December 2024 | www.educationandcareernews.com
“Schools, whether in rural towns, big cities, Indigenous land, or border areas, must connect deeply with their communities.” Heidi Vega, APR, 2024-25 President, National School Public Relations Association Page 02 “One of the most exciting benefits of AI in education is its potential to personalize learning experiences.” Verjeana McCotter-Jacobs, Executive Director and CEO, National School Boards Association Page 05
By listening and reaching out to students and their families, schools can increase engagement and improve outcomes for their entire community.
Growing up in a low-income neighborhood, I learned the value of education early. My grandparents, who were migrant workers in Arizona, labored tirelessly to provide for their families. Education was highly respected in our community, yet very few made it past middle school. I was determined to break that cycle and became the first in my family to graduate from college.
The journey wasn’t easy, but it taught me something invaluable: Connection is everything.
Schools, whether in rural towns, big cities, Indigenous land, or border areas, must connect deeply with their communities. When they do, they become more than educational institutions; they turn into pillars of support and empowerment.
I’ve seen firsthand how cultural differences can act as barriers between schools and families. These and other challenges that our diverse families face — whether language barriers, transportation issues, or balancing work schedules — can make it difficult for them to engage with schools. However, I’ve also seen how those barriers can be broken down through thoughtful, culturally sensitive communications and engagement efforts. My work as a school communication and engagement professional remains focused on ensuring that every school builds those connections. As I’ve seen firsthand, when families feel seen, heard, and supported, everything is possible.
Read the full article online at educationandcareernews.com/ campaign/education-technology
Written by Heidi Vega, APR, 2024-25 President, National School Public Relations Association
In a world brimming with technological change, parents are looking for schools that will help their students thrive today and in the future.
Technology changes our lives in many ways, including how, where, and what we learn. The rapid growth of the world wide web 30 years ago led to an explosion in access to information. This change encouraged teachers to shift their approach in some ways, such as moving from simply delivering information to helping students find, verify, understand, and interact with information. Now the emergence of generative AI is pushing educators to think even more deeply about the school’s role in the learning process, as well as AI’s role in our collective future.
Educators and parents alike are asking challenging questions about education in this new paradigm. What skills do students need to be ready to enter an AI-embedded workforce? What is the right amount of technology in school? How can we protect children’s safety and prepare them for a future that may look very different from today? These questions are critical for schools and families to explore as they work together to support students and prepare them to be future-ready.
Mission: future-ready
I lead the National Association of Independent Schools (NAIS), a network of 2,000 independent private schools. NAIS member schools come in many sizes and types, including day and boarding, religious and secular, and coed and single-gender schools. Each independent school has a unique mission that guides all aspects of the school and the student experience. With their missions as their guides, many independent schools are focused on cultivating skills they know will help students thrive in a tech-filled future. These skills include analytical
judgment, flexibility, creative thinking, resilience, and curiosity — skills identified by organizations like Microsoft and the World Economic Forum as essential for the workforce. Schools also want to help students develop the interpersonal skills that will allow them succeed in all aspects of life, whether at work or play.
What never changes
What students study and how they’re taught might look different now than it did when today’s parents were in school. However, no matter what technology is used, or in what ways, great teachers are still the essence of any school. They get to know what interests and motivates each student, providing the individualized attention students need to excel.
Great teachers still focus on the relationships they build with students, and these relationships are at the heart of learning. How teachers incorporate technology into the classroom environment is an extension of these relationships, of curricular goals, and of the school’s mission.
Five questions to ask
How can families ensure that schools
will meet their students’ needs and goals? As you consider educational options for your child, consider asking schools questions like these to understand their approach to technology:
1. What is the school’s overall philosophy on technology?
2. How does the school instill competencies in students that will serve them well in a technologyrich future?
3. How do teachers of different grades or divisions vary their use of technology?
4. Is technology used to individualize students’ learning? To track or assess their progress?
5. What policies and practices are in place to keep students safe and secure, including in an online environment?
Questions like these will help families ensure they find the right school for their children — schools where educators and families work together to help students become future-ready.
Written by Debra P. Wilson, President, National Association of Independent Schools (NAIS)
needs and educational consider like these approach to overall technology? instill that will technologyerent their use of individualize track or practices are safe and online help families school where together future-ready.
President, Independent
Here’s how Modesto City Schools increased educational time in the classroom without modifying infrastructure.
One of the biggest challenges that Modesto City Schools faced was transitioning toward a technological and digital world in the classroom. Due to the COVID-19 pandemic in 2020, the district rapidly expanded to a fully 1:1 mobile device model across the entire district. As in-person instruction resumed, finding ways to keep students’ devices charged and ready for learning was difficult. Prior to mobile devices becoming integrated into lesson plans, there was less demand for outlets in classrooms. But now, there were not enough to go around. Students frequently came to school with uncharged devices, preventing them from participating in lessons. This resulted in wires and extension cords being strung across classroom floors, creating potential hazards, and disruptions to instructional time.
Finding a quick solution to address charging needs
The team quickly realized they needed a solution that could charge students’ devices while they were in use.
The team researched all available options that wouldn’t create safety hazards or change classroom infrastructure. Throughout the exploration of many different options and companies, JAR Systems stood out from the crowd. The team consulted with their trusted partners, Justin Davenport and Pat Hein at CDW, to lean on their industry knowledge and gain insight into other customers’ experiences with JAR Systems’ solutions. With CDW’s recommendation, they set their eyes on JAR Systems’ Active Charge Solutions.
While other solutions solved the issue of charging, they were stationary and not able to travel with students to the next class.
the district to easily track them as assets in their system. The school-bus-yellow color of the power banks allowed staff to differentiate them from other technology items.
Soon after, the district also implemented Library CheckOut Charging Solutions for substitute teacher devices. This allowed them to charge power banks, loaner devices, and USB-C devices sideby-side with ease.
educational minutes in each classroom and the ability for the teachers to set their curriculum structure without interruptions.” Not only were teachers recognizing the benefits of these solutions, but the impact was even discussed in school board meetings. The district observed the positive impact the solutions were having throughout their classrooms and decided to increase their investment in the power banks.
Taylor Rice
Modesto City Schools needed a solution that could be used immediately to charge students’ devices so they could participate in daily lessons. The technology team first turned to an easy DIY solution that could charge and store multiple devices simultaneously. It consisted of surge protectors and AC adapters wrapped up and ziptied to file organizers. While this DIY solution did help the district address the basic charging need, the solution was not scalable and came with additional challenges. AC adapters were often removed so they could actively charge their devices while they were working instead of leaving the device at the back of the classroom to passively charge.
Active Charge Power Banks met the districts’ specific charging needs while allowing for the adaptability of everevolving technology.
The technology team at Modesto City Schools, along with JAR Systems and CDW, worked together to plan a smooth deployment. They implemented JAR Systems’ Universal USB-C Charging Docks to Kindergarten through 6th grade classrooms, Adapt4 USB-C Charging Stations to 7th through 12th grade classrooms, Library Check-Out Charging Solutions to technology rooms, and 8 Active Charge Power Banks to each classroom in the district.
The Active Charge Power Banks’ scannable barcodes enabled
“Once we had a few solutions in place, one of the first requests we got was ‘How do we get them into the hands of administrators?’” said Misty Roton, Modesto City Schools’ help desk manager. “The entire district saw the value in these solutions immediately.”
Achieving a seamless classroom charging environment
After implementing the solutions in the district, the teachers recognized an immediate increase in instructional time in the classrooms.
“Without JAR Systems, the use and integration of 21st-century tools in the classroom would be minimal to non-existent,” said Russ Selken, Modesto City Schools’ chief technology officer. “The value I have recognized that JAR has brought to our district is higher
Written by JAR Systems
See the power bank check-out solutions! Watch the video at jar-systems.com/modesto
Vicki Davis, creator of the Cool Cat Teacher blog, shares how AI is reshaping the learning landscape, and how teachers can ensure it helps, rather than hinders, students.
What are some of the biggest challenges teachers are currently facing when it comes to integrating technology into classrooms?
In 2024, a major focus is integrating AI effectively in classrooms since students are using it at home. Studies show AI can improve homework performance but may hinder test results. For instance, apps like Photomath became popular during the pandemic, allowing students to solve math problems without truly learning the concepts. Many now struggle, unsure of how to improve without relying on AI.
AI can be helpful for tasks like language learning and programming. However, teachers must guide students in using it correctly. AI-generated lesson plans, for example, need the teacher’s expertise to be truly effective. Students also recognize the dilemma: They want good grades but feel they miss out on learning when relying too heavily on AI. I tested some AI feedback tools that can serve as “pregraders” for students’ work, allowing them to revise before submitting. However, students must actively engage with the feedback instead of letting AI make corrections for them.
A key point is to not anthropomorphize AI; it’s a tool, not a human. Trusting AI too fully can be misleading since it relies on humantrained data. I teach students to customize GPT models to get specific feedback, helping them understand AI’s proper role. The goal remains teaching core skills like problem-solving and organization, with AI as a supportive, not central, tool.
What are some tools or platforms that have helped you improve classroom management and student engagement?
After 23 years of teaching, classroom management, for me, is now more about integrating tools like Nearpod and Quizizz to check student understanding frequently. I use formative assessments every 8 minutes to ensure everyone follows along, especially for complex topics like binary numbers. This approach helps identify students who may struggle silently.
Project-based learning also deepens understanding. My students create their own apps, which requires them to analyze, create, and link knowledge from different subjects. They learn
Today’s teaching focus is not just knowledge but higher-order skills, as AI can handle basic tasks. Students need to develop creativity, emotional intelligence, and teamwork, which are essential for the real world.
valuable skills like user research, teamwork, and problem-solving. For instance, they design apps through a Shark Tankstyle project, learning both technology and collaboration.
Today’s teaching focus is not just knowledge but higherorder skills, as AI can handle basic tasks. Students need to develop creativity, emotional intelligence, and teamwork, which are essential for the real world. In my tech classes, I even discuss the impact of narcissism on teams, helping students understand the importance of valuing others. I also project lessons directly onto students’ screens, as many don’t wear glasses and miss out on board content. Providing this accessibility and fostering engagement through
real-world connections helps students see relevance in what they’re learning. AI supports this by helping adapt lessons to students’ interests, making learning more engaging and purposeful.
Other than AI, are there any other emerging education technology trends that you believe are reshaping the future of education?
In “The Future is Faster Than You Think,” Peter Diamandis notes that AI accelerates change, especially in AR and VR. My students already create in 3D environments, which is crucial for modern tech skills. Video creation is also vital; students need to learn storyboarding and production, as video is now as important as essays for communication.
I’m teaching students effective notetaking skills, helping students manage notes across apps like OneNote and Evernote to build personal knowledge bases. This skill is critical for future success, allowing students to capture and organize their learning, especially in an age of information overload. AI can support learning, but I require students to document its use to promote accountability.
Good note-taking helps prevent knowledge from disappearing, something I want them to understand through tools like Evernote, which I’ve used for years.
Finally, this generation is incredibly lonely, and tech must not replace human connection. Students need real interactions, not just digital experiences. We should encourage balance — technology should help us spend more time with other humans.
The integration of artificial intelligence (AI) into the nation’s classrooms presents both remarkable benefits and significant challenges.
In school districts around the country, school board members are working with key education stakeholders, including superintendents, principals, teachers, parents, and students, to determine how to harness AI’s benefits while protecting student and teacher agency, ensuring student privacy and safeguarding data.
One of the most exciting benefits of AI in education is its potential to personalize learning experiences. Imagine a student who struggles with a particular math concept receiving additional practice and resources tailored to their needs, while advanced learners receive more challenging problems. Or, a student who enjoys fantasy stories could read those, while another who prefers nonfiction gets recommendations in history or science. With lessons tailored to each student’s needs and interests, the result is a more engaging and effective learning experience for the student that improves grades and fosters a love of learning.
AI-based applications can also help teachers with administrative tasks like scheduling or giving them more time for instruction and one-on-one interactions with their students. Additionally, AI tools can facilitate communication between
teachers, students, and parents, helping everyone stay informed about a student’s progress.
Equipping teachers and students for success
Ensuring each student’s access to artificial intelligence tools, as well as the appropriate safeguards, technology, and training needed to accompany these innovations, will require additional funding from federal and state sources for school districts with already limited resources.
In the end, each community must decide its own approach toward the use of AI. When implemented correctly, it can be used ethically and effectively to enhance the educational experience for each student by empowering teachers, bridging educational gaps, and maximizing student potential.
As we look toward a future where jobs increasingly rely on AI, it is imperative that we equip our students today with the skills they need not just to adapt to this evolving landscape, but to lead in a world transformed by artificial intelligence.
Written by Verjeana McCotter-Jacobs, Executive Director and CEO, National School Boards Association
Sponsored
Augmented reality (AR) is part of our daily lives, making everyday tasks easier, safer, and more interactive. However, its greatest potential may lie in education, opening new doors for engaging students through hands-on learning.
Most people use augmented reality every day without realizing it. Features like “See this in your room” at major online retailers let users visualize furniture in their space before buying, while backup cameras in cars overlay guidelines to help drivers reverse and park safely. These applications seamlessly blend the digital with the real, providing extra context to inform decisions and deepen understanding.
Now, imagine a student struggling with ratios — a common challenge because ratios require proportional reasoning and dimensional analysis, abstract skills that can be difficult to visualize.
Like “See this in your room”, what if an augmented reality app presented the student with a virtual kitchen counter on their desk, stocked with ingredients for trail mix? The student must mix
the correct proportions of raw nuts, raw seeds, and dried fruit, adjusting quantities as they go. Bonus: No mess and no actual cooking. It only requires a smartphone, tablet, or laptop.
This fun, real-world approach helps students learn challenging concepts through play and interaction. It’s one of many activities in McGraw Hill AR, a free app from McGraw Hill, a leading global education company.
“Immersive technology has the potential to make previously out-of-reach knowledge accessible for any learner,” said Sean Ryan, president of McGraw Hill’s School Group. “McGraw Hill AR will be a game-changer for teachers, particularly in math and science, where the detailed, interactive learning experiences will spark students’ curiosity and drive them to dive into the ‘how’ and ‘why’ of complex, abstract concepts.”
Reaching students across subjects, languages, and platforms
Yes, the app is really free. McGraw Hill builds the app in partnership with Verizon Innovative Learning. This educational initiative seeks to help bridge the digital divide with a goal of providing digital skills training to 10 million students by 2030.
To help reach those students, the app has a growing library across math, science, and social studies, with plans to add English Language Arts in 2025. It’s available in the App Store and Google Play Store. For students learning on Chromebooks or laptops, there are 3D web-based versions at mharonline.com. All activities are available in Spanish. For educators and homeschoolers, content is standards-aligned with accompanying lesson plans and worksheets at verizon.com/learning.
By combining play with practical learning, McGraw Hill AR offers a new way to connect, engage, and learn.
Written by McGraw Hill
Since going viral with her “Gen Z history” TikTok series, teacher Lauren Cella is using her platform to advocate for strategically utilizing — not restricting — technology in the classroom.
How did you get started in your career in teaching, and what led you to start sharing your journey on social media?
I didn’t initially plan on teaching. I studied journalism at San Diego State University, inspired by movies featuring magazine editors. I later chose history as a minor just for fun. After college, I pursued journalism, but I eventually tried substitute teaching, loved it, and got my credential in history.
During COVID, my students encouraged me to post lessons on TikTok, where I shared content in a humorous, easy-to-understand way. My Russian Revolution video went viral, which led me to keep creating these quick, story-like history lessons. I love reaching people worldwide and making history engaging. My videos are only about a minute long, which helps with attention spans, although I know they simplify complex topics. My hope is these videos spark curiosity, encouraging viewers to explore history further.
What are some emerging trends in technology that you think are shaping the future of education or that you have used in your classroom to engage students?
AI is a major topic in education now, especially how it’s used and the ethics of it. Initially, my school blocked ChatGPT, but then allowed it when teachers started using it to adapt lessons for different reading levels or languages. In my journalism class, we discussed the ethics of AI. My students agreed it wasn’t ethical to let AI write an article for them, but they saw value in using it to generate interview
questions. These discussions highlight that we can’t avoid new technologies — we need input from students, teachers, and administrators to navigate them responsibly.
Companies like Adobe are creating student-friendly versions of AI tools, helping ease the burden on teachers. I also use AI to caption videos, which saves time. Students heading into creative fields need to learn these tools, as AI proficiency is essential. Just as learning to type or use email became necessary, so will understanding AI.
Do you have any advice for balancing the benefits of technology with the need for face-to-face interaction in the classroom?
Teaching during the pandemic proved technology can’t replace teachers. Students need human connection. While tech has its place, it should be used to build specific skills, not just replace traditional methods. For example, students should still use a pen and paper daily, as it activates different brain functions and builds motor skills. Using technology in class should go beyond digitizing worksheets; it should add real value, like using AI in art to analyze creative elements. Ultimately, tech should support, not replace, essential hands-on learning for students’ overall development.
Do you have any tips for teachers looking to stay organized and efficient so they can focus on engaging their students in the classroom?
My biggest advice: Don’t grade everything. It’s okay to assign work as practice without grading it. Focus on priority standards — what students truly need to know — and build
multiple assignments into one when possible. Trying to do it all leads to burnout without improving student outcomes. Start small, establish routines, and add more gradually to avoid overwhelming yourself and your students.
Is there any technology that you recommend that helps with the behind-the-scenes side of teaching, like lesson planning and grading?
I recommend using tools like Illuminate and Google Classroom extensions like Brisk and Magic School to manage data effectively. For oneto-one schools, Google offers many helpful extensions, and programs like IXL provide valuable insights. The key is to focus on areas where students struggle most, using data to
streamline your lesson planning. With large classes, pulling reports helps make sense of data and can guide your approach without being overwhelming.
Do you have any advice for teachers who are facing burnout or mental health struggles right now? It’s not you; it’s the system. You’re not doing anything wrong, and you can’t change everything on your own. If you burn out, they’ll replace you, but students benefit from experienced teachers. Remember, social media can distort reality. Many teachers online appear to have perfect classrooms, but that’s often not the case — they face the same challenges as everyone else. I try to share positive experiences to stay motivated, but I’ve encountered many difficulties that I don’t discuss publicly.
Our panel of experts discusses the biggest challenges facing educators today and how educational technology can help — if used properly.
What is the biggest challenge you see educators facing today?
Sean Ryan: The social context in which teachers operate poses immense challenges. Educating a child — though all are natural learners — has become more complex in recent years; more complex than I’ve seen in my entire education-related career. Poverty, social media, gun violence, ideology, belief systems, and the unrelenting advance of technology mean that what worked yesterday might be less relevant today, and what we might need tomorrow is harder to discern. That’s why as a curriculum and technology provider, we must stay in close contact with educators to ensure we remain a worthy, agile, and — most importantly — trusted partner.
Melinda French Gates: The worst thing you can do is put a lot of pressure on yourself to fit in. I know because I’ve been there. What I learned is that I was much happier — and much more effective as a professional — when I found my own leadership style. My advice to anyone in that position today is
this: You will succeed because of who you are, not in spite of it. In the meantime, surround yourself with people who believe in you and will bring out the best in you.
With the increased use of education technology, how can we help teachers avoid burning out and ensure that technology enhances, rather than complicates, their instructional practices?
SR: Teachers have a near-impossible task of educating a class of students with a wide variety of demonstrated performance levels across subjects. The year of a child’s birth is a poor organizing principle. Given that principle is not likely to change any time soon, technology must be deployed thoughtfully to handle the administrative, logistic, and computational work that supports personalization at scale. Automation should absorb timeconsuming tasks that teachers are taking home or missing lunch to complete. Let’s empower teachers to get to know their students, to create a vibrant learning environment that goes beyond a universal and rigid scope and sequence with a single subject.
Early childhood educators are responsible for the positive development, health, and well-being of many children, making critical the appropriate use of technology in those settings.
When we were children — and even when our own children were little — educational television shows like “Seasame Street,” “Mr. Rogers’ Neighborhood,” and “Reading Rainbow” provided time-limited relief for busy parents and an opportunity for children to learn.
Now, screens are ubiquitous as adults carry them in pockets and purses, and the content coming from those screens has changed considerably to become more interactive, brighter, and more likely to encourage continued engagement with the screen. It’s no longer as straightforward as turning off the corner television set.
The research on children and technology is ongoing, and the American Academy of Pediatrics has declined to set recommended screen time hours for children — not because unlimited screen time is good, but because not all screen time is equal.
For parents, this presents an individual challenge, but for early childhood educators,
it is magnified across a whole program, where teachers are responsible for the positive development, health, and well-being of many young children at once.
What is appropriate?
A guiding rule is that the use of technology in an early childhood education setting, whether in a center, home, or school, should be in service to developmentally appropriate practices around learning.
That takes professional judgment by early educators who, through expertise and experience, can identify the value of incorporating active, hands-on technology into activities based on the readiness of the children and whether it will support their learning. That also means early educators must have appropriate training, support, and digital literacy themselves.
Any technological engagement by children should support creativity and/or cognitive and social development. Special consideration
should be given to how it can help create equity, particularly by using translation and assistive technology supports to engage with multi-language learners or children with identified disabilities.
One great example of technology use in a preschool classroom was from a teacher who shared a story with the National Association for the Education of Young Children (NAEYC) of assigning a classroom job of “journalist” to one of the preschoolers in her integrated special education classroom. The child would document the day by taking photos on a tablet, and then report on one of the pictures during the closing circle. It’s interactive, sparks conversation, inspires creativity, and is adaptable to different developmental levels.
There is no one-size-fits-all way to address technology in early education programs, even and especially as technology expands to include AI. However, well-prepared and supported educators using their professional judgment will remain the critical link between children and safe, effective engagement with technology.
