advances in technology that made it easier to create individualized learning plans for students.

In the 1970s, the term “mastery learning” was coined by Benjamin Bloom, an educational psychologist at the University of Chicago. Mastery learning is a teaching method that involves breaking down complex skills into smaller, more manageable pieces and allowing students to progress at their own pace. This approach to learning is often cited as a precursor to personalized learning.

In the 1980s and 1990s, computer-based learning systems began to emerge, which enabled students to work through lessons and activities at their own pace. These systems also allowed teachers to track student progress and

adjust their instruction accordingly. However, these early systems were often criticized for being too rigid and lacking the human touch of traditional teaching methods.

It wasn’t until the 2000s that personalized learning began to take off in earnest, thanks to the proliferation of online learning platforms and the development of adaptive learning technologies. These technologies use data and algorithms to create customized learning paths for each student, based on their performance and preferences.

Since the impacts of the COVID-19 pandemic on student achievement and outcomes around the world have become clearer, there has been demand for 1:1 tutoring which is unsustainable without technology and its ability to deliver personalized educational solutions. The pandemic required a sudden shift to remote and hybrid learning models which disrupted traditional modes of instruction and created new challenges for both students and teachers. Here are some of the ways in which the pandemic has affected student achievement and outcomes:

1. Learning loss: Many students have experienced learning loss during the pandemic due to interrupted instruction, inconsistent attendance, and decreased engagement. Research shows that students have lost ground in math and reading, and that the impact has been particularly severe for disadvantaged students who may not have had access to the technology or support they needed to succeed in remote learning environments.

2. Mental health and wellbeing: The pandemic has also taken a toll on students’

Mastery learning is a teaching method that involves breaking down complex skills into smaller, more manageable pieces and allowing students to progress at their own pace

mental health and wellbeing, which can in turn affect their academic performance. Social isolation, anxiety, and stress related to the pandemic and other factors have all contributed to a rise in mental health concerns among students.

3. Widening achievement gaps: The pandemic has highlighted existing achievement gaps and may have widened them in some cases. Students from lowincome families and those who are English language learners or have disabilities have been particularly hard hit by the pandemic, as they may not have had the same access to resources and support as their peers.

4. Changes in assessment and grading: The pandemic has also led to changes in assessment and grading policies in many schools and districts. Some schools have moved away from traditional grading systems in recognition of the challenges that students have faced during the pandemic.

5. Increased use of technology: The pandemic has accelerated the adoption of educational technology in many schools and districts. While technology can help support learning and engagement, it can also exacerbate existing inequalities and may not be accessible to all students.

Generative artificial intelligence (AI) has the potential to transform personalized learning by enabling the creation of tailored content and resources for individual learners.

Generative AI is a type of machine learning that uses algorithms to generate new content, such as text, images, or videos, based on patterns in existing data.

Generative artificial intelligence (AI) has the potential to transform personalized learning by enabling the creation of tailored content and resources for individual learners

Some ways generative AI can contribute to personalized learning are:

Customized content: Generative AI can create personalized learning materials for students based on their individual learning styles, preferences, and needs. For example, a generative AI system could analyze a student’s performance data and generate new practice problems that target their specific areas of weakness.

Adaptive learning: Generative AI can be used to create adaptive learning systems that adjust their content and pace to suit each student’s level of understanding. These systems can use real-time data to personalize the learning experience and provide feedback and support that is tailored to each student.

Intelligent tutoring systems: Generative AI can also be used to create intelligent tutoring systems that provide one-on-one instruction and support to students. These systems can

analyze student data and generate personalized feedback and guidance in real-time, helping students to stay on track and overcome any obstacles they may be facing.

Natural language processing: Generative AI can help personalize digital content learning by enabling natural language processing (NLP) systems that can interpret and respond to student inquiries in real-time. This technology can be used to create virtual tutors or chatbots that can answer questions, provide feedback, and offer guidance to students.

While generative AI has the potential to revolutionize personalized learning, it’s important to note that it is still a relatively new technology and there are concerns around privacy, truth, and ethics that need to be addressed. As with any new technology, it will be important to carefully consider the potential benefits and risks before implementing it in educational settings.

Senior and Middle Leadership Roles in Leading Future Success in K-12 Schools

Dr. Mina Radhwan, Educational Evaluator, Ministry of Education, Dubai

Leaders are well-recognized for their beliefs and work ethics. The culture and structure that school leaders create help to ensure that students receive high-quality instruction, which has an indirect but significant impact on student learning. In a place of learning, leadership is crucial because it facilitates the management of daily operations. Currently, the impact of educational leaders on the abilities and outcomes of K–12 students is a topic of discussion on a global scale. The era

of schools, leaders, and teachers’ accountability has intensified expectations for enhanced 21stcentury skills for students and increased the pressure on schools to improve the results of national and international assessments for their students. School improvement is complex work, and focusing exclusively on either one formal individual leader or a select group of designated teacher leaders will not be able to achieve and sustain the expected levels of school improvement. Leadership is a group-

Leaders need to create strategic plans using school data based on discussions with staff, students, parents, and other stakeholders

Dr. Mina Radhwan has a Ph.D. degree in leadership and management in education and a master’s degree with a degree of excellence in science education. She works as an educational evaluator at the Ministry of Education. She is a key member of the evaluation team, visiting schools across the country, working with school principals, governors, and senior school leaders, and playing an integral part in contributing to the recommendations for school improvements from K to 12 of all types of curricula. She has a number of publications in the field of education related to leadership, types of assessments, best ways of teaching and learning, curricula, and benchmark exams. She is a member of the research community at the Ministry of Education. She participated in different internal and external conferences, and she recently earned an award for the best presentation and research paper out of 80 research papers at the ICASE International Conference 2023. Dr. Mina is a writer for different magazines and is both a judge and participant in several internal and external competitions.

level phenomenon that requires the cooperative agency of numerous actors. Consequently, senior and middle leadership abilities are important for school evaluation outcomes, particularly student achievements.

In order to answer the question: How can senior and middle leaders become effective and make a difference in K-12 schools?

Educational organizations have to focus on the following main aspects:

● It is not sufficient to know what to do. Effective leaders give their teams the appropriate tools and data they need to enhance their pedagogy and students’ development. This can be implemented by identifying the strengths and weaknesses of the educational organization using a range of data management methods and technologies through a self-evaluation plan. Leaders in schools should work with team members, including staff, students, parents, and other stakeholders, to use the collected data as benchmarks to create a self-development plan with specific goals. These goals include having a clear organizational vision, establishing high expectations, assigning roles to every individual, and having an evaluation and monitoring plan to measure the efficacy of the organization and ensure effective operations while also coordinating with school boards, governing bodies, and parent cohorts. Leaders need to create strategic plans using school data based on discussions with staff, students, parents, and other stakeholders.

● Leaders are strengthened by coaching and authentic learning. Employee productivity and efficiency are greatly impacted by their capabilities, skills, and competencies. Education and training are positively correlated with

Senior and middle leaders are responsible for managing the teaching and learning program in every school by creating a productive workplace with a positive learning environment for teachers and students, hiring faculty and staff to implement the curriculum, and monitoring school activities and performance

employee motivation and well-being, enhancing both individual and organizational performance. To accomplish the goals of the school, all senior leaders, middle leaders, teachers, and other staff members must develop their skills. Professional development sessions that are appropriate and fit the needs of the staff should be offered to support educators’ growth with the targeted goal of raising student achievement. Senior leaders are considered indispensable pieces of the process and a key component of any expert improvement demonstrated in a successful school.

● The importance of having qualified staff with the required knowledge, skills, and experience in Education. This advancement can be achieved by earning a higher degree in educational leadership, which takes a more respectful view. For example, receiving a master’s degree or a Ph.D. degree in education in a specific stream such as leadership and management. In this case, the organization will have qualified staff, the power to settle on the task of the school, and the ability to change or create new rules that will better represent the school. A good leader should constantly look for ways to innovate in the field of education and keep up with the latest developments. It is crucial that school leaders support the ongoing professional growth of their teaching staff so that instruction is informed by contemporary educational practices.

● Creating a positive environment where there is trust, collaboration, safety, accountability, and equity. Professional and experienced school leaders demonstrate solid instructional management and leadership for ongoing school improvement. They are essential in creating a culture of trust, sharing a common vision, and encouraging and observing collaborative

learning. As it is necessary to address individual needs and concerns to promote self-confidence, listening plays a significant role in this domain. In the context of transformational leadership, principals are in charge of praising teachers for their accomplishments, for their initiative, and when they reach their intended levels of potential. Through this culture of collaboration, principals and instructors concentrate on the common benefit of the students and the attainment of organizational goals.

● Senior and middle leaders are responsible for managing the teaching and learning program in every school by creating a productive workplace with a positive learning environment for teachers and students, hiring faculty and staff to implement the curriculum, and monitoring school activities and performance. Currently, there is mounting pressure on school leaders to improve student’s performance and skills, and there is a big focus on the crucial role of teachers. Therefore, schools create needs for teacher leadership and provide opportunities for them to take on more leadership roles as principals learn the value of delegating leadership responsibilities. Senior and middle leaders can help teachers set appropriate, meaningful, and challenging targets and be innovative and creative in their lessons by adopting a critical view of traditional methods and assumptions.

● The leadership styles used within an organization can have an impact on its performance and employee motivation. Leaders are able to produce a performance that exceeds expectations by giving themselves and others challenging responsibilities and tasks to lead and encourage them to perform at greater levels. The transformational leadership style

has a positive impact on staff performance and the development level of the school. Transformational leaders can also motivate teachers and other staff members to perform above and beyond expectations by altering their attitudes, beliefs, and values. In this case, staff will feel more empowered if a leader is able to combine appropriate and effective leadership styles within the organization. As a result, employees will be able to carry out their responsibilities more efficiently and effectively, which will spark their innovative and creative thinking and, in turn, improve performance.

● School leaders should be engaged and work with the small community inside the school and the wider community outside the school. A key focus that school leaders need to have is engaging with their wider community. Students from various cultures and backgrounds frequently coexist in schools. To make everyone feel included, effective leaders have to engage with and celebrate the community’s diversity. To guarantee that excellent outcomes are achieved, leaders must cultivate solid relationships and create strong partnerships with everyone involved in the educational system, from students, parents, and stakeholders to other schools.

MUST WATCH BOARDING SCHOOLS IN EUROPE 2023

Eton College Institut auf dem Rosenberg

Website:

https://www.etoncollege.com/

Location: Windsor, England

Keyperson: Simon Henderson, Head Master

Description: Eton College is renowned for its rich history and tradition, offering a world-class education that fosters academic excellence and character development.

Website:

https://instrosenberg.ch/

Location: St. Gallen, Switzerland

Keyperson: Bernhard O.A. Gademann, President

Description: Institut auf dem Rosenberg epitomizes personalized education, tailoring learning experiences to individual needs and passions in a breathtaking alpine setting.

Le Rosey

Website: Location: Rolle, Switzerland

https://www.rosey.ch/

Keyperson: Kim Kovacevic, Headmaster

Description: Le Rosey stands as a beacon of international education, emphasizing a holistic approach to learning amidst the stunning backdrop of Lake Geneva.

Lycée Louis-le-Grand

Website:

https://www.louislegrand.fr/en/home/

Location: Paris, France

Keyperson: Joël Bianco, Head Teacher

Description: Lycée Louis-le-Grand boasts a legacy of intellectual brilliance, fostering the minds of future leaders through a challenging curriculum and vibrant academic environment.

Website:

https://sharingschool.org/

Location: Oeiras, Portugal

Keyperson: Edite Reina Costa, CEO

Description: Established in 2006, Prime School International is a day and boarding school that offers a comprehensive and exceptional educational experience for students aged 3 to 18.

Website:

https://www.schule-schloss-salem.de/

Location: Salem, Germany

Keyperson: Bernd Westermeyer, Headmaster

Description: Schule Schloss Salem combines rigorous academics with a strong emphasis on individual growth, set within the historic walls of a picturesque castle.

Prime School International in Portugal

Schule Schloss Salem

Website:

www.sevenoaksschool.org

Location: Sevenoaks, England

Keyperson: Jesse Elzinga, Headmaster

Description: Situated in the picturesque English countryside, Sevenoaks School is renowned for its innovative approach to education, fostering intellectual curiosity and a strong sense of social responsibility among its students.

St Edward’s College

Website:

https://stedwards.edu.mt/

Location: Birgu, Malta

Keyperson: Nollaig Mac An Bhaird, Headmaster

Description: Amidst the allure of Malta, St Edward’s College stands as a beacon of virtue and honor, shaping exemplary global citizens.

UWC Atlantic College

Website:

https://www.atlanticcollege.org/

Location: Llantwit Major, Wales, United Kingdom

Keyperson: Naheed Bardai, Principal

Description: UWC Atlantic College embraces diversity and social responsibility, offering a transformative educational experience that empowers students to make a positive impact on the world.

Winchester College

Website:

https://www.winchestercollege.org/

Location: Winchester, England

Keyperson: Dr Tim Hands, Headmaster

Description: Winchester College, one of the oldest schools in the world, combines a strong academic foundation with a commitment to nurturing well-rounded individuals.

Sevenoaks School

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fellow participants The raise hand feature ensures every student has a voice

and beyond

PRIME SCHOOL INTERNATIONAL IN PORTUGAL

Leading the Way in Shaping

Global Citizens

Established in 2006, Prime School International is a day and boarding school that offers a comprehensive and exceptional educational experience for students aged 3 to 18. The school strives to create a dynamic and inclusive learning environment that equips students with the necessary skills, knowledge, and global perspectives to succeed in an ever-changing world.

Notably, Prime School International was one of the first schools in Portugal to obtain the Cambridge Curriculum certificate, along with the teaching equivalence from the Portuguese Ministry of Education. The school considers this curriculum to be the best fit for its philosophy due to its international recognition and prestigious student-centered

approach. Owing to its rock-solid reputation, Prime School International consistently ranks among the top educational institutions worldwide.

What Sets Prime School International Apart from Others?

Prime School International distinguishes itself through a combination of key factors that make it unique among other educational institutions in Portugal. First and foremost is Prime School International’s unwavering commitment to delivering a world-class education. The school implements the esteemed Cambridge International Curriculum, renowned globally for

its academic rigor and international recognition. This curriculum, coupled with dedicated and highly qualified educators, ensures that students receive an education of the highest quality.

Another differentiating factor is Prime School International’s emphasis on holistic development. The school believes in nurturing the whole child, fostering their intellectual, social, emotional, and physical well-being. Through a balanced approach that integrates academic excellence with extracurricular activities, community engagement, and character development, the school provides students with a well-rounded education that prepares them for success in all aspects of life.

As an international school, Prime School International has a diverse student body and a multicultural environment that fosters global understanding and appreciation for different cultures. The school also prioritizes global awareness and provides opportunities for students to engage in international programs, exchange experiences, and develop a global mindset. Similarly, Prime School International has a strong focus on personalized learning, ensuring that each student’s individual needs and aspirations are met. Through differentiated instruction, individualized support, and a student-centered approach, Prime School

International empowers students to reach their full potential.

Highly Qualified & Dedicated Team of Educators

Prime School International takes pride in its highly qualified and dedicated team of educators. The teachers possess relevant academic degrees, with many holding advanced degrees in their respective fields. They undergo continuous professional development to stay updated with the latest educational practices and pedagogical approaches.

As an international school, Prime School International has a diverse student body and a multicultural environment that fosters global understanding and appreciation for different cultures

Moreover, Prime School International’s educators bring a wealth of experience and expertise, both in teaching and their subject areas. Their passion for education and commitment to student success create a supportive and engaging learning environment.

Extensive Resources & Facilities at Prime School International Campuses

Prime School International’s Sintra campus has a range of specialized resources and facilities that enrich students’ learning experiences. The school has an aviation simulator that allows students to gain hands-on experience and knowledge in the field of aviation. Similarly, the in-house robotics and IT room is equipped with cutting-edge technologies, allowing students to explore and develop their skills in robotics and programming. Prime School International’s Sintra campus also has dedicated facilities for hydroponics and aquaponics, where students can engage in practical learning and understand sustainable farming techniques. These labs offer hands-on experiences in cultivating plants and raising aquatic organisms in a controlled environment.

Prime School International’s educators bring a wealth of experience and expertise, both in teaching and their subject areas

Prime School International in Lisbon

is widely recognized as one of the most technologically advanced schools in Portugal and among schools with the Cambridge curriculum. The Lisbon campus offers a wide range of state-of-the-art equipment that provides students with innovative and engaging learning experiences. From cutting-edge robotics equipment to a swimming pool that offers diving, swimming courses, and even motorboat and sailing competitions, the school provides

unique opportunities for students to explore their interests and talents while promoting the development of technological and aquatic skills. These additional resources demonstrate Prime School International’s commitment to providing a dynamic learning environment and preparing students to face the challenges of the modern world.

Additionally, Prime School International in Lisbon has a 40-foot sailboat, providing students with the opportunity to learn how to

sail and obtain the local sailing certification. This unique experience allows students to develop teamwork, leadership, and navigation skills while exploring the maritime environment and enjoying the beautiful scenery of the Atlantic Ocean. The sailboat is further evidence of the school’s commitment to offering a comprehensive and enriching education that goes beyond traditional classrooms, preparing students to become well-prepared and adaptable global citizens.

Prime Boarding: A Home Away From Home

Located only 10 minutes away from Prime School International’s Estoril campus and 20 minutes away from its Sintra campus, Prime Boarding provides a home away from home for students from the age of 13. Here, students

feel welcome and are accommodated with transportation, meals, and a fee that includes school fees, books, uniforms, registration fees, and personal accident insurance.

As the first International School in the area with a Boarding School, Prime Boarding encourages students to create their own activities within the premises during their academic and study-free time. These activities may include reading, board games, basketball, constructive and educational visits, as well as the privilege of sailing on certain weekends and/or holiday times, by agreement between parents and school management. Students also have the opportunity to engage in round-the-clock educational experiences and sporting activities seven days a week. Overall, Prime Boarding offers a transformative experience for students as they learn to be independent, set priorities, develop interpersonal skills, and take initiative– essential skills for future success.

Employing a Student-centered Approach

“At Prime School International, we recognize that every student has their own strengths, learning styles, and pace of development,” shares Edite Reina Costa, CEO of Prime School International. “Therefore, to cater to individualized learning, we employ a student-centered approach.”

For this purpose, Prime School International’s teachers engage in ongoing assessment and utilize various strategies to understand each student’s abilities and areas for growth. This allows them to tailor instruction and provide personalized support to meet the specific needs of their students. Whether through differentiated assignments, collaborative projects, or one-on-one mentoring, Prime School International strives to create an environment where students feel supported and empowered to reach their full potential.

Located only 10 minutes away from Prime School International’s Estoril campus and 20 minutes away from its Sintra campus, Prime Boarding provides a home away from home for students from the age of 13

Fostering a Diverse, Intercultural, & International Academic Community

Prime School International strongly believes in the power of diversity and the enrichment it brings to the academic community. First and foremost, the school’s student body comprises students from different cultural backgrounds, nationalities, and experiences. This diversity creates a vibrant and inclusive community where students learn from one another and develop a global perspective.

Likewise, Prime School International actively promotes intercultural understanding through cultural events, celebrations, and activities that highlight the richness and diversity of its student body. International festivals, language exchange programs, and multicultural performances provide opportunities for students to share their traditions, languages, and customs with their peers. These initiatives promote mutual respect, empathy, and appreciation for different cultures. Overall, the school strives to create an inclusive and welcoming environment where students from all backgrounds can thrive and develop a deep appreciation for diversity.

Developing Students’ Innate Talents

Prime School International is committed to supporting students in developing their innate talents and achieving their full potential. The school provides a wide range of academic and extracurricular activities that allow students to explore and develop their talents. Whether it’s through sports, arts, sciences, technology, or other areas of interest, Prime School International offers diverse programs and clubs that enable students to pursue their passions. These activities are designed to foster creativity, critical thinking, and skill development while also encouraging collaboration and self-expression.

Furthermore, Prime School International places emphasis on mentorship and guidance to help students identify and develop their talents. Through ongoing support and constructive feedback, the school empowers students to set goals, explore their interests, and take ownership of their learning journey.

Preparing Students for College Admissions

Prime School International prioritizes providing comprehensive support to its students as they prepare for admission to top universities. Ms. Costa shares that the school has a dedicated college counseling team that works closely with students, starting from the early stages of their high school journey. The counselors guide students in exploring their academic interests, identifying suitable university programs, and developing a personalized college admissions roadmap. They also assist students with university research, application preparation, essay writing, and interview skills to maximize their chances of success.

In addition, Prime School International offers rigorous academic programs and advanced placement (AP) courses to challenge and prepare students for the academic demands of top universities. The teachers provide individualized attention, ensuring that students are equipped with the necessary knowledge and skills. They also encourage students to participate in extracurricular activities, leadership roles, and community service, as these experiences strengthen their university applications and showcase their well-roundedness.

Furthermore, Prime School International organizes university fairs, information sessions, and guest speaker events to expose students to

Prime School International is committed to supporting students in developing their innate talents and achieving their full potential

a wide range of university options and provide insights into the application process. The school fosters partnerships with universities and offers opportunities for students to interact with university representatives, both virtually and through campus visits.

Student Success Stories

At Prime School International, many of its graduates have gained admission to prestigious universities around the world, including Ivy League institutions, Oxbridge, and other renowned academic institutions. They have pursued diverse fields of study, ranging from medicine, engineering, and business to the arts and humanities. The students

have also received scholarships and awards for their academic excellence, leadership skills, and community involvement. Additionally, they have participated in international competitions, showcasing their talents in fields such as science, technology, music, and debate. The success of Prime School International’s graduates reflects the school’s commitment to providing high-quality education and comprehensive support for their future endeavors.

Helping Navigate the Complexities of the World

Prime School International has implemented various initiatives and programs to help students

navigate the world’s complexities. The global citizenship program offers workshops, seminars, and experiential learning opportunities that promote intercultural understanding, empathy, and social responsibility among students. The school also offers leadership development programs that empower students to take on leadership roles within the school community. Through its entrepreneurship programs and innovation challenges, students are encouraged to think creatively, solve problems, and develop a spirit of innovation.

Similarly, Prime School International promotes cultural exchange programs that allow students to connect with peers from different countries and cultures. The school has also incorporated discussions on current affairs and global issues into its curriculum, which helps students develop critical thinking skills, expand their knowledge of global problems, and encourage them to become active participants in shaping the world around them. These initiatives foster a sense of global awareness and prepare students to be informed and engaged global citizens.

Staying Ahead of the Curve

Prime School International is committed to keeping up with the constantly evolving educational landscape and ensuring that its curriculum remains relevant. The school employs several strategies to achieve this, including continuous professional development for its educators. Through ongoing training and learning opportunities, teachers stay updated with the latest educational practices and pedagogical approaches, enabling them to provide the best education to students.

Research and collaboration are also integral to Prime School International’s approach.

The school encourages educators to engage in research activities, collaborate with colleagues, and stay informed about educational advancements. This allows them to incorporate innovative teaching methods and content into the curriculum.

Regular curriculum evaluation and enhancement are carried out to align with educational standards and meet the evolving needs of students. Prime School International takes feedback from various stakeholders, including students, parents, and industry professionals, to ensure that the curriculum reflects real-world demands and prepares students for future challenges.

Partnerships with industry and community organizations play a vital role in keeping the curriculum relevant. By collaborating with external partners, Prime School International brings realworld experiences, industry insights, and practical applications into the learning process. This enhances the student’s understanding and helps them develop the skills required for future success.

Technological integration is another key aspect of Prime School International’s approach to curriculum development. The school embraces technology as a tool to enhance learning experiences and foster digital literacy among students. By integrating technology into various subjects and activities, Prime School International prepares students to navigate the digital age and leverage technology for their academic and professional pursuits.

Through these strategies, Prime School International stays ahead of the curve in the educational landscape, continuously adapting and refining its curriculum to equip students with the knowledge, skills, and competencies needed to thrive in a rapidly changing world.

Alice in Wonderland

Diana Marié Eksteen, Certified Teacher

Someone on LinkedIn posted an article about Alice in Wonderland in relation to AI, which resulted in the author of this article, compiling a response.

In what you are about to read, the prompts were: “You are Alice.” “You are a teacher.” (Chat GPT was not used.)

Alice was a teacher. She has seen some of the effects of technology on children and with all these AI tools suddenly available, she soon realised that it was inevitably going to filter into education more and more. Alice had to be honest with herself. This idea truly excited her, as did all the things she could previously do with her little students as an Apple

There really ARE many advantages to learning, Alice thought to herself. Incorporating the use of technology has been very beneficial in so many ways and now AI!

Diana officially became a teacher in 2000, although she has memories of teaching a group of dolls in her room when she was 7-years-old; and has been working mostly as an Early Childhood Educator and Primary School Teacher in six countries, including South Africa, England, Gran Canaria (Spain), Italy, Ireland and New Zealand. She has worked with all age groups from birth to 12-year-olds and has delivered a variety of school curricula, often in tandum. She has taught in many types of schools, including statemaintained, independent, Montessori, private bilingual (Cambridge), international Apple distinguished IB (International Baccalaureate), Educate Together National Schools, Crèches and Early Childhood Education Centres. She has also worked in the capacity of a teaching assistant, childminder, supply teacher, special needs assistant, special needs teacher and online educator for shorter periods of time and has home schooled her daughter.

teacher! She also realised that it meant that dependency on technology and on AI would increase. She was not not too sure how she felt about that yet, but she understood that she lived in that type of world now; and it was the parents who allowed it. It was the parents who put phones and games into the hands of their children and education was, of course, sure to follow. AI has now entered the world of education. Before, there used to be computers, interactive whiteboards, even iPads, but AI was now here! Personalised learning, Virtual Reality, chat bot assistants! What more could Alice want for her children?

There really ARE many advantages to learning, Alice thought to herself. Incorporating the use of technology has been very beneficial in so many ways and now AI! Students will probably even prefer it, at least for periods of time; and, whether she liked it or not, Alice knew that her students were bound to need it for their futures. She just kept having flashbacks to the negative aspects too, especially with very young children, who still struggled to understand what was real, how the online world works and how to enforce or stick to boundaries.

Alice recalled her class full of lively children, busy doing and buzzing. Then, she remembered the same class full of children, sitting still in a row staring at a screen, unable to pull themselves away from it, unless she used her Apple technology to turn off all their screens using her device controls. It was like seeing puppets being mastered by a puppeteer.

Alice knew she would need to incorporate AI and technology and she certainly knew

Alice wondered if her children was at all worried about AI taking over the world. One child replied that we’ll run out of resources before that happens. What a sad statement, Alice thought. However, a rather relevant worldview

about all the great things it could do, but she also knew that she needed to be careful with the young people’s minds and behaviours and she would have to teach them skills and how to keep the balance.

And to discern!

Alice could tell that technology and AI were entertaining, but addictive. She could tell that it was useful, but that it could also change people. She found out that research showed how social media has had many negative effects and not even the creators of AI knew what was to come. So, Alice realised that she was entering an era of uncertainty, which she was almost forced to embrace as if it was only a wonderful thing.

After teaching at a technology school, Alice taught at a rigorous, traditional school with little technology being used. To her surprise, she found that the children had longer attention spans, better listening skills and a lot of knowledge (in their heads). She introduced the technology and saw them almost instantly becoming addicted and easily going off task or being distracted and she felt as if what she was doing wasn’t right, nor needed. However, it was Alice who was the one missing the technology, having used it before. Alice also did not like standing in front of a photocopier machine, which jammed and wasted paper if she could be air dropping work or using online platforms. The benefits were real.

Alice felt as if she could accomplish so much with it so much faster. But did she, she had to wonder. Did she really? In spite of this, she constantly found herself thinking about new technology and AI ideas: “What if they could build an educational game that

could teach this or do that?”, she would ask herself. Almost everything she did could be replicated in AI form, but was it wise, necessary and needed? And what was the negative side to this?

She could so very clearly see the positives or convince herself of what they were, but was anything getting lost, which she needed to perhaps treasure? If not, then she would say: “Go for it!” But she had to be sure first. AI has been introduced without important discussions relating to regulations and laws. Yet, she had no choice but to embrace it now.

Alice thought about her time in Wonderland and her finding the bottle with a label with the word poison on it. She wondered. She wondered if she was playing with something she knew too little about or getting herself deeper and deeper into something, which she really should have stayed out of.

Did she really WANT her children to be educated through VR headsets? No, not really, she thought to herself. Might her children enjoy some VR sessions? Yes, of course. (In fact, some of her children did, but they said it wasn’t that great.)

Alice wondered if her children was at all worried about AI taking over the world. One child replied that we’ll run out of resources before that happens. What a sad statement, Alice thought. However, a rather relevant worldview.

Alice thought some more. We’ll embrace. We’ll discern. We’ll use our human traits and creativity, and we’ll continue to develop critical thinking skills and soft skills. We’ll continue being human. That was all that she knew for now. She looked at the bottle one last time, put it down and walked away.

MUST WATCH BOARDING SCHOOLS IN EUROPE

ST EDWARD’S COLLEGE, MALTA

Where Heritage and Horizon Converge

In the enchanting Mediterranean island nation of Malta, a school stands tall, embracing a rich heritage while embracing modernity and global perspectives - St Edward’s College, where the pursuit of Virtus et Honor (virtue and honor) is not merely a motto but a way of life that shapes exemplary citizens who give more to society than they take.

Sylvana Debono, the passionate Head of Communications and Marketing at St Edward’s College, reflects on the school’s core values. “For us, the basis of any Edwardian’s frame of mind has to be that of exemplary citizens who give more to society than they take. Incorporating the ethics of self-discipline and duty, we place great emphasis on character formation, genuine intercultural understanding, and leadership.”

At St Edward’s College, education goes beyond textbooks and examinations. The students are encouraged to question, be innovative, and approach problems with a positive attitude. Nollaig Mac An Bhaird, the headmaster of the College is clear in his

vision: “We firmly believe that education is not just about acquiring knowledge but also about fostering critical thinking and nurturing creativity in our students. They are encouraged to think independently, ask questions, and challenge conventional wisdom.”

Nollaig Mac an Bhaird, Headmaster

One of the hallmarks of St Edward’s College is its commitment to promoting sports and physical activities. “Sports are also very much encouraged since this is an excellent way to foster both individual prowess as well as team spirit,” Mr Mac an Bhaird proudly shares. The school understands the importance of a wellrounded education that not only sharpens the mind but also nurtures the body and spirit.

St Edward’s College has evolved over the years, adapting its curriculum to meet the demands of the global education landscape.

St Edward’s College offers a modern curriculum that leads to the International General Certificate of Secondary Education (IGCSE) up to the age of 16 and the prestigious International Baccalaureate (IB) Diploma between ages 16 and 18

Today, the school offers a modern curriculum that leads to the International General Certificate of Secondary Education (IGCSE) up to the age of 16 and the prestigious International Baccalaureate (IB) Diploma between ages 16 and 18. The IB program is renowned for its emphasis on international-mindedness, critical thinking, and community service - qualities that are crucial in shaping responsible global citizens.

While St Edward’s College has a proud history of boarding facilities, the school has embraced a more diverse and inclusive model.

Irene Attard, Admissions and Boarding CoOrdinator explains, “We have recognized that distances in Malta are relatively short, making it accessible to students from different parts of the island. However, we continue to retain

a few boarding spaces mainly filled by foreign students whose parents do not live in Malta. This diversity adds to the richness of our global school community.”

At St Edward’s College, education transcends traditional methods, as they employ the “Think, Understand, Learn” technique to guide their pupils. This approach encourages students to

question the ‘known’ and explore new realities and knowledge. It fosters a love for learning, igniting a passion for intellectual curiosity that lasts a lifetime.

A Journey from War to Education

Nestled within the historic Cottonera Fortifications in Malta, St Edward’s College

is a remarkable institution that has traversed a fascinating journey from its military roots to become a bastion of education and British culture. The vision behind this institution was fuelled by the indomitable spirit of Baroness Strickland, the second wife of Sir Gerald Strickland, Baron Della Catena, who served as Prime Minister to the islands between 1927-32.

During that era, Malta was a melting pot of cultural influences, with the educated classes predominantly speaking Italian. However, the British Colonial government sought to promote education and British values, aiming to eradicate Italian as the primary language of communication. Baroness Strickland’s position as the wife of a prominent politician uniquely placed her to influence and advocate for a transformation in education.

St Edward’s College was envisioned as a lay, private school, free from the influence of church

Irene Attard, Boarding and Admissions Co-Ordinator

Jolen Galea, Head of IB Diploma Program

Annalise Domenici, HR Officer and College Secretary

Nestled within the historic Cottonera Fortifications in Malta, St Edward’s College is a remarkable institution that has traversed a fascinating journey from its military roots to become a

authorities or the government. It was to be a place where the best precepts of top UK boys’ boarding colleges would be incorporated, providing students with a well-rounded and character-driven education.

The history of the college’s grounds is intertwined with the legacy of the Knights Hospitallers, who built the Cottonera Fortifications. The College Chapel, dedicated to St Edward the Confessor, was once a gunpowder magazine during the time of the Knights. This unique transformation from a wartime building to a place of peace serves as a powerful symbol for the boys who walk its halls.

The main buildings of St Edward’s College, dating back to the 1870s, have a profound history of their own. Originally built as a military hospital, the plans for the facility were

approved by none other than the pioneering nurse and statistician, Florence Nightingale. Ms. Nightingale’s familiarity with Malta and its climate, having passed through the island on her way to the Crimea, contributed to the hospital’s design, featuring high ceilings, spacious halls, and well-ventilated terraces, all essential elements to ensure the comfort and well-being of the patients.

“The hospital played a crucial role in World War I, particularly during the Gallipoli Campaign. Its decommissioning marked the turning point for Lady Strickland, who saw the potential to transform the place into an institution of education imbued with the values of virtue, honor, and intercultural understanding,” shares the college Bursar Analise Cioffi.

Under the visionary leadership of Baroness Strickland, St Edward’s College opened

bastion of education and British culture

its doors as an educational haven, fostering intellectual curiosity and character formation. The college’s transformation from a hospital to an educational sanctuary symbolizes the transition from conflict to enlightenment and mirrors the evolution of Malta itself.

Today, St Edward’s College stands as a testament to the power of education and the enduring spirit of its founders. The college continues to embrace its heritage while nurturing global citizens equipped to navigate the challenges of the modern world. As the sun sets over the ancient fortifications, the legacy of St Edward’s College endures, inspiring generations of young minds to follow in the footsteps of those who once sought healing and now pursue knowledge and wisdom within its storied walls.

Offering A Holistic Education

St Edward’s College, Malta, boasts a diverse student demographic encompassing five distinct sections: Early Years (Nursery to Year 2), Junior School (Years 3-6), Middle School (Years 7-8), Senior School (Years 9-11), and the IB program (Years 12-13). On average, each class consists of 15 students as a whole group, but from Middle School onwards, they are further divided into smaller groups based on their choice of special subjects. Nevertheless, they remain together for common subjects such as English, Mathematics, and Ethics/Religion. The assessment process is continuous for all students and formalized from Year 5 onwards.

“Our approach to education, rooted in tradition and a strong ethos, attracts parents who value traditional teaching methods, resulting in

a predominantly ABC1 demographic,” states Analise Cioffi. Currently, 30% of the college population comprises non-Maltese students, mainly ex-pats on long-term assignments in Malta. St Edward’s also takes pride in its historical connections, retaining the descendants of the ‘Foundation Boys,’ the first students who began their educational journey at the college in 1929. These generational students hold strong emotional ties to the institution.

The college’s allure extends beyond its academic offerings, particularly for students interested in boarding and pursuing the IB Diploma program. St Edward’s has achieved a high success rate in the IB program, with an average score of 32, surpassing the international average of 28.

With a commendable student-to-teacher ratio of 7:1, St Edward’s ensures a balanced

Samantha Abela, Head of Middle School

Stephanie Grech, Head of Early Years

Daniel Caruana Smith, Head of Senior School

environment that fosters individual attention and follow-up for both day and boarding students. Speaking of boarding students, Irene Attard, Boarding co-ordinator, says, “We follow a “home from home” approach, offering excellent facilities with individual spaces, single and double rooms on request, and access to all the college’s amenities. The boarding community is intentionally kept small to provide personalized pastoral and academic support to all students.” The college’s guiding principle of treating students like adults until they behave like children has been remarkably successful, resulting in few serious issues.

To ensure a harmonious relationship with parents, St Edward’s actively communicates and collaborates with them on matters such as weekend trips and dietary preferences. The Boarding Co-Ordinator, a qualified youth

Louise Mallia, Head of Junior School

Sylvana Debono, Head of Communications and Marketing

Analise Cioffi, Bursar

worker, is attuned to the unique needs of young adults and plays a pivotal role in creating a supportive and nurturing boarding environment.

Nurturing Well-Rounded Scholars

At St Edward’s College, a strong focus on academic excellence empowers students to excel in the IGCSE and its Maltese equivalent, MATSEC. The college prides itself on preparing students for success in a wide range of subjects, including English language and Literature, Mathematics, Maltese, and a choice of foreign languages like French, Italian, or Spanish. Additionally, students demonstrate proficiency in subjects such as History or Geography, Physics or Accounting or Business or Media Studies, and Biology or Economics or ICT, along with Chemistry or Art or PE.

“We place equal emphasis on extracurricular activities, aiming to foster all-rounded individuals. We encourage our students

St Edward’s College’s commitment to academic excellence, combined with a supportive faculty and diverse extracurricular opportunities, creates a dynamic learning environment that nurtures well-rounded scholars

to explore their interests beyond academics through a diverse range of extracurricular options. These include Drama, Music, various sports activities, and artistic expression,” shares Headmaster Mr Mac An Bhaird. The college actively promotes a “try new things” mindset, inspiring students to step out of their comfort zones and discover their passions. Whether it be on the stage, on the sports field, or through artistic pursuits, students are encouraged to embrace new experiences with confidence.

The academic staff at St Edward’s College is a highly qualified team with first degrees in their respective fields, and many possess post-graduate qualifications. Their dedication to continuous professional development ensures that they remain at the forefront of educational practices. “Our staff embodies flexibility and dedication, as evident during challenging times like the Covid crisis. When the need arose, we swiftly transitioned to online teaching, with teachers embracing the challenge with enthusiasm. They adapted seamlessly to the virtual platform, providing students with the same level of care and attention they would receive in a traditional classroom setting,” pinpoints Human Resource officer Annalise Domenici.

St Edward’s College’s commitment to academic excellence, combined with a supportive faculty and diverse extracurricular opportunities, creates a dynamic learning environment that nurtures wellrounded scholars. Through holistic education, the college empowers students to not only achieve academic success but also develop essential life skills and a passion for lifelong learning.

Celebrating Heritage and Embracing the Future

St Edward’s College fiercely cherishes its heritage and embraces a bright future. The college marks

St Edward’s students are distinguished by their impeccable manners, critical thinking abilities, multilingual proficiency, athletic talents, and a strong sense of social responsibility

the significance of St Edward’s Day every 13th of October with a lively Sports Day, welcoming parents to join in cheering on their children. This event serves as a unifying celebration, strengthening the bond between the college and its community.

Another momentous occasion in the college’s calendar is Foundation Day on the 18th of January, observed with a special Prize Day ceremony. During this event, deserving students receive accolades for their dedication and hard work, creating moments of pride for both students and educators as they celebrate academic achievements and personal growth.

“Presently, we are undertaking an extensive physical restoration of our college premises. This undertaking is not just a matter of expense and scale; the college is also a listed monument, requiring specialized skills and permits for restoration. This commitment to preserving our historical identity and providing a conducive learning environment underscores our dedication to both tradition and progress,” shares the Bursar, Analise Cioffi.

St Edward’s students are distinguished by their impeccable manners, critical thinking abilities, multilingual proficiency, athletic talents, and a

strong sense of social responsibility. The college’s esteemed alumni encompass archbishops, scientists, climate activists, record-breaking athletes, Chief Justices, surgeons, and influential business leaders who actively contribute to philanthropy. St Edward’s College instils in its students the values of compassion, empathy, and global citizenship, encouraging them to leverage their unique qualities for the betterment of society.

Beyond academic development, studying at St Edward’s College fosters a close-knit community, offering students an international second family and a diverse network of friends from around the world. Nurtured within a supportive environment, students emerge as compassionate leaders and changemakers, well-prepared to face the challenges of an ever-changing world.

As St Edward’s College commemorates its history and embraces the opportunities of the future, the institution remains steadfast in its commitment to cultivating well-rounded individuals, equipped not only for academic success but also for a life enriched by character, integrity, and a global perspective. The college takes immense pride in the achievements of its students, both within and beyond the classroom, and looks forward to the promising future they will create.

Revolutionary Technologies to Easily Create 3 D Content in the Metaverse Era

Jaime Donally, Author, Speaker, EdTech Consultant

In today’s digital age, the ability to create 3D content is becoming increasingly important. From shopping to social media, our students interact with 3D content daily. As we move towards the future of the metaverse, the necessity of creating 3D content is increasingly clear. Digital environments will be built on 3D content, and without it, the metaverse would be little more than a 2D representation of reality. As we continue to explore the potential of the metaverse, it is clear that creating 3D content creators is an essential skill for our students to build rich and engaging virtual worlds.

While developing 3D content has always been an advanced skill, some recent technologies have simplified the task. LiDAR, photogrammetry, and NeRF are three technologies that have revolutionized the creation of 3D content. These technologies allow us to capture the real world and replicate those objects into 3D models that can be used in various applications.

A former PK-8 math teacher turned technology integration specialist, Jaime Donally has spent more than a decade at the classroom and district levels thinking about how educators can practically use augmented, virtual, and mixed realities. In her current role as an independent education consultant, she provides professional development on immersive technology to districts and conferences. She also connects on social media using #ARVRinEDU about AR and VR in education. Donally is the author of Learning Transported and The Immersive Classroom, which aims to tackle the fears and hurdles of immersive learning integration and get teachers on board with successful implementation.

LiDAR, or Light Detection and Ranging, is a technology that uses laser pulses to measure distances and create 3D maps of physical spaces or objects

What is Mobile 3D Scanning Technology?

LiDAR, or Light Detection and Ranging, is a technology that uses laser pulses to measure distances and create 3D maps of physical spaces or objects. Photogrammetry is a technique that uses specialized software to create a 3D model of an object or scene by using multiple 2D photographs taken from different angles. It involves identifying common features in the images and determining their 3D location using triangulation techniques. NeRF, or Neural

Radiance Fields, is a newer technology that uses machine learning algorithms to create 3D models from 2D images. Instead of finding similarities between the pictures, as photogrammetry does, it learns how to map specific 3D points to their corresponding colors. This makes it easier to create accurate 3D models of objects or scenes with complex shapes or lighting.

Traditionally, creating 3D content has been time-consuming and expensive, requiring trained artists and technicians. The simplicity of using

mobile applications to create stunning 3D objects might seem complicated, but these tools are incredibly user-friendly. The best part about these technologies is that they can be used with many common devices, such as smartphones or tablets. This means that anyone can become a 3D content creator with basic knowledge and practice.

How is Technology Effective in the Classroom?

Producing 3D content has many applications, from virtual reality landscapes to architecture and home design to displaying products in augmented reality. Specifically in the classroom, teachers can create engaging visual aids that facilitate hands-on learning experiences. For example, 3D models of historical landmarks and terrain can be scanned and digitally replicated to give students a better understanding of geography, history, and culture.

Beyond viewing content, students can easily become 3D content creators. This technology allows students to capture and create 3D models of plants and animals, demonstrating their perspective on nature. Imagine converting a museum visit into a fullscale, lifelike augmented reality experience. Whether the technology is used to create 3D models of historical artifacts or biological specimens, it can revolutionize how we teach and learn.

Not only can students creatively express their ideas, but in some instances, learning how to create 3D content can be a valuable skill for a potential future career. Becoming a 3D content creator is essential for students because it is a talent increasingly in demand in various industries such as film, gaming, architecture, and

product design. By equipping our students with the skills to create their own 3D content, we are preparing them for a future where the digital and physical worlds are increasingly intertwined.

Examples

Polycam is a powerful tool that can produce highquality 3D content using both photogrammetry and LiDAR technology. The mobile application uses advanced algorithms with photogrammetry to stitch together multiple photographs of an object, creating a detailed and accurate 3D model. The LiDAR technology is available on the latest iPhones and iPads to create detailed 3D maps of objects and environments. The Polyweb (webbased library of Polycam published content) is especially helpful for accessing your 3D files and sharing them with others.

Luma AI leverages NeRF technology to capture high-quality 3D objects using your mobile device, making it an ideal solution for exporting to augmented or virtual reality. Unlike LiDAR technology, reflections and lighting aren’t an issue with NeRF and Luma AI’s compatibility with iOS and Android devices (coming soon) means wider accessibility. Luma AI also has a web feature to upload videos or photos and convert them into 3D objects.

Being a 3D content creator using LiDAR, photogrammetry, or NeRF technology is an important skill in today’s digital world. These technologies allow us to create virtual models of the real world that can be used in various applications. By equipping our students with the skills to create their own 3D content, we are preparing them for a future where the digital and physical worlds are increasingly intertwined.

Stepping Away to step up: Limitations and Liberation

Katie Thompson, Student Teaching Program Manager at Chicago Public Schools

Katie is a dynamic and forward-thinking educational leader, with over 20 years of experience, in the K through 12 academic landscape. She has worked in public, private, and charter schools in Chicago’s inner-city, in the capacity of teacher, technology coordinator, new teacher mentor, instructional coach, Danielson teacher evaluator, and administrator. Over the years, she has found that her passion is in the training and development of new teachers. As an advocate for educational equity, she is pleased and excited to be leading a new initiative, recruiting and training educators of color, in an effort to build a strong pipeline of teachers to work in Chicago’s hard-to-staff schools. Her belief in the power of education continues to fuel her passion each and every day.

What was your dream job as a child? Did you imagine a job that you look forward to going to every day because it’s your passion? Because of the collegiality? Because of the room for professional growth? Salary? Have you ever had to sacrifice any of these to follow your passion?

Is the WHY the be-all and end-all of job satisfaction? I fell into education as a university track and it quickly became my passion. I worked my way through the ranks

of a public school system, the nonprofit sector, the private sector, and back into the public education system. Along the way, I learned many things…and have had to unlearn quite a few in order to refuel my passion.

I began this adventure as a classroom teacher in a large public school system. Year after year of being a reflective educator, I added to my toolbox: strategies, practices, and tips and tricks, that would not only help me to move forward as an educator but those that kept my students engaged and move them

In 2020, our world came to a grinding halt. Our new norm was something none of us had ever expected or knew how to navigate: Zoom classes, synchronous learning, asynchronous learning, and near pods all became part of our everyday vocabulary

forward academically, as well. I bounced around to a few different grade levels looking for the perfect fit where I could feel that I was doing the most for my students, and where I could provide a level of instruction and engagement that was fruitful and fulfilling for all of us. I moved on and through the nonprofit sector as an instructional coach and mentor, working with new teachers. I felt a sense of satisfaction saying that I was able to help others find their passion, finetune and build their practices. Moving into the private sector, I noticed a big culture shift, differing retention rates, and teacher compensation shortfalls.

In 2020, our world came to a grinding halt. Our new norm was something none of us had ever expected or knew how to navigate: Zoom classes, synchronous learning, asynchronous learning, and near pods all became part of our everyday vocabulary. We were building the plane while flying it. I know that those outside of the classroom will not ever fully understand what “a day in the life” looked like, as we asked for grace. It did feel as if we had to explain our methods and why what we were doing was for the best, and how we changed our practices/methods every day, in an effort to increase engagement and move beyond the noise of student deficits. We doubled down to prove our worth. We went from hero to zero and back. It was rough on the mental health of all educators. We plowed on. Resilience, to the point of breaking, came at a cost. We, as a school, made it out of 2020 relatively unscathed, as many teachers returned to their classrooms

Resilience, to the point of breaking, came at a cost. We, as a school, made it out of 2020 relatively unscathed, as many teachers returned to their classrooms for continued pandemic learning, more in than out of the classrooms

for continued pandemic learning, more in than out of the classrooms. Teachers stuck it out, putting their nose to the grindstone, working tirelessly to ensure student learning was at the forefront, while also trying to bring back what was a sense of normalcy, pressing down their own fears, and putting student and school needs first. There was no downtime to catch your breath, to understand the trauma we had been through together and were still going through. There was no personal time to process and mourn losses and grieve for loved ones. Everything inside the school was being “taken care of” while the rest of their lives, seemingly, were falling apart. As their administrator, I saw the shift and the toll it had been taking on them. I quickly morphed into cheerleader mode. I tried to make our school setting “extra special”, catered lunches, dress-down days, covered preps…I became the one showering them with toxic positivity. I tried to exude enough energy and enthusiasm for all of us, hoping they could catch whatever vibe I was throwing off. Wow. How could I not see that I was not helping? That was my one true calling! I had read so many articles about teaching, the pandemic, data trends, and retention strategies, and then I read one on… toxic positivity. Oops.

We were going through monumental changes and I was trying to not only keep up but get ahead of the unknown. It seemed like a good idea at the time. Spoiler alert, it wasn’t. I was watching teachers throw in the towel, and leave the profession completely.

I couldn’t blame them at all. I watched as job boards, blogs, and LinkedIn posts

targeted transitioning teachers. Marketing firms and banks wanted to hire transitioning teachers because of their immense skill sets. I was so married to the belief that I had to hold it all together for everyone that I didn’t see everything slipping away. Well, what was the answer here: more money, more coverage, more dress-downs, less accountability?

While I was the biggest cheerleader of my staff, I was not a good role model. I veered away from the empty positivity and treats. I told them I could see the effects the pandemic had on their mental (and physical health). From my heart, I told them they always needed to do what was best for themselves and their family. I meant every word of it. What I didn’t solidify was the plan for when they took me up on my advice. I wore a different hat, not every day, but multiple hats throughout the day because I had to hold up my end of the bargain. I had built a GREAT team and I wanted them to not only stay- but be satisfied- when so many other options were evident and available to them.

What I came to realize through this pandemic journey is that I had taken my physical and mental health for granted, trying to be all things for all people. I had been beaten at my own game. I didn’t realize how rough the last two years had been on me until I made the difficult decision to walk away. I walked away from the comfort of a tight-knit staff. I walked away from a school I had invested in for many years, personally and professionally. I walked away from my extended family. I took a few weeks off and

actually “felt” for the first time in as many years. It was cathartic, it was necessary and was welcomed. (It also felt foreign.)

My new job came with a steep learning curve, knowing nothing and knowing no none. I became a student, wanting to learn it all! I threw myself back into work, the only thing I ever knew how to do well. I was passionate about learning again! Oops again. The most important thing I have learned thus far, with consistent reminders from my new managers…slow down, relax, listen, and learn. I heard them “talk” about work/life balance and mental health, and prioritization of tasks. I know this, I did this. I never took my own advice but spoke of this often. I laughed, as I tried to even imagine a job that demanded work/life balance-such a novel suggestion. My managers speak it, model it, and live it. They consistently discuss this, reinforce this, and expect this. (I was actually reprimanded for sending an email after 5:00, expecting a response.) We are not good for our organization and our team if we are not giving 100% when we are needed. This has been an education and a deprogramming of sorts. As a manager myself, I constantly have to speak this, expect this and have learned that this is the norm because it is good for all of us. While it is not rote, the theory of work/life balance is practiced and modeled…and it is so refreshing!

While I thought I had a good handle on strategies to keep talent in schools, I did not. I was not the manager and role model my staff needed. I can see that now that I am outside the frame. I hope you have not read this far waiting for an answer. I do not have

the answer about how to specifically retain good staff and administrators...not even close. Remember, I chose to walk away. I do know that my whys, my family, my health, and my passion have been reignited. Work/ life balance is a necessity on all levels. The important part of this conversation is actually having the conversation. The problem is much bigger than a single solution or a single voice.

I took my leave from the private school setting and jumped back into a public school setting, out of the classroom, out of a school, and into an office. I am working with young men and women who want to become teachers. I am hoping to help them define their why, to help best prepare and train them in a way that gives them the confidence to want to continue in a system that seems to want our souls. We are working extremely hard to build the best support and facilitate meaningful training to prepare our future teachers, cooperating teachers, mentors, instructional coaches, and academic leaders, as best we can. That support comes not only from coaching and observations but from honest conversations about mental health and physical health and emotional wellbeing. Compassionate supports need to exist in order to maintain a healthy staff.

As a result of my journey, filled with many successes and failures, I feel I am in a position to offer new advice, the kind which comes from experience and reflection: the only constant is change, embrace the unknown, follow your passion, re-assess often, and make yourself a priority. Now, go forth and set the world on fire. It’s time to live your WHY!