When the developers of Canvas, the world’s leading web-based learning management system (LMS) software, invite you to a party—July 22-24 this year in Spokane, WA—you might consider the offer. Expected to draw 3,000 attendees across various roles from individual educators to IT leadership, the event promises product reveals, professional development, and collaborative opportunities like Hack Night, designed to help educators and administrators demonstrate tangible value when they return to their institutions. I was able to grab Ryan Lufkin, Vice President of Global Academic Strategy at Instructure, for some pre-show scuttle butt. Have a listen and scroll down for some highlights:

➜InstructureCon 2025 is evolving its AI strategy beyond basic features to an “agentic approach,” leveraging partnerships with Anthropic, Microsoft, and Google to create integrated AI experiences across campus environments. Says Ryan: “That’s because our open architecture is the most well-positioned learning platform in the world to really pull in, not just those AI-powered features that we’ve developed, but we also leverage those from our partners.”

➜Instructure is responding to educational institutions’ budget constraints by focusing on helping customers maximize their technology investments through better data usage, adoption metrics, and optimization strategies. Says Ryan: “We really want educators and administrators to walk away with just a toolkit of how to use these products better, how to use them more deeply and tangibly show that value because we know the budgets are tight.”

A few session highlights:  

Transforming Student Success with Mastery Connect: A Proven Approach to Data-Driven Instruction in Richland One School District

Get ready to discover how Richland One (R1) School District in South Carolina has been transforming student success with Mastery Connect since 2015! This digital assessment platform has empowered R1 teachers to seamlessly administer standards-based formative and summative assessments, dive into score reports, and collaborate with colleagues. MC has unlocked deeper insights into student mastery, giving teachers and teams the tools they need to drive data-driven instruction. Join us for an exciting session where R1 will share its curriculum map structure and district approach to formative assessments. Discover how to save time on data collection and analysis—whether you’re a teacher or an admin. Learn how newer features like Quick Reassess and Assessment Compare can help you work smarter, not harder! You’ll also explore how to harness real-time data to fuel impactful discussions in your Professional Learning Communities (PLCs), driving focused, results-oriented collaboration.

Cracking the Code: Turning Data into Action with Mastery Connect

Drowning in data but struggling to make it meaningful? Join us on a journey to transform numbers into actionable insights using Mastery Connect! In this session, we’ll share how we built educator buy-in, shifted mindsets, and empowered teachers to use data in meaningful ways. Discover practical strategies for making data analysis approachable, actionable, and impactful—without overwhelming teachers. We’ll explore real-world examples, time-saving tips, and effective ways to connect assessment data to instructional decisions. Whether you’re just getting started or looking to refine your approach, this session will equip you with insights and strategies to turn data into a catalyst for student success.

Beyond the Classroom: Maximizing Canvas for Non-Academic Programs in Resource-Limited Environments.

As institutions face financial and regulatory challenges, maximizing existing technology investments is essential. While Canvas is primarily used for academic courses, its capabilities extend beyond the classroom. This session explores how a small liberal arts institution has successfully repurposed Canvas for faculty onboarding, professional development, syllabus archiving, student organizations, and institutional assessment—all without additional costs. A key focus will be the development of a syllabus submission portal designed to streamline syllabus collection, ensure compliance with learning outcomes, and create a structured faculty repository. Attendees will gain practical insights into overcoming adoption challenges, achieving measurable ROI, and applying these strategies to institutions of varying sizes.

Teachers are not very optimistic about their students’ preparedness for the future, regardless of whether their students are going to college or directly into the workforce, according to new research from the Walton Family Foundation and Gallup. Only 21% of high school educators believe their college-bound students are “very prepared” for success, and even fewer — just 10% — say the same about students planning to enter the workforce immediately after high school. In fact, 35% say students planning to directly enter the workforce are “not very” or “not at all” prepared. These data align with previous Walton Family Foundation-Gallup research, which found that 24% of high school students feel unprepared for college success and 29% feel unprepared for career success.

Teacher Excitement and Perceptions of Student Success Go Hand in Hand

Notably, the survey data highlight the connection between how teachers’ own excitement for teaching impacts their perceptions of student success, as well as how ensuring student success affects job satisfaction.

· Teachers who strongly agree that they are excited about what they teach are notably more likely than those who do not to say their students are excited to learn in class (83% vs. 58%, respectively) and are on track to succeed (76% vs. 56%).

· Teachers who strongly agree that they are excited about what they teach are 20 percentage points more likely than those who do not to be satisfied with their students’ academic achievement (74% vs. 54%).

· Teachers who strongly agree that they have the flexibility needed to help students do their best are more than three times as likely as those who do not to strongly agree that they get to do what they do best every day (73% vs. 22%).

· Teachers who have the opportunity to do what they do best every day are over 50 points more likely than those who do not to be satisfied with their jobs (82% vs. 31%).

Teachers Say Student Excitement Is Rare, but Consequential

Despite the importance of teacher engagement, only one in three teachers (31%) strongly agree that they are excited about what they are teaching, and just 13% say their students are excited about what they are learning in class.

Student excitement correlates to greater student outcomes: Teachers who agree that their students are excited about what they are learning are significantly more likely than those who do not to say their students are on track to succeed in school (76% vs. 36%). These findings mirror the sentiments expressed by students in previous research, which showed that the most engaged students are 10 times more likely than the least engaged students to strongly agree that they feel prepared for the future.

“Teachers play a critical role in shaping student success, and their own engagement has a direct impact on whether their students feel excited and engaged, which in turn influences their success in school,” said Stephanie Marken, senior partner for U.S. research at Gallup. “These findings underscore the need to support teachers in ways that foster excitement in the classroom, to promote student engagement and better outcomes.”

Teacher Collaboration Boosts Job Satisfaction Amid Reports of Burnout, Long Hours and Concerns About Pay

Nearly half of K-12 teachers (44%) say they feel burned out “always” or “very often.” On average, teachers report working 50 hours per week — only 37% are satisfied with their workload, and less than half (45%) are content with their level of pay. The research shows that these factors contribute directly to overall job satisfaction levels.

In addition to better pay and a more manageable workload, collaboration improves several key aspects of workplace satisfaction. Teachers are 23 points more likely to be extremely satisfied at work if they report regularly collaborating with their peers about best practices, resources and curriculum implementation (40% vs. 17%). Teachers who regularly collaborate are also 12 to 32 points more likely to agree that they know what is expected of them at work, that they have the materials and equipment they need to do their jobs right, that they have someone at work who encourages their development, and that their opinions count in the workplace.

“Teachers shape the future every day. When we create opportunities for them to do their best work and collaborate, students don’t just learn — they thrive,” said Romy Drucker, director of the Education Program at the Walton Family Foundation.

Methodology

These results are based on a web survey conducted Oct. 29-Nov. 25, 2024, with a sample of 1,989 U.S. teachers working in public K-12 schools. Teachers were recruited from the RAND American Teacher Panel, a nationally representative, probability-based panel of U.S. public school teachers. More information about the RAND American Teacher Panel is available at https://www.rand.org/educationand-labor/survey-panels/aep.html. The final sample was weighted to match the school- and teacher-level demographics of K-12 public school teachers in the U.S. For the total sample of 1,989 U.S. teachers, the margin of sampling error is ±2.3 percentage points at the 95% confidence level.

We just can’t get away from it. AI continues to take the oxygen out of every edtech conversation. Even the Trump administration, while actively destroying federal involvement in public education, jumped on the bandwagon this week.

Who better to puncture this overused acronym than edtech legend Gary Stager. In this conversation, he offers a pragmatic perspective on AI in education, cutting through both fear and hype. Gary argues that educators should view AI as simply another useful technology rather than something to either fear or blindly embrace. He criticizes the rush to create AI policies and curricula by administrators with limited understanding of the technology, suggesting instead that schools adopt minimal, flexible policies while encouraging hands-on experimentation. Have a listen:

So what does AI think about Gary’s POV? In the spirit of the topic, here is what Claude took away from our talk:

Key Takeaways from Gary Stager’s Interview on AI in Education

1. The AI hype cycle has moved quickly from fear to excessive enthusiasm, with many people suddenly claiming expertise without substantial background.
2. Educators should approach AI pragmatically – it’s “just software” that will gradually make everything better, not something to catastrophize or glorify.
3. School policies on AI should be minimally invasive and flexible, allowing for adaptation as the technology rapidly evolves.
4. Hands-on experimentation with AI tools is more valuable than theoretical discussions – “the difference between nothing and expert is about 15 minutes” of actual usage.
5. AI should primarily benefit learners, not just teachers or administrative systems.
6. Creating formal “AI literacy” curricula and standards is premature and likely counterproductive – the curriculum is already “morbidly obese” and can’t handle additional requirements.
7. AI tools can serve as valuable “prosthetics” that enhance human capabilities, similar to how we use glasses without being accused of “cheating.”
8. Educational technology policies are often created by people who lack understanding of the tools, resulting in restrictive measures that limit learning potential.
9. AI can function as an effective copy editor, potentially improving student writing beyond what many currently produce in settings like AP English classes.
10. Technology restrictions in schools (like phone bans) often fail to recognize how these tools can enhance the learning process through curation, recording, and access to information.
11. The rapid pace of technological change means any fixed K-12 AI curriculum would be outdated before students complete it.
12. AI presents an opportunity to rethink assignments and raise standards by making “simple things easy to do” and thereby “making complexity possible.”

Today, ISTE+ASCD announced a $1 million grant from Pinterest to help school leaders create healthy digital cultures. The initiative will establish digital wellbeing task forces in 12 school districts, bringing together educators, leaders, and experts in youth mental health and digital citizenship. These task forces will support districts in creating the right conditions for students to practice becoming upstanding members of their digital communities. I had the chance to grab ISTE+ASCD CEO Richard Culatta for some details. Click to listen:

More news from today’s release:

While 98% of educators say teaching digital citizenship should be a priority in their school, only 36% say it is actually being prioritized, according to data from ISTE+ASCD. 

Through this partnership, ISTE+ASCD will form digital wellbeing task forces for a cohort of school districts – bringing together teachers, school leaders, and experts in youth mental health and digital citizenship. These task forces will support districts in creating the right conditions for students to practice becoming upstanding members of their digital communities. Along with other partners, ISTE+ASCD will provide guidance and support as each district explores models, shares perspectives, and develops strategies to improve students’ digital wellbeing.

In addition to supporting the district task forces, ISTE+ASCD will release a new online course which will be available to educators everywhere sharing the effective strategies for building healthy digital cultures at school as well as a new video series focused on teaching digital citizenship.

“If we’re going to prepare young people to become learners and leaders in a digital world we have to do more than teach them how to put their phones in a pouch,” said Richard Culatta, CEO of ISTE+ASCD. “Becoming a healthy digital citizen isn’t just about managing device access, but teaching digital habits that spark curiosity, create community, and solve problems. This partnership with Pinterest will help school leaders create the conditions that support student wellbeing, focus, and meaningful learning.”

The initiative will model this holistic approach to digital citizenship in 12 districts including New York City Public Schools, Buffalo Public Schools (NY), Pocantico Hills Central School District (NY), Rockford Public Schools 205 (IL), and Rowland Unified School District (CA). The initiative is expected to reach more than 10,000 educators and 250,000 students across the participating districts and many more educators through participation in the online course.

“At Pinterest, we believe that schools can take advantage of all that technology has to offer students, while minimizing the harms and distractions,” said Wanji Walcott, Chief Legal and Business Affairs Officer, Pinterest. “Tech companies need to work together with teachers, parents, and policymakers to build solutions that ensure in the hands of our students, smartphones are tools, not distractions. Only then can we effectively empower young people to become responsible digital citizens.”

School systems experience nearly daily security incidents with increasing sophistication, resulting in data breaches, financial losses, and operational disruptions. Recent reductions in federal support have created additional challenges, but the sector demonstrates unique strength through collaborative information sharing and grassroots support networks. The conversation highlights the critical importance of focusing on fundamental security practices, vendor accountability, and cross-district cooperation to strengthen K-12 cybersecurity despite limited resources.

Guest speaker, Doug Levin is co-founder and national director of the K12 Security Information eXchange (K12 SIX), a national non-profit dedicated solely to helping schools protect themselves from emerging cybersecurity threats.

Computer generated transcript below:

Kevin Hogan
OK. Hello and welcome to the latest episode of Innovations and Education, eSchool News’s podcast on the latest and Greatest and Everything, Ed Tech. I’m your host, Kevin Hogan on the content director for eSchool News, and I’m glad he found us in this episode. I’m joined once again by our resident cybersecurity expert, Doug. 11 to discuss the evolving landscape of digital threats in schools. Doug is the co-founder and national director of the K12 Security Information Exchange. That’s a national nonprofit dedicated solely to helping schools protect themselves from emerging cybersecurity threats. He brings over 3 decades of experience in at tech policy issues to this. Role. Those school districts increasingly rely on technology for both classroom instruction and administrative operations. They face growing cybersecurity risks. From ransomware attacks, forcing school closures to sophisticated fishing skins that target administrators, these threats continue to evolve. So in this episode, we explore the current state of cybersecurity incidents. We look into how attackers are becoming more sophisticated in targeting schools, and we identify practical steps that district leaders can take to protect their systems. Have a listen. I think Doug’s Insights will be very valuable for you. OK, Doug, as always, a pleasure to see you through the zoom and to have a conversation. I always appreciate your insights over the years on, on what our readers and our listeners can do to help protect their schools and districts. So, thanks for joining me.

Doug Levin
Yeah, my pleasure to be with you, Kevin.

Kevin Hogan
I guess usually we have our annual updates. We did these through COVID, right and you think that that might have been the craziest of times as we sit here, it’s a different flavor of crazy, but things, things continue to be interesting, right?

Doug Levin
Right, I think it’s what may you live in interesting times, right? Is is the curse as it goes.

Kevin Hogan
Yeah. So let’s dive right into it. I’m assuming from, you know, reading your work and and others that it’s not like cyber security has gotten any less worrisome, right? If not it it, it’s gotten even worse.

Doug Levin
The trend lines are certainly continuing, right. We’re seeing school systems, you know, pretty frequently becoming victims of cyber security incidents, typically seeing nearly one a day happen to some school system, large or small, across the US we are seeing an increase in sophistication and target. Running against K12, so less drive by and more targeted, they understand they’re attacking schools. They may understand who the Superintendent is or who the principal is. They may be grabbing graphic elements, you know, from the school system website or spoofing that. So that’s. Certainly quite worrisome. And then of course, we’ve seen the impact of these incidents continue to grow as well. Well, and we can think about impact really anyway you want to conceive of it, whether it’s the amount of data that has been stolen and leaked from school systems, the sensitivity of that data, the amount of money, maybe that school systems have been extorted out of or has been stolen from them through scams or even through operational disruptions. And it’s increasingly common that we’ve seen school systems literally have to close, send students and teachers home and not even be able to deliver any services whatsoever. And responding to a significant incident. The only bright side on that latter point is typically when school systems are, you know, essentially have that worst case scenario happen. They usually they’ll limit closures to maybe two or three days. Usually book ended around a weekend or something like that. But even still, when students and teachers are back in school, it can be weeks, or sometimes even months. Before their IT systems are restored. You know, it’s just what needs to get restored in order to guarantee sort of the safety of kids to come back to school is is what they’re dealing with. So definitely still a challenge for us and frankly, you know, we continue to rely on technology more and more for everything from the classroom to operations. And so this is. Risks and threats that we’re facing and we’re going to continue to face really forevermore, I.

Kevin Hogan
Think and one of the distinctions that I know in our in our. Past conversations. It’s as much about human behavior as it is about the technology itself, right? I mean, it’s most of these. Things get more sophisticated and you know, I just personally find myself continue to have to fend off, you know, that text from the boss, right, asking me to go buy a gift card and not talk a little bit about, you know, that it might not even suit me as much as the software as about training of your of your faculty and students.

Doug Levin
Yeah, I may have a little bit of a contrary take on that issue, right. It’s certainly something that I hear all all the time and there’s no question that people being aware of. Of scams and common scams in ways that you know, cyber criminals are trying to convince people to click links or share information. I mean on on offers ways that that certainly is common. But I think what we try to focus on in our work, our technical solutions that hopefully. Protect all users if we can avoid getting that phishing e-mail into somebody’s inbox, we don’t have to worry about them clicking it. If we can neutralize that malware or ransomware before it takes hold in a school system. Without a user having to intervene so much the better, because I think at the end of the day, even the training programs that send simulated phishing attacks and try to get people to click less and identify those phishing emails more accurately, you know you’re never going to get that down to 0. The real challenge I think we’re facing and. And you know our members school, it directors are facing. Is creating systems that are resilient enough that a single teacher, a single student, their access being compromised doesn’t result in the downfall of everybody’s being affected. And I’d also note we’ve seen this, you know, pretty dramatically in recent months. The weakest link that can bring down a system in some cases that link is within the school district. Itself, but in other cases it’s maybe their vendors or partners, right? And given that so many of the solutions that schools rely on are cloud hosted nowadays, it turns out that if a threat actor can compromise A vendor, they may be able to get data information from hundreds or thousands of school systems versus just. One district at a time. Couple that with the fact that school systems and a lot of these online systems have data that is not just on current students and staff, but historical records going back 10/20/30, even 40 years, just staggering to think of. About the amount that that amount of information, but also if if it gets breached like how do you even find people who were associated with the school system 20 years ago? It’s nearly an impossible task. So what?

Kevin Hogan
Sort of suggestions. Would you have in terms of measures that our readers, our district executives right now? Let’s say they have some sort of level of cyber security.

Doug Levin
Sure, of course.

Kevin Hogan
Yeah, everything’s basic. There’s an understanding that’s that’s there. What are some?

Doug Levin
Next steps that they should be thinking about taking, or even just should they be asking their vendors and their partners? Yeah. So I mean, we are big believers in in simplicity, right? School systems don’t have their resources of Fortune 500 companies with the federal government. It’s a rare school system that has. A siso or someone with a cybersecurity background in an IT role and they’ve got tremendous number of responsibilities and things they’re juggling every day just in supporting the teachers and administrators and students and doing their work and keeping the systems up and running. What we do is we focus on the ways that school systems are frequently compromised, most frequently compromised versus the edge cases where folks are taking advantage of sort of super sophisticated attacks that may involve 0 days, things for which we hadn’t seen before. They may hit school systems, but the fact of the matter is that. The cyber criminals, who tend to go after schools tend to use well worn techniques that we have pretty good defenses for. One set of practices is around password management and multifactor authentication. It is frequently the case that when school systems are compromised, it is through a compromised credential, so literally the threat actor has stolen or social engineered someone into giving a username and password to them, and then they will try that against a school system, and then once they’re enabled, you know they’re able to escalate and get. Into a lot of mischief, so multi factor authentication is a a super important step to to guard against that. School systems have made tremendous progress in rolling that out, but too often it is just on some systems or maybe for some user. And interestingly, in the last few years, we’ve seen students become a vector for school incidents as well. So I think it wasn’t that long ago we thought of student accounts as being pretty innocuous and it wouldn’t be unusual for a school system to assign easily guessable username and password to a student. Maybe their birthday, and maybe that wouldn’t change for their whole academic career. Well, it turns out that you know kids reuse usernames and passwords across services. Once you understand how that algorithm works, it’s easy to generate it for us. Others as well, and that’s led to some some large incidents that have affected school systems nationwide, coupled with sort of over sharing that’s going on in either Google Workspace or Microsoft 365, depending on the system that the school system uses. So locking down those credentials. For all users. I think is a big thing to do. The second is really limiting what school systems are exposing to the. That right? So it’s trivial for folks to use scanners online to look for known vulnerable software. So people issue patches, issue vulnerability alerts and then the bad guys can go to search engines online that are sort of very similar to Google and search for servers that are running vulnerable. Software and then take advantage of that using known exploits. So there’s really two things that we ask all systems to do. 1 is to sort of know what you have facing the Internet. And limit what you can. If it’s a service running and you don’t need it, shut it down. Or if you can’t shut it down, find a way to limit its exposure to the web. You can Geo IP block to keep traffic from certain countries coming. You can put a web application firewall in front of it. You can put a VPN. In front of it, but just something that is not just leaving it exposed unprotected to the web and then related to that. Making sure to keep tabs on when patches are are available for your Internet facing products and making sure that you’re patching those systems frankly pretty promptly. Some threat actors. The time from vulnerability to actually, you know, vulnerability and just disclosed to an exploit built and then sort of used in the real world. That timeline is shrinking rather quickly. And so, you know, there may be older rules of thumbs that you want to patch with in 30 days or 90 days. Well, we’re seeing, you know, exploits in some cases within hours. So we certainly encourage folks to get onto a faster patching cadence and particularly for security patches for Internet facing systems. So those are really the things that we encourage people to focus on most. I mean, there’s a whole set of other practices that are good that are important, but those, you know, working on those I think would go a long way to reducing the the challenges that that a lot of school systems continue to. Face.

Kevin Hogan
Yeah. Now in terms of resources, obviously your organization is is up there at the top of the list to to reach out to, but also in the past few years there there were a number of federal programs and federal kind of initiatives that we would point to these school news to say you know upon. Further review and you need to do so. What is that looking like these days? And I’ll assume that those are limited now versus in the past. Where else would they reach out to?

Doug Levin
An interesting story, right? I guess interesting in quotes. So I think you know over the last couple of years we had started to make I think pretty significant in roads with the federal government to help them understand that the K12 sector was under assault and needed needed support. And we saw support being marshalled out of Sisi. The Federal cybersecurity agent. And see, we saw the US Department of Education starting to embrace its role in in helping school systems navigate this issue. We’ve seen the FCC launch a cyber security pilot program as well, and there was other money devoted to sort of SLT, state and local governments, broadly speaking, for which schools could benefit. Depending on your. Unfortunately, what we’ve seen in the first what three months of this new administration is a pretty significant sea change in how this administration is viewing the federal role with respect, at least let me speak narrowly to cybersecurity, right. So the US Department of Education’s work has ceased. And there’s obviously been large cutbacks there, so we there’s no longer an A venue for stakeholders to engage with the department on these issues. We’re not expecting more resources on these issues. That we’re aware of to be coming out of the department and some of what they. Have. Produced previously is no longer to be found on their website. For its part, this is still provides resources for K12, but just even earlier this week there been announcements that they are going through their own significant downsizing. And one of. The projects that SISA and its parent organization, the Department of Homeland Security, have been funding is a group called. Msac or the multi state Isaac. And so they serve all of state and local government, including school systems. They’ve had flat 50% funding to them, cut suddenly without warning. And I should say so far, right. And so that support is gone from schools. And at least right now it does appear that the FCC pilot program is continuing the pace, but obviously I would say that right now its prospects for becoming. A permanent part of the E rate program and the Universal Service Fund, I think are probably a little bit longer than they were. You know a few months ago. So you know, in talking to some colleagues, it it almost feels like we’re just sort of back to where we were maybe about four or five years ago where you know, enterprising groups of districts and regions and states. Working together or really having to bootstrap this support themselves. So on a I guess a good news front at K-12 6K12 security information exchange. We we act as a Ketel specific isec. We don’t have any federal funding. The federal government doesn’t dictate what we cover and they’re not the primary source for our threat. Intel for our members. So we work with a number of private providers and others to source. That threat? Until so, our work continues apace, but it’s a big country and there’s a lot of people engaged in it and. And there’s no question that, you know, while some resources remain, these sorts of cuts, coupled with other financial pressures that districts are facing from threats to school lunch funding, you know there’s concerns about, you know, Esser, stimulus money being yanked back without warning, right? All that creates uncertainty for school systems. And at the end of the day. The choice is between, you know, busing kids to school and feeding them, or buying that new advanced firewall system, or, you know, getting 24/7 sock. Monitoring like you know where that money is gonna gonna go and and there’s sort of no argument with that. But it does suggest that schools are going to be even softer targets than they have been in the past. And there’s certainly no reason to believe that the threat landscape is going to be changing whatsoever as far as schools are concerned. Certainly cyber criminals are have been successful and. Getting money one way or another from school systems, either by directly extorting it or or selling data that they’ve stolen from schools. So we don’t have any reason to believe that’s going to change so challenging times. But opportunities for us to come together. Continue to come together develop, you know, sort of common sense. Best practice, really. Our emphasis is really just focusing on a few key things and working to kind of raise the tie for all the boats there on those, you know, getting the basics.

Kevin Hogan
Right. Yeah. And it desperate attempt on my part to leave this conversation with the glass half full. Talk a little bit about the fact that districts do come together, right? I mean, there there are those sort of grassroots sort of things that I know from various Ed tech conferences that I go to. It’s like sharing best practices as an industry. It seems like this group wants to help each other as opposed to keeping secrets to themselves.

Doug Levin
Yeah, you know, that’s absolutely right, Kevin. So I I was contacted by a reporter in regards to the power school incident and they felt that it was remarkable that they saw online and in various groups that school systems were collaborating with each other to respond to this incident. And because I guess they don’t see that in other sectors and I think it’s just the most natural thing in the world for us. You know, I think we’re used to not having a lot of resources certainly as compared to other sectors, we’re in no way really competing with each other on this stuff, right. And everybody is under resourced. Everybody you know, people change jobs and go from district to district or from the district to the state. Or to other you know, outside groups and so you know, we build these networks of support and I think they’re critically important. I mean, one of our primary recommendations sort of in our long our list of recommendations for school systems and what to do is to communicate a. Celebrate right. And when I first started getting into this work, I joked that it sort of felt like Fight Club, which is, you know, the first World Fight Club is you don’t talk about it. Yeah, I think we are well beyond that now. And I think people are actively talking about it and sharing in groups within states, in groups, across States and even, you know, just based for instance. In our national conference, which you hold in February of every year, the conversations are a level. Upper right and people are sort of engaging with much more nuance about these issues and sort of talking through like trying to figure out how to to meet this moment, if you will. I also think by the way, that there’s an incredible opportunity right now for E tech vendors and suppliers to come together. You know, there’s been some recent research that suggests something that we’ve seen coming, which is that school systems are going to be asking more from their vendors and suppliers with respect to cyber security, and they’re asking for many more assurances that they’re doing the right things. This feels very much like the emergence of the. Student data privacy issue about a decade ago and right now, it feels like school systems are struggling with figuring out what questions to ask and then kind of what the right answers are to those questions. It’s a complicated thing, but I would argue that this is a moment in time where, you know, the tech companies. Probably could help the K12. Get smarter about what to ask for, like what are signals of trust with respect to cybersecurity that school district leaders should be looking for before they make a purchase or adoption decision. And so we’re relatively low in our maturity as a sector compared to others. The good news is that we can make. Pretty dramatic progress. Pretty fast if we can drive to some consensus. On some key issues.

Speaker
No.

Kevin Hogan
Well, obviously you’re very busy and get busy here every day. I really appreciate you taking the time out to speak with me. Always really informative conversation with insights that are are really helpful for our readers and listeners. So thank you and thank you your group for the work that you do. It’s hugely important and look forward to keeping the conversation going.

Doug Levin
Yeah, you beg Kevin, keep up the good fight.

Kevin Hogan
And that’s all we have for this month’s edition of Innovations and Education here at East School News. I’d like to thank you for getting to the end. I think the conversation with Doug was really instrumental, and I hope that it’s helpful for you. Until next time I’m Kevin Hogan and thanks again for clicking through.

Lumio by SMART Technologies, a cloud-based learning platform that enhances engagement on student devices, recently announced a new feature for its Spark plan. This new offering integrates AI Assist, an advanced tool designed to save teachers time and elevate student engagement through AI-generated quiz-based activities and assessments.

Designing effective quizzes takes time—especially when crafting well-balanced multiple-choice questions with plausible wrong answers to encourage critical thinking. AI Assist streamlines this process, generating high-quality quiz questions at defined levels in seconds so teachers can focus on engaging their students rather than spending time on quiz creation.

AI Assist supports four interactive quiz-based activities, each offering a unique way to engage students:

• Response: A versatile tool for formative assessment where students complete quizzes individually on their own devices.
• Monster Quiz and Team Quiz: Game-based activities that foster collaboration and competition as students work in teams to answer questions on their devices.
• Game Show: A front-of-class experience that turns quizzes into an interactive game show, perfect for review sessions and whole-class participation.
• Speedup: A fast-paced front-of-classroom race where students compete to answer questions quickly, with the first car crossing the finish line declared the winner.

“We’re excited to introduce a new feature in Lumio that demonstrates our commitment to responsible innovation in education technology,” says Dan McMahon, Vice President of Software at SMART Technologies. “By integrating AI Assist, we’re giving teachers access to powerful, time-saving tools that streamline quiz creation without sacrificing quality or customization.”

“As a former teacher, I know firsthand how time-consuming it can be to develop engaging, high-quality assessments. With AI Assist, we’re giving teachers valuable time back by automating quiz creation while maintaining the quality they expect. This means they can spend more time focusing on connecting with their students,” says Kimberly Ball, Senior Manager of Global Learning & Strategic Initiatives at SMART Technologies. The addition of AI Assist in Lumio exemplifies SMART’s commitment to empowering educators and enhancing learning outcomes through innovative technology.

About Lumio by SMART
Lumio by SMART is an easy-to-use, digital learning tool that lets teachers transform lessons into active, collaborative learning experiences to engage students on their devices, wherever they are. With countless ways for students to engage and drive their own learning, Lumio is a perfect fit for educators who are looking for ways to increase interactivity, collaboration, and game-based learning. To learn more, visit GoLumio.com.

Honors for edtech leaders across the country are always a highlight of one of edtech’s most influential events of the year. The innovations shared and insights delivered are what drive the best strategies for districts in the months and years to come. Below are some details:

The CoSN Volunteer of the Year Award recognizes the achievements of one CoSN member who has provided exemplary support to the organization over the past year. Mike Daugherty of Chagrin Falls Exempted Village School District (OH) is this year’s winner. Mike has been a tireless volunteer and an invaluable leader in Ohio’s educational technology community. During the pandemic, he served as Chair of the Ohio CoSN chapter and extended his term an extra year to support the group during a critical time. One of his most impactful contributions has been the creation and leadership of a highly successful CETL study group. What began under his leadership during his time as Chair has grown into an annual fall cohort that meets weekly through the end of the year, guiding participants through the CETL framework. Thanks to Mike’s dedication, Ohio now has around 20 new CETLs each year — more than any other state.

CoSN and AASA honored Dr. Karen Cheser of Durango School District (CO) with its 2025 EmpowerED Digital Superintendent of the Year Award for her impactful and visionary leadership. Dr. Karen Cheser has not only ensured that important district information is communicated to stakeholders, but she has also implemented systems that allow for feedback that drives innovation.

The CoSN and AASA EmpowerED Digital Superintendent of the Year Award, sponsored by ClassLink, recognizes an exceptional district superintendent who serves as a true empowered leader, leveraging and championing technologies in the classroom and throughout the district to transform their school district.

“I’m deeply honored to accept this award on behalf of our incredible team. This recognition reflects our shared commitment to empowering students through hands-on, real-world STEM learning — and I hope it inspires other educators to take bold steps toward innovation and opportunity for all learners,” said Cheser. Watch a video highlighting Dr. Karen Cheser’s accomplishments here.

Murray City School District (UT) was awarded with the 2025 Community Leadership Award for Digital Access. Murray City School District has developed and implemented a solution to ensure students are able to continue learning despite facing housing instability. Not only have they addressed a need in their community, they have created a solution that may be expanded to other districts.

The CoSN Community Leadership Award for Digital Access recognizes those districts that are working to eliminate inequities and narrow the access gap. Student access to robust digital tools is key to their success as 21st-century citizens. Yet many students from economically disadvantaged families have limited access to these tools both at school and at home. Clearly, there is a great deal of work that needs to be done. Closing the gap will require a broad approach involving schools and communities working together.

“Our students navigate a variety of complex challenges, and we are committed to a culture that leverages emerging technologies that elevate learning and personal growth. This award is an honor and validates our deeply held belief that innovative solutions can remove barriers and help students both adapt and thrive,” said Jason Eyre, CETL, Technology Department Coordinator, Murray City School District. Watch a video highlighting Murray City School District’s accomplishments here.

CoSN honored Agua Fria Union High School District (AZ) with its 2025 District Team Leadership Award. Agua Fria’s Innovative Solutions Department has developed multiple in-house apps to support the needs of students and staff throughout the district. The CoSN District Team Leadership Award honors a district leadership team for its transformative impact on student learning with technology.

“Innovation in education isn’t just about adopting new tools — it’s about reimagining what’s possible for students, staff, and our entire learning community. We’re honored to receive this recognition and proud to be leading the way forward,” said Lauren Owens, CETL, Executive Director of Technology, Agua Fria Union High School District. Watch a video highlighting Agua Fria Union High School District’s accomplishments here.

Kevin Kiley, President of Airia, who was at the show introducing Brainfreeze, an AI Platform for Education, thinks we’re at the end of AI’s hype cycle—and that’s a good thing. He emphasizes that AI adoption in schools is inevitable and accelerating, with districts currently facing a critical window to implement proper governance, security measures, and policies. Kevin highlights both the transformative potential of AI to personalize learning and reduce administrative burdens and significant risks related to student privacy, inappropriate use, and mental health concerns. 

Key Takeaways:

• Many schools already have 5-10 AI applications in use (some sanctioned, many not), with experts predicting an “explosion” to 25-50 applications in the near future
• Education leaders must prioritize establishing security guardrails and governance policies now, before widespread uncontrolled adoption makes it “difficult to dig out of the hole”
• AI offers significant benefits for personalizing education, including:
  • Creating tailored learning experiences for students
  • Reducing teachers’ administrative workload
  • Dynamically generating content, labs, and assessments
  • Helping educators process large volumes of information
• Notable risks include inadequate protection in AI applications, lack of monitoring for inappropriate student use, and potential mental health concerns
• A balanced approach is needed that implements necessary controls without impeding innovation

Want to find out about some of the latest advancements with the most powerful edtech company? Google it! Also, listen to this conversation with Steven Butschi, Director of the North American Google Education Go-to-market and Partnerships team, which works with school districts, universities, and colleges to leverage Google’s Workspace and Chromebook products to personalize learning.

Steven shares Google’s initiatives, including free data protections for educational Workspace accounts and new AI training resources for educators. We cover AI applications across administrative tasks and classroom instruction, with an emphasis on responsible implementation, personalization, and equity concerns. Steven notes the importance of age-appropriate AI tools and emphasizes community collaboration in developing successful educational technology strategies. Have a listen:

Key Takeaways

1. The educational conversation around AI has evolved from “should we use it?” to “how and how much should we implement it?”
2. Google has launched data protections for all educational Workspace accounts, enabling broader access to the Gemini app without additional licensing costs for users 13 and older.
3. A new free, self-paced 2-hour course on generative AI to help educators effectively use these tools.
4. AI is being adapted for different use cases:
   • Administrative efficiency (summarizing long meetings, creating podcasts)
   • Personalized learning experiences
   • Time-saving for routine educator tasks like lesson planning
5. Age-appropriate considerations are important – Google typically develops for 18+ users first before adapting for younger students with additional safeguards.
6. When designing AI for classroom use vs. consumer use, the focus shifts from providing quick answers to guiding students through learning processes.
7. For teen users, Google has partnered with digital literacy organizations to provide foundational understanding of AI capabilities and limitations, which are applied to Gemini.
8. Final recommendations from Steven:
   • Experiment with AI tools like Canvas, a collaborative space which enables you to create, format, and refine within Gemini.
   • Learn from others in the community who are implementing AI
   • Include multiple perspectives (superintendents, CTOs, teachers, board members) when planning AI implementation

The 2025 Consortium for School Networking (CoSN) Annual Conference went down last week in Seattle, bringing together district technology leaders, superintendents, and education innovators from across the United States. The four-day event featured over 100 workshops, panel discussions, and hands-on demonstrations exploring critical issues including cybersecurity, AI in education, digital access, and post-pandemic technology integration. I wasn’t able to attend in person this year but was able to catch up with a few who were. I’ll be sharing those conversations all week. First up!

CoSN CTO of the Year Alana Winnick

Alana is the creative force behind The Generative Age, a book/podcast that explores the rapidly evolving world of generative AI and its transformative impact on education. Serving as Educational Technology Director for Pocantico Hills CSD and Director for NYSCATE, her work has earned prestigious accolades, including this year’s COSN’s CTO of the Year and NYS Digital Leader of the Year. She is also the founder of Students for Innovation, an organization that empowers students to advocate for change within their schools.

According to Alana, two key debates emerged during the conference: defining “AI literacy” and determining appropriate AI policy approaches for schools. Alana advocates for inclusive definitions of AI literacy that recognize even elementary students’ understanding of concepts like bias and hallucinations. Regarding policy, she recommends updating existing frameworks rather than creating separate AI-specific policies, emphasizing guidelines focused on academic integrity. Have a listen:

The Fed’s influence over school districts had implications beyond just funding and data. Eliminating The Office of Education Technology (OET) will create significant gaps in educational technology research, validation, and equity assurance. Kris Astle, Education Strategist for SMART Technologies, discusses how industry self-governance, third-party organizations, and increased vendor responsibility might fill these gaps, while emphasizing the importance of research-backed design and implementation to ensure effective technology deployment in classrooms nationwide. Have a listen:

Key Takeaways

• The Office of Education Technology provided crucial research and validation that helped both districts and vendors understand effective technology implementation.
• Without federal oversight, there’s concern about maintaining equity across the 15,000 U.S. school districts, particularly for those with fewer resources.
• Organizations like ISTE, Digital Promise, and SEDTA are positioned to potentially take on greater roles in technology validation and certification.
• Education technology companies will need to invest more in their own research and make findings publicly available to maintain credibility.
• Hardware evaluation needs the same level of scrutiny and certification as software has received through existing programs.
• School districts will need to be more selective with technology investments, requiring stronger evidence of effectiveness from vendors.
• Despite the challenges, the Kris express optimism that these changes could ultimately lead to more effective classroom technology through increased accountability and focus on measurable outcomes.

First, there was the scare cycle: “AI is going to take all the teacher jobs!” Then there was the hype cycle: “AI will make it so none of us will have to work EVER!” Now there is, hopefully, the reality cycle: AI is a great piece of tech that will make all of our jobs easier.

Edlio CEO Ali Arsan’s work is a case in point. He explains how their company developed an AI-powered solution that automatically fixes website accessibility issues instead of just identifying them. This approach saves significant time and resources for school districts that are required to maintain accessible websites for their communities. He highlights how AI can serve as an efficient tool that handles mechanical tasks while allowing humans to focus on more intellectual aspects of their work. Have a listen:

Key Takeaways:

1. AI is evolving from being viewed as either a threat to jobs or an overhyped technology to becoming a practical tool that enables education professionals to work more efficiently.
2. School website accessibility is a critical but often overlooked compliance issue that affects one in four people who have some form of disability.
3. Traditional methods of making websites accessible are time-consuming, requiring manual fixes for issues like contrast ratios, alt text, and heading structures across thousands of pages.
4. Edlio’s AI solution not only identifies accessibility problems (which existing tools already do) but automatically fixes up to 85% of the issues with a single click.
5. School districts often don’t address accessibility until they receive compliance letters from regulatory bodies like the Office of Civil Rights.
6. The WAVE tool is recommended as a free, open-source option for districts to initially assess their website accessibility issues.
7. AI development is advancing rapidly, shifting from large language models to “agentic” systems that can perform tasks based on conversational prompts.
8. Future AI applications in education will likely transform user interfaces to be more conversational, allowing administrators to interact with data systems through natural language rather than complex forms.

Ready to Hire, part of the skills training business of Cengage Group, a global edtech company, today released its Gen Z in the Skilled Workforce report – which surveyed 525 Gen Zers (age 18-29) currently working in or considering entry-level roles in manufacturing, skilled trades and healthcare – to better understand how they discover and evaluate career pathways. The research comes as industry estimates suggest that 4.2M U.S. workers are planning to retire next year, highlighting the urgent need for organizations to reach this next generation.

“Organizations that rely on a skilled entry-level workforce and face an aging workforce with significant retirements expected in the next year are under significant pressure to attract the next generation,” said Rya Conrad-Bradshaw, SVP, Cengage Work and General Manager, ed2go and Ready to Hire. “Many specialized roles in manufacturing and healthcare require students to self-fund certification programs, which our research shows can be a critical barrier to entry for Gen Z jobseekers.”

In fact, 98% of Gen Z jobseekers say they would be more likely to pursue an entry level career in skilled trades if training was funded, and nearly 1 in 4 (23%) cite financial resource barriers as a primary obstacle. Nearly 3 in 4 (70%) indicated they’re “extremely likely” to pursue programs offering paid training in skilled trades that lead directly to employment.

Beyond financial challenges, respondents expressed feeling underprepared by their training. Less than half (45%) in skilled trades roles felt that their training fully prepared them for their responsibilities and 20% of those who were looking for jobs in the skilled trades reported a lack of qualifications to move forward with applications. Just over half (52%) want more preparation for their roles, citing gaps in hands-on experience and tech-focused training.

“As these results show, the high cost of training, along with inadequate training programs, are major obstacles in connecting this generation to skilled trades,” said Conrad-Bradshaw. “Removing these barriers and offering better access to affordable and comprehensive training programs gives organizations a competitive edge in attracting this generation and nurturing the next wave of loyal talent.”

Additional Key Findings:

Gen Z career choice driven by job stability, salary – When deciding to pursue their career, respondents indicate job stability (58%), salary potential (55%) and alignment with personal values or interests (36%) as top drivers. Further, nearly 3 in 4 (74%) Gen Z workers say they are satisfied or very satisfied with their current jobs and nearly 1 in 3 (28%) plan to stay in their field of work for more than 10 years.

Gen Z also has strong interest in development opportunities – 70% are “extremely likely” to pursue programs offering paid training in skilled trades that lead directly to employment. Additionally, many respondents (over 78%) said they want to see growth paths and skill development plans before committing to a role. This echoes findings in the 2024 Cengage Group Employability Report, which found that 69% of respondents wished their college or learning programs worked more closely with employers to develop hands-on learning courses.

The optimal time to reach this generation is during high school – Nearly two thirds (62%) of aspiring workers started considering career paths during high school or immediately after graduation. This represents an opportunity for organizations to collaborate with local high schools to offer hands-on learning opportunities, allowing students to explore the potential of these careers.

Friends and family provide strong influence over other sources – The report found that 64% of those working in the skilled trades first learned about their current field through family and friends, while only 10% were influenced by career guidance programs and 9% by social media.

Gen Z conducts extensive online research when job hunting – a significant number (over 85%) checked job boards, LinkedIn (45%), Reddit (42%) and YouTube (29%) for professional opportunities and employer research.

To learn more and to download to the Gen Z in the Skilled Workforce report, visit readytohire.com/blog/gen-z-in-the-skilled-workforce/.

It’s not often that I have trouble finding people to discuss the politics of public education. Of course, nothing is usual about this administration’s first few weeks. So I was happy to have this conversation with The Cato Institute’s Neal McCluskey, Director for The Center for Educational Freedom, who may not leave you happy with what he has to say, but maybe less worried.

The computer-generated transcript is below:

Kevin Hogan, Content Director eSchool Media
OK. Hello and welcome to the latest edition of Innovations in Education E School loses podcast on the latest and Greatest Trends in Ed Tech. My name is Kevin Hogan. I’m the content director for East School News, and I’m glad you found us. Well, they did it after decades of threats by the Republican administration. And. The Department of Education was slashed and burned by executive order last week, and while the records will be analyzed and fought over for weeks and months to come, there’s still very little clarity of what will happen to the current programs and processes. That’s why I appreciated this conversation with the Cato Institute. Neil McCluskey, he’s the director of. The Center for Educational Freedom on what he foresees as possible next steps you might not like what he has to say, but you might be able to glean some insights into how things will operate going forward. Have a list. OK, Neil. Thanks so much for joining me today. I really appreciate it.

Neal McCluskey, Director for The Center for Educational Freedom
Thanks for having me on.

Kevin Hogan
And as I mentioned before, we started recording the hot topic, right? I mean it’s one of many, but. One that I haven’t been able to find, to be honest. Want to talk about it in terms of folks in DC or folks from my traditional sources of information? You know, whether it be various nonprofits in, in the area, other folks just there seems to be just a confusion and just kind of an uncertainty. About what’s going to happen, and I know there hasn’t been anything you. Known as our. Our recording today, anything definitive in terms of Miss McMahon or, you know, and putting things together, but maybe we can start by talking about. Where you see the current state of play is for the fate of the Department of Education, and if we’re going to assume things progress into what seemed to be the intentions for our readers and for our listeners, what should they be expecting next?

Neal McCluskey
Right, so I have to agree with a lot of people that there’s a lot of uncertainty here. So everything I say is going to be based on sort of what I’ve been able to gather by following this for a while. And I think that the proposal we’re going to see from the administration in the form of an executive order is going to be. One saying I think that the President believes he has the authority on his own to do a lot of hiring, firing, so he will continue to see what we’ve been seeing through Dodge and other approaches of saying, look, I think the Department of
Education has too many employees and we’re going to reduce that just as they’ve been saying lots of things in the federal government have. Too many employees. But it gets a lot more complicated when it comes to, well, what do you do with the various programs that, that, and laws that the Department of Education has been tasked with executing by Congress? Because Congress, the one who writes laws, creates programs. And I think what we’re going to see is an effort to move. Most of those functions are to other departments than the Department of Education. In part, that’s because a lot of people have been talking about that. There’s been one bill in the Senate so far that starts to get into how we handle the Department of Education. Addition, it used kind of the dismantling of moving things to other departments as well as block granting some funds. It wasn’t totally clear what would be blocked, granted what would be moved, but that sort of set the tone. And then when Linda McMahon was at her confirmation hearing, she talked a lot about. She can’t, you know, the president and the secretary don’t have the author. Ready to end? Really any programs or parts of the department or move them, but that she would be working with Congress. And then it makes sense to move, at least, you know, a lot of the parts to different places, not necessarily get rid of them, but move them. And in the last few days, she’s been talking especially about the president. About the student aid functions. The department has you think about Pell Grant, student loans, things like that. There’s been a lot of I think maybe additional emphasis on moving those maybe to the treasury or the Small Business Administration. But that seems to be what we should expect is some sort of plan or order to develop a plan to move the parts of the Department of Education. Other departments.

Kevin Hogan
OK, so if I’m an administrator in a public school district that relies to a certain degree on Title 1 funding for their district, or also when you look at the idea of the idea funds, IDEA funds. Will there be a disruption there from what you can perceive or is this going to be just letterhead from a different office?

Neal McCluskey
So a lot of that depends. I don’t think anything will happen if it’s just the president saying it. But if Congress does it and these things actually are moved, in theory it would be totally seamless. It would say we’ve seen 180 days. I think that’s too short, maybe it’s 365 days or a full year between when the law is signed and when things have to. Move. But during that transition period you would hope and the expectation is everything would be moved seamlessly. So when you shut off the lights at the Department of Education and you shut on some new lights at the Department of Health and Human Services, they’re ready to go. And people who work with the various programs, including titles. Mine or I DEA would just see a seamless transition, so that’s ideally I don’t know that the federal government or even most organizations are capable of a seamless transition like that. We certainly haven’t seen when the federal government has tried to. Make sizable changes that it’s just kind of gone off like clockwork and nobody noticed. So I think there would probably be some probably temporary, maybe even minor disruptions in who you’re talking to and how the information flows and money flows are working just in terms of the logistics of them, but that that would probably be temporary.

Kevin Hogan
I’ve only come to some more of the big picture issues and maybe some of the topics. That I’ve covered over the years, specifically from the Office of Education Technology, when you look at things like advancements in the past 10 years, when it comes to digital equity, which was certainly one in terms of trying to ensure access to the Internet, to all students, especially from underserved communities or underserved. During COVID, when we had gone into that great remote beta test of education and people trying to figure. And discovering even district administrators themselves, not realizing that within their own districts there were a lot of students that didn’t have access to the Internet from home. A lot of those things, you know, kind of driven by the Department of Education then led to an increase of those students actually having access. So those, those big picture things blended learning. Is there another one that was in effect during COVID that I know that there were programs put together by the department which were soft and squishy, right? I mean, maybe there’s. Like particular data that comes from them saying this, this is maybe increasing literacy scores, but kids still have access to the Internet. But also I guess the other big Picture 1 is when it comes to data. I mean I think that is one of the things currently that the Department of Education did was to try to track data across. Districts and across states of which we have 15,000 different school districts, some are going to be better than others, right? And some are going to be more of. Aggressive or even progressive when it comes to what they do with their students. Maybe you could talk a little bit about those things that you think should be left to the states or even individual districts versus some sort of overall umbrella that the federal government had.

Neal McCluskey
Sure. When it comes to the federal government, the first thing we ask is, well, is it constitutional? Does the Constitution give the federal government authority to do these things? In education and the first thing we see well or don’t see is the word education in the Constitution. It’s nowhere among the specific enumerated rights. So we start off with sort of an assumption, or at least I do that the federal government should be involved in these things. And then I look at effectiveness and what if the federal government weren’t? What we tend to see is people like to blame other people when things don’t go well. So when you’ve got the federal government, it’s easy for the states to say, well, the reason we dropped the ball or the districts to say the reason we dropped the ball on being prepared for something like COVID or on covering sort of digital access or whatever. They are saying the problem is it’s easy to say, well, the federal government should have done this or didn’t do enough, or if your district, you say the state didn’t do. Enough. And that’s a problem when there’s no accountability, you reach each level, blame another level, and the federal government, interestingly, has never actually said it’s responsible for education. It’s set up a Department of Education, said we’re here, we kind of help with stuff, but constitutionally, legally, we can’t actually control anything. So it makes a lot of promises and then doesn’t follow through on them, and then the States and local districts and say. Well, it’s really the federal government’s fault or we need leadership from the federal government. That’s something we saw a lot under COVID with school districts saying the U.S. Federal government, we can’t make our own decisions. And I think it’s actually better if you have much more clear accountability. It’s either your district or your state set. Get rid of the federal government. It’s well-intentioned. But there’s so many unintended consequences that go with that it’s problematic. And then one of my I wouldn’t say hobby horses because I use a lot of federal data and I in a way, I like the data and people who want to talk about the national education system. They like the data. But on the flip side, it’s really kind of poor. So I do a lot with you know, how much are we spending per pupil. And I think the last time I checked, which was a few days ago, the federal government will give you spending data. I believe the most recent is from the 2020-2021 school year and maybe up to 2021-2022. Right now, but we’re into the 2024-2025 school year and so the data is really old. I track private schools, the private school universe data is really. Sold most of it’s not useful then so well, I like the data. I’m not sure that the federal government even does a good job of that basic function of data collection, certainly not collecting it in a timely manner. So while a lot of these things sound good, I think we’d actually be better off if the federal government was not a player in this. And in particular, people couldn’t say it was the federal government’s fault when it wasn’t their responsibility to begin with. It was the state or the school district. And then the other sort of thing that you can take is encouraging. I think at the state level it is. While the federal government was supposed to come in and do some compensatory funding, it was originally its main job for low income districts. Not sure I did a good job, but in the states you have lots of states have lawsuits to compel the state to have equitable funding. And that’s really the way to do it. That’s much more. Concrete and kind of hoping that the federal government will keep pitching in some money when again it says we’re here, but we don’t really have any responsibility in this area.

Kevin Hogan
But then do you see them, the duties of say, the data collection and that analysis going to a different department as well, how do you, how do you track? The overall results of the nation as a whole.

Neal McCluskey
For me, if I were setting it all up and this is not what most people are aiming at, we would have to separate what I’d like from what I think is going to happen. But for me, I think that you could still have data collection at the state level and there would be lots of private entities who would collect that. Data and use it on a national basis. In fact, you can go to the economics lab at Georgetown University, and they’re much more quickly gathered together. Data on all sorts of things in education than the federal government has. Stanford has big data sets that you can use, and they’re more accessible than what the federal government has. So. Even though I think data collection is one of the more innocuous things that the federal government does, I just don’t think it does that well. And it’s a mistake to rely on them to do it. That said, I haven’t seen any proposals that actually remove the federal government from that role. What I’ve typically seen is that the data collection should be done usually for the Census Bureau. Actually, they already collect a lot of education data, so it wouldn’t even be necessarily a new thing they do, but they’re already sort of a data collection. Entity agency and it would make more sense for them to do it, since again, in many cases they’re already collecting data on. Then to keep it at the Department of Education.

Kevin Hogan
Huddle with the other big squishy topic when it comes to and I mentioned digital equity, and I can even just focus it on that idea of digital equity when it comes to E school news.

Kevin Hogan
In reading some of your blog posts you see some of that being connected to civil rights. Responsibilities in a big picture and those being moved over to the Department of Justice, does that. Am I describing that accurately?

Neal McCluskey
Yeah. You got it.

Kevin Hogan
Yeah. So what would that mean in terms of say, digital equity, even if I go back to the idea that you? So every student should have some sort of access or the ability to have access to the Internet in order to do their learning. I mean kind of an essential part as much.

Neal McCluskey
Yeah. So civil rights. Ohh sorry, sorry.

Kevin Hogan
As much as having indoor electricity or or water in.

Neal McCluskey
Right. So civil rights enforcement is a legitimate job of the federal government, but it’s enforcement against States and local governments, but in particular states that discriminate in their provision of. Things that they say are going to be available to everyone. So if the and then again, this is what a lot of these equity lawsuits are about that we’ve seen in states across the country is, hey, state, you say you’re going to provide an equitable education for everyone in the state and you’re not providing it. And so again, in many cases. States and the state justice systems are doing that, but the federal government does have a role to say, OK States, you know, state of Montana, I don’t know that they have a problem with just picking them randomly but. State of Montana. It looks like you know you are under funding your low income districts. So I don’t know if $2000.00 of people or something or you clearly have inadequate access to the Internet in your rural districts versus your more urban ones. We think that that violates equal protection and so if the federal government says that and the federal government takes it to court and says, look, we are suing you to do what we think you should. New that means the federal government is taking an enforcement position, but not a provision to enforce a position. There’s nothing in the Constitution that says it’s the federal government job to provide it. It is their job to make sure that other governments don’t discriminate in their provisions of things. Of course, there’s a lot of law involved there and you know, it has to be a particular class of students and things like that. But that’s the role it should have as an enforcer, not as a supplier. And we should want more, much more emphasis on people in states saying to the states. You are responsible for this and what you are doing is inequitable. It can also apply to districts, of course. I mean, if you have a big district, lots of schools and they are inevitably providing things within the district, the same thing should happen. It should start with state enforcement of equity or equality under the law. But if they don’t do it again, then the federal government can be involved. But it’s not the federal government’s job to pay for this, and I think I should always remember, and I never do. But in the background of all the things that we tell the federal government to spend money on is that we have a 37, almost $37 trillion deficit or debt. And so the federal government, well, it seems to be able to print money. It can’t print money forever. And so everything we ask it to pay for, we tend to ignore. It doesn’t actually have the money to do it. It’s got to reach into many future generations and say, well, you’re going to pay for this. And so that’s a problem too. And we need to remember that there are lots of great things. Valuable things the federal government could pay for.

Speaker
There.

Neal McCluskey
But we’ve got to remember, it’s got limited resources just like everybody else.

Kevin Hogan
Yeah. So I mentioned this earlier as well, just talking about the confusion and some despair involved with our readers and our listeners about what’s going to happen next. And I know it’s not under the umbrella of the Department of Education. The E rate is one of these federal government programs and you talk about providers versus enforcers. I think it has been identified amongst our community as one of the great successes of the federal government, enabling the use of the Internet in schools. So and, and you’re going from 1996 when it was first introduced to where it’s basically been a bipartisan agreement and it has progressed year over year over year. Is that and and now there’s a worry that that’s gonna go away too. I mean, that’s kind of it’s kind of like part and parcel of the idea that, you know, the part of education. What’s next is that. Do you have thoughts when it comes to regards to E rate in general and that effect or or that worry?

Neal McCluskey
Yeah. So as you can imagine, I’m not a big fan of E rate. Again, I don’t think this is something the federal government should be involved in. I haven’t focused on it a whole lot in part because it’s not part of the Department of Education. And that has been the focus. But I do follow a lot of education news and I haven’t seen anybody. Mentioned E rate as something that they want to eliminate, at least not somebody in the Trump kind of doge ambit. But maybe someone would go after the E rate. My guess would be if someone is going to do something with it. It could be that the Congress is heading to budget reconciliation and that seems like the kind of mechanism by which irate might be affected because it’s a whole lot of tax and spend kind of stuff. That’s very in the weeds, and there’s going to be a whole lot of things thrown in there. Honestly, I have no idea how E rate would sort of measure in their accounting calculus, good, bad, indifferent. But that’s probably where it will be affected. I don’t think it’s something that Trump will necessarily target or Doge will necessarily target because it’s not really exactly a program or an agency. It’s not something you can just kind of pin down and say, look, here’s the building where all this happens and it employs all these bureaucrats. So my guess is it’s probably. Safe for now, because it’s probably flying under most budget cutter radars. But if it isn’t that, it’s probably going to be. If people are paying attention, it’ll be part of this budget. Reconciliation is my guess and it has not been one of the major topics of discussion for that. But the main thing they’re discussing right now is just can the Senate and House agree on basically how to do it.

Kevin Hogan
Right, I know the toughest part of this conversation would be to end it. There’s so much. There’s so many different aspects of this, but maybe to wrap up, I know in one of the pieces that you wrote, I guess it was last week or the week before when you were dressing kind of like state officials, it was reassuring, actually, or 1 pager in terms. While the department might be going away, some of the elements of it warrant. If we can wrap up a little bit, maybe do you have a similar message to our readers, our listeners, who might be at that district level who again are concerned about the way they manage their buildings, their schools?

Neal McCluskey
So again, I haven’t seen any talk. Talk from the administration, now, originally just from Trump or from Musk, but also now Linda McMahon. That suggests there are big cuts to programs coming, and so, and that includes the big pots of money, like Title 1 and IDEA. So if you receive money those ways, I don’t anticipate there will be. Any or at least not sizable cuts in those. Where we are seeing more cuts and this is kind of developed just since Trump took office and we’ve seen dodge operating, it’s a lot of targeting of employees. So what could happen is a lot of employees that are at the Department of Education. Sort of moving money along and administering programs as they may be gone and they’re it’s possible that that will. Have a negative impact on how quickly things are done, or how accurately they’re done, so that might be something to look out for, but the worry that a lot of programs and and or large funds are going to be zeroed out. I haven’t seen anything from the administration that says they want to do that and they acknowledge that they can’t do that. Without Congress acting and for Congress to act except in budget reconciliation, but generally, if we’re talking about eliminating programs, it’s not through budget reconciliation and then they would need 60 votes in the Senate. There are only 53. Tokens and I think at least two of those are unlikely to vote for any major cuts, so I just don’t think there will be large slashing reductions made in spending that used to be on the Department of Education, but may be under a few other departments going forward.

Kevin Hogan
Well, you know once again. I appreciate your time and your insights. I know that you’re really deep into all of this stuff, and I think your words actually couldn’t be reassuring to a lot of our audience about that. They’ll be able to continue to do the work that they do with what they wish to do. So thanks again.

Neal McCluskey
My pleasure. Thank you.

Kevin Hogan
And that’s all we have for this edition of innovations in Education. Be sure to go to eschoolnews.com for all the latest news, analysis and other resources you may need during these uncertain times. Once again, thanks for listening.

For student-athletes balancing elite sports training and academics, the road to college can be overwhelming. A new partnership between IMG Academy and Revolution Prep aims to change that by bringing academic support to student-athletes navigating college recruitment and competition.

IMG Academy provides a holistic training environment for student-athletes through its online programs, including NCSA College Recruiting and its boarding school and camps. This collaboration is aimed at supporting IMG Academy’s purpose to empower its student-athletes to win their future and will be primarily utilized across IMG Academy’s online recruiting members with NCSA MVP Plus and MVP profiles and its boarding school student-athletes in Bradenton, Fla.

Through this partnership, IMG Academy boarding school and NCSA student athletes will receive free access to a variety of programs based on their membership tiers. All NCSA MVP Plus and MVP members and IMG Academy high school student-athletes will receive complimentary tutoring in any subject by Revolution Prep’s expert tutors, a self-study SAT/ACT prep course designed for busy student-athletes, and access to ten SAT/ACT practice exams—ensuring they are as prepared for the classroom as they are for competition.

“Academics are just as critical as athletics in shaping a student’s future, and our mission has always been to invest in student-athletes with the resources they need to succeed in every aspect of their journey,” said Ryan Kiick, CEO of Revolution Prep. “With IMG Academy and NCSA, we’re making sure student-athletes don’t have to choose between success in sports and success in school.”

“At IMG Academy, our mission is to empower student-athletes to win their future, and this partnership with Revolution Prep strengthens our commitment to their holistic development,” said Chris Ciaccio, Chief Commercial Officer at IMG Academy. “By providing access to top-tier academic resources, we are ensuring that our NCSA MVP and MVP+ members and boarding school student-athletes have the support they need to excel both in the classroom and in their athletic pursuits.”

This partnership further solidifies IMG Academy’s unwavering dedication to student-athlete development, ensuring that academic and athletic excellence go hand in hand.

About Revolution Prep:
Revolution Prep is a leader in education, providing personalized tutoring services and test preparation programs that empower students to reach their academic goals. Through innovative solutions and dedicated support, Revolution Prep seeks to transform the educational experience for students everywhere.

To learn more about Revolution Prep visit, www.revolutionprep.com.

About NCSA College Recruiting
NCSA College Recruiting is the world largest college recruiting platform, providing student-athletes content, tools, coaching and access to a network of 40,000 college coaches across 31 sports. NCSA is an online experience of IMG Academy, the world’s leading sports education brand. IMG Academy provides a holistic education model that empowers student-athletes to win their future, preparing them for college and for life. Additional on-campus and online experiences include:

• Boarding school and camps, via a state-of-the-art campus in Bradenton, Fla.
• Online coaching via IMG Academy+, with a focus on personal development through the lens of sport and performance

To learn more about NCSA, visit www.ncsasports.org.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) recently announced that it has become the new steward of Engaging Schools’ extensive body of educational resources. With Engaging Schools set to close in early 2025 after more than four decades of impact, CASEL will ensure the organization’s valuable tools, books, and frameworks remain available to educators worldwide.

As part of this transition, CASEL is making these resources freely accessible to the public. Over time, CASEL will integrate elements of Engaging Schools’ work into several areas including the free Guide for Schoolwide SEL to further advance high-quality, evidence-based SEL implementation in schools and districts.

“For more than 40 years, Engaging Schools has helped educators create safe and supportive learning environments where students thrive,” said Aaliyah A. Samuel, president and CEO of CASEL. “We are honored to carry forward their legacy by making these resources widely available and embedding them into our work to create school communities that prioritize academic, social, and emotional development.”

Engaging Schools has long been recognized for its contributions to fostering inclusive school climates, strengthening restorative and equitable  discipline, and advancing engaging  teaching practices. 

“We take immense pride in the lasting impact of Engaging Schools’ work,” said Larry Dieringer, Executive Director of Engaging Schools. “Though our organization’s chapter is closing, we are deeply grateful to CASEL for ensuring our resources continue to benefit educators and students for years to come.”

For more than 30 years, CASEL has been a trusted leader in advancing SEL through research, practice, and policy. By integrating Engaging Schools’ resources into its offerings, CASEL reaffirms its commitment to supporting educators with the tools they need to create engaging, inclusive, and academically rich learning environments.

To access Engaging Schools’ resources now available through CASEL, visit casel.org/engagingschools.

Infosys recently announced a critical milestone in its three-year collaboration with Street Child, an international children’s charity, with the establishment of seven Digital Learning Centers (DLCs) to address the educational challenges faced by children in crisis-affected areas of Ukraine.

This collaboration addresses the profound disruption to Ukraine’s education system caused by the ongoing conflict, which has affected over 3,700 educational institutions and destroying 365 schools, as reported by Save the Children. The conflict has forced roughly 1.9 million children – nearly half of Ukraine’s school-aged population – to rely on partial or fully remote learning solutions. Recognizing this critical need, Infosys joined hands with Street Child in 2024 to launch two impactful initiatives: creating DLCs–secured physical spaces equipped for online learning and a Digital Transformation program, leveraging Infosys Springboard, Infosys’ flagship digital learning platform, to provide tailored courses for students and teachers.

Initially focused on creating and renovating five DLCs in Dnipropetrovsk, an Oblast in Eastern Ukraine receiving less international aid due to its proximity to the front line, the collaboration remarkably delivered seven within 12 months into the engagement. Notably, one center was renovated by an all-female team of contractors, as conscription limited the availability of male workers.

Launched in September 2024, these centers have already served over 1,000 children in their first three months of operations. Each center is equipped with laptops, high-speed internet, multimedia projectors, educational materials, security systems, and accessibility features such as wheelchair ramps and modified bathrooms. Additionally, designated spaces for Mental Health and Psychosocial Support (MHPSS) provide critical support to young learners.

The Digital Transformation program focuses on preserving Ukraine’s cultural identity by offering courses in Ukrainian Language and Geography for Grades 5 and 6. For teachers, topics such as Cybersecurity and Anti-Corruption are addressed through specially developed courses, aligning seamlessly with Ukraine’s national educational platform, All Ukrainian Online. Together, these initiatives are helping build a robust and resilient educational foundation for both students and teachers.

Tom Dannatt, CEO & Co-Founder, Street Child, said, “At Street Child, we’re working to create a world where every child is safe, in school and learning. Unfortunately, the reality for Ukrainian children is that a significant number of them cannot attend a physical classroom, and so we’re focusing efforts on where we can make the biggest difference. In this case, that means making the most of digital education. Although we’re still in the early stages, we’re proud to have worked with Infosys to support more than 1,000 children amid this terrible conflict. The early success of this scheme demonstrates the transformative potential to deliver quality education in many crisis-affected regions worldwide.”

Thirumala Arohi, Executive Vice President, Head – Education, Training and Assessment, Infosys, said, “The collaboration between Infosys and Street Child is crucial as it directly addresses the devastating impact of the conflict on Ukraine’s education system. With hundreds of schools destroyed and millions of children displaced or relying on remote learning, access to quality education has become a critical need. Infosys brings to this collaboration not only its technological expertise but also a deep commitment to social impact. Together with Street Child, we are providing tangible solutions through the establishment of seven Digital Learning Centers that offer secure physical spaces equipped with the necessary technology and are leveraging Infosys Springboard to enable a digital transformation program to offer tailored courses for effective online learning. This holistic approach empowers students to continue their education, supports teachers in adapting to new learning environments, and ultimately contributes to building a more resilient educational foundation for the future of Ukraine.”

Special Guests

Jessie Bushman
Senior Director SEL
North Fayette Valley Community School District, Iowa

Devi Sahny
CEO and Founder
Ascend Now & The Edge

The computer-generated transcript is below:

Kevin Hogan,
Content Director, eSchool News
This episode is brought to you by ascend now. Ascend now is an online education platform focused on providing personalized, academic and beyond academic coaching and mentoring to students aged 7 to 17. With a particular emphasis on fostering entrepreneurial skills and mindset by integrating entrepreneurship education into their curriculum. Aiming to normalize kid entrepreneurs through tailored programs and personalized learning paths. OK. Hello and welcome to this special edition of Innovations in Education, the podcast that explores how tech can enable districts to improve teaching and learning in their classrooms. I’m Kevin Hogan, content director for eSchool News. And I’m glad you found us. Believe it or not, it’s been five years this month that the world and schools shut down due to the COVID pandemic. Since then, so much has changed from student behavior to the way that schools respond to that behavior. Many through the use of social emotional learning, or SEL techniques. I had the pleasure to speak with Jesse Bushman. Jesse is the senior director of SEL at. Fayette Valley Community School District in Iowa about their efforts by using a new program called the. We also spoke with the creator of that curriculum, Devi Sahny. She’s the CEO and founder of Ascend now, now designed in collaboration with educators and aligned with the Castle Framework. The. The first curriculum to meet educators demands for high quality instructional materials for SEL and life skills readiness. The curriculum helps students cultivate communication, problem solving and self-awareness, as well as essential life skills like entrepreneurs. Negotiation, financial literacy and networking to boost their academic abilities. I think you’ll find their insights valuable. Have a listen. OK. Devi, Jesse, thanks so much for joining me today. Really appreciate it.

Devi Sahny
CEO and Founder, Ascend Now & The Edge
I’m happy to be here. Thanks for having us.

Kevin Hogan
And as I was mentioning right before we started the recording here, I guess it’s hard to believe, but it’s five years ago to this month, it was actually Friday the 13th. Believe it or not that Jesse, I mean I know a lot of school districts, that’s when we. Into this great. Beta test in education with remote learning and COVID. Years. So tired of talking about it. However, it is still really kind of with us in the way that it has changed education and especially with the work that Jesse you do and Devi that you do that really took one of those acronyms I’ve always heard in education SEL, which was kind of like a nice to have probably for districts who might be kind of more well off than others. That would introduce that to where social emotional learning became front and Center for everybody in this. Group trauma together districts have spread apart. If they had the luxuries or the privileges to be able to set up remote right away. Most of the, if I recall correctly, in my conversations, most of those conversations involved around social emotional learning. You OK at home? How are you doing at home? People those first few months. No more worried about standardized testing, right? Everybody was worried. Just kind of keeping it all together. Jesse, we can get. Let me talk about that time for you in. In your district, in what you were doing in what SEL mean back then. And what does it mean? And Devi, I promise we’ll get into the news of the edge and how this all comes part and parcel.

Jessie Bushman
Senior Director SEL,
North Fayette Valley Community School District,
Yeah. You’re totally correct. At that time it was like scary. We’re all learning to adjust. The kids were learning to adjust to and as educators. That was our most important thing was to tune in with the kids. Sure, they were safe. Check in on how they were doing and as staff we did that together as well, so we would check in on each other. A lot of our first meetings were just talking about how everybody was doing. So coming back, it did change a lot of things kids were. And teachers were. So as a school, we had to change things.

Kevin Hogan
Yeah. And Devi, let’s get into the news a little. I mean, just here in January, now you’ve announced this new curriculum called The Edge. How have the past few years informed the work and the ultimate release of this new service? You’re providing.

Devi Sahny
Yeah. And and just to answer that first part of the question about COVID, I think COVID certainly transformed education for K12. In a lot of ways, I think in one way teachers overnight had to have this accelerated adoption of technology, some that was super helpful and integrated really easily and others that may have perhaps even. Slow down learning. I think teachers out of all stakeholders during Covic with the heroes, because overnight they had to change their delivery and immediately adapt. And I think that’s in a very entrepreneurial thing. One of the other big changes we saw through Covic was this increased emphasis on social emotional learning. Think there was a report. Brookings stating that nearly 40% of teachers report students struggling more with depression and anxiety than before. COVID and over 80% of those teachers still have students that are struggling with depression and anxiety. So I think the overemphasis of technology combined with an entirely new world landscape reframed this focus of, hey, we should maybe turn back the pendulum and focus on the important skills. And with AI and technology, everything is advancing. But certain skills like networking and grit and resilience and communication, they still remain incredibly important. And one of the reasons we decided to create the edge is we felt that students in their middle and high school years did not really feel those skills were learnable. They thought I’m either born with strong public speaking skills or I’m not. I’m either born. With a learning mentality and a strong mentality or I’m not and we wanted to break that belief and provide them with student friendly resources, but I think yeah, COVID certainly changed a lot and I think now more than ever SEL is critical the amount of times we hear. Teacher saying we don’t have time for essay and I always. Well, that’s actually going to reframe and support your your students to be ready for. But even the teachers need SEL. I mean, Jesse and I were just talking about one of her students who I think Jesse was saying, like, found purpose through essay.

Jessie Bushman
Yeah, we had a great conversation when we were working on a lesson. It would just like the light bulb went off, he and he said. Now have a purpose like. There’s a reason, like I understand why I need to learn this, because this is my future. And so it wasn’t just another thing to teach. At that moment, for him, this was like I need to learn this. Is life.

Kevin Hogan
Yeah, it seems to me with both you’re talking about two is the change in student behavior right? Of the experiences of the of the past couple years. One of the net positives, if you can call it that or a silver lining, whatever cliche you you wanna use. You’re describing a self-awareness that I still don’t think I have for myself. That said, students of that age and having gone through this experience, are aware of their learning journeys. Aware of where they might need to improve and also don’t kind of shrug it off as. This sort of like, well, that’s just for people with depression. Or that’s just for certain part of the kids in class, maybe who aren’t succeeding like, this really is beneficial for everybody, right?

Devi Sahny
Absolutely. And I think that when we talk about soft skills and we talk about Sela, lot of the resources that currently exist remain a bit outdated and they’re not student friendly and a lot of the teachers we’ve spoken to have said we’re using the same curriculum, that’s 50. Older. 30 years old to teach, you know, stress and anxiety, and it’s not as simple as just a deep breath. There’s more to it, and there’s more conversation involved. So one of the things we did when we created this program, the edge is we try to identify what the future skills are. How do we actually figure out what are those skills? And how are they learnt? Are they acquired? So we went on this crazy research experiment where we interviewed different stakeholders. We interviewed 500 educators from different demographics and socio economic backgrounds to ask them what are the scales you wish you could teach in your classroom but don’t have the resources for. Then we interviewed 500 students different ages in middle and high school to understand what skills they wish they could learn, and some really interesting responses. Like networking, which is one of our more. Skill. And then we interviewed about 200 chief learning officers from different Fortune 500 companies to ask them when you teach your employees in these higher Ed programs whether the skills you focus on. Then we cross reference that with HR and recruitment industry to understand what they hire for across sectors, whether that be education, technology, human resources, fin. We came up with a list of about 6000 schools. We then took that. We spoke with OECD World Economic. We’re actually one of the partners and I was at Davos recently in January speaking about this and we looked at the future of jobs report and we took all that data and all that research. To create our own framework which is called the Life readiness playbook by. Edge and this playbook is not necessarily, as you pointed out, Kevin, for students to get ready for an outcome like good grades or a university outcome or a good job, it’s actually just to have them ready for life. And these are skills that are lifelong. You know, I’m constantly working on my listing skills, my stress management skills. And the way that students can consume this content is pretty exciting. Like if a student wants to. Consume the content, grit the skill, grit they can learn from Michael Jordan. Not making his high school basketball team and the cool thing is the video format. It’s funny. Quirky. It’s engaging. But it still has all those learning outcomes tied to it, which is something, frankly, I wish I had when I was in middle high school.

Kevin Hogan
Yeah. Jesse, talk a little bit about what that means on a day-to-day basis for our listeners, our readers who are either running districts themselves or their principal of a school or even at the classroom level, I mean. These are great theoretical topics, but what? About science class between 10:30 and 12:30 on a Tuesday. How do these curricula? Do these topics kind of show themselves in the day-to-day of educating students?

Jessie Bushman
Well, I’m gonna step. Just one step and kind of explain how we. There. I think that’ll make a little bit more sense looking for something. We just know that we needed something to add for our students and looking for a curriculum we couldn’t find what we needed. They were not rigorous enough. Wasn’t the correct content. Not engaging for our students or didn’t have enough depth as as far as lessons to make it through a school year or to do a 612 model so. Once I saw the edge, the skies parted and I was like, this is exactly what we need. And so once we started teaching those things, we noticed that the students confidence changed. They became more confident in themselves in what they can do, looking forward to their futures. And so we had a lot less behaviors. So those started decreasing because. There was. We’ve also seen absentee change. Kids want to be at school, they want to be engaged. It’s great with our staff as well. Like you said, adults need this too. This is stuff for all of us. It’s been great teaching it because it’s a reminder myself as well on a lot of these skills that you don’t think. Every day.

Kevin Hogan
Yeah, especially when you look at again. I hate to go back to COVID, but there really was a significant chasm there in, I would say the soft skills versus the hard skills. But we we kind of focus on the on the reading and and the math scores that go down. I see it from my own kind of COVID kids here to see. Of having a person to person in person conversation with someone if they weren’t in school for 18 months between the time they were an eighth grader up to sophomore, they’re still struggling to recover on how to. Behave in person for for a lot of stuff, right? But maybe Devi, you could talk a little bit. I know that you you had this integrated school framework, you had this educator friendly design that you put these things together. What is your hope terms of turning those soft skilled potentials into real world accomplishments?

Devi Sahny
Yeah, I think that in the digital age and like you said, the students that were were most impacted during COVID. Many of them have lost what’s called human skills. Actually hate the term soft skills because I think soft and hard skills, but all human skills, right? Portions of soft skills have pieces of hard scales, etc. We actually focus on both soft and hard. But I would. That turning the pendulum back and saying how can we help these students develop self-confidence, self-awareness, resilience, grit through stories of themselves through activities, through gamified examples that will really take them forward into the real life. It’s funny that you say this because I gave a talk at one of the leading international schools and recently and I asked the students, I think it was about 200. I asked them who here is confident with the skill networking and is confident speaking to people they have never met before in person. And I have 200 students, maybe 3 raise their hands. Then I reframe that question. Said. Who here in this classroom is confident speaking to someone they haven’t met before online? Maybe 30 raised their hand. So there’s this confidence and this comfort with online communication that is so easy for students to accept. It’s interesting. I I I will say that sometimes I’m like that too, right? When I’m in person, meeting changes into zoom, I’m like, yeah. Like I don’t have to like wear anything. Know too too fancy. I can do it in my hoodie. There is a bit of that right and I think there there’s an honesty to that and I think that’s important. But I think the. The fear with this new generation is that the human skills are not getting practised at all. Again, very weird example which I’ll put in quotations. You may want to cut out, but some of our students, one of our students I’m speaking to recently, she’s 19 years old, she said to me, I have a boyfriend. I said, oh, great. Where did you meet him? She said no. We’ve been dating for a year, but I never met him in person.

Kevin Hogan
It’s amazing, yeah.

Devi Sahny
So it’s like is the world changing that way or is it, you know, the skills or what’s happening, right? But I think you know, Jesse’s been Jesse’s such an inspiring educator for this reason. Jesse’s smart enough to know that teachers themselves also need to work on their SEL. All do. Adults, professors, everyone and so in parallel. If teachers working on their SEL, they’re teaching students SEL. The students are teaching the teachers. And that’s such a beautiful process because. Learning can happen in any sort of. But that’s really our. My hope is to help students to fundamentally figure out who they are, their purpose, like Jesse’s student who figured out what made himself tick. The Edge is designed for students to figure out who they are, what their strengths are, what skills they’d like to work on and for. Kevin, I’ll be honest that the edge is designed as a one stop shop, easy to use resource that helps them use these skills in their classroom with no prep that gives them maybe 10 minutes extra with their, with their kids or their partner. That they don’t have to write a whole Lesson plan or learning sequence, right? And that’s important to us too, because they’re the heroes.

Jessie Bushman
That was a huge. Point that I fell in love with when I saw it is these are lessons that I can just pick up. I can pick it up, I can read it, and I can teach it, and it’s not something that’s going to be another thing on. Plate right now I have a lot of things on my plate, so when I’m able to pick it up, the slides are ready for a whole group. Very little needed. It also has the online component. It has all the pieces to it prepped and ready, so it’s not one more thing for me to have to do.

Kevin Hogan
Yeah, another aspect I know which is important for districts. Again, when it came to social emotional learning techniques in the past, you might have had that guy, usually a guy on the school board saying. Show me the results. Show me the data. Show me how this is actually been effective and don’t give me the squishy anecdotes. Me the the hard numbers. And I know that with the eggs, there are some real time analytic techniques that are connected with it.

Devi Sahny
Absolutely. So you as a teacher or a district can see how your students are performing across every. Personal development, communication, employability, skills, active citizenship and learning, and you can actually get a score to see how your students are progressing on a grade level. Age level. Student level. You can compare that data geographically so you can see what kids. In China or in Asia or Europe are doing compared to your students, at least those of our school partners that are working with us, we work with quite a few international schools too, like International School partnerships, Dulwich College, Xcl Cognita School, some of the American schools and so. Interesting to compare that data with some of the data in the US and to see how students. But overall, we’re seeing that a lot of students are like, wow, I didn’t know I could learn financial literacy. Didn’t know I could learn about. I didn’t know I could learn about entrepreneurship in such a friendly way, so that’s really important to us, but also to feed the schools with unique data to see where the holes and the gaps are, because as schools. Ton of things you have to, you know, kind of take care of chronic absenteeism, teacher retention, you know, school leadership. So many things involved. I mean this is really just designed to see how can we. And we also have a mental health teacher track coming up too, which I’m really excited about because that’s something that can really support the teachers.

Kevin Hogan
Yeah. And Jesse, to kind of to go back a little bit, give us a little bit of a day in the. I mean, are these seen as extracurricular activities that happen after the Bell ring in the afternoon or they are they tied into actual classes? Kind of give us the specifics there.

Jessie Bushman
Well, the one thing that I love about this curriculum is it’s super. So according to your school, you can adapt it and switch it to. However, it’s going to work best for you. We as a district started off with it in the special Ed program. Actually, and we needed a curriculum there 1st and looking at that then we saw the need like the rest of the kids need this information as well. Looking into putting it into advisory, that portion of time. A lot of times teachers are trying to fill that time with lessons themselves or create these types of lessons. So using it as universal gives the kids the the vocabulary, the information, and then we can use it all the way into special Ed. So it’s an intensive program as well. It’s very. That was huge for me that my students are going to have the same vocabulary from 6:00 to 12:00. In. Ed and special Ed.

Kevin Hogan
And it says to me that it’s pretty much teacher driven or educated driven. That fair to say.

Jessie Bushman
Yeah, it’s very engaging. All the material is very. And it’s very relevant to the kids. The kids can relate to it. Stuff that’s happening in their lives. The discussions. It’s not just role. It’s great discussions on actual problems in the world and tools that they can actually use right there in the classroom as well, so. They’re discussing things that are happening right around us.

Kevin Hogan
Excellent. Now I think we’ve gotten a really good sense of the state of play of where we are with social emotional learning. Now, if you are up in progressive schools or districts like Jesse’s, let’s talk about. Next steps, Devi, where do you see? This is just the edges that’s been launched here in January. What are your hopes to see your services as they continue to evolve over the next several months and and years?

Devi Sahny
Yeah. What we’re doing in parallel supporting districts now, 200 schools and total. So we just enter the US, but we already work with seven districts here as well as Georgetown University Summer School and two other summer schools in the process. But my hope really is that as we have all these amazing districts using us to take as much feedback and see how we can make this product as easy to use and helpful for teachers. One of the feedbacks we’ve gotten is we love this so much. You include a teacher mental health track. And mental health videos for teachers to help us do what we’re doing every single day. We have tracks that include entrepreneurship and internships. A lot of employability skills in college and career readiness, but we have two more tracks. Is called AI interpretation and another is graphic design in the making. So what happens in these tracks is the students can reapply the skills they were learning. But through an experience through something a different context where they can basically trans context, apply that skill again. So that’s really cool because at the end of the entrepreneurship track, there’s a Shark Tank for kids where they can compete, and the best business gets funding. Actually, that funding is funded by Ascend. Now, over the past seven years, actually we’ve. We funded student businesses as prize money essentially, and the internship track they can, you know, apply to different companies to apply for internships. So there’s a bit of that, but overall my hope is. Is that we have this next generation of future ready, SCL, smart skill, savvy students across the world that know themselves that find their own edge through essay. Because essay everywhere and to have 30 minutes a week in SEL. I don’t think that’s enough. You know, I really Don. So it’s a. It’s a good start, but we need to do better, so I think valuing the Selma as a society would be something that I would be very interested to see what happens in the next few years.

Kevin Hogan
Yeah. And Jesse will leave the last word with you about where your hopes to see this sort of work and how we can kind of continue to evolve and benefit your students.

Jessie Bushman
I’m just excited to see what they can do with their futures as we’re learning these skills and you see the light in their eyes and they’re able to you do the challenges and apply the skills that they’re learning in real life. Talking about networking, the challenges to go. And network and come back with three business cards. So we’re putting it right in their. And so when they’re learning, it guided with us, I mean, just excited to see what they’re going to be able to do in the future.

Kevin Hogan
Yeah. Well, once again, it’s a difficult topic and you add in COVID. It’s just always a tough conversation, but at the end of it I come out feeling better. Congratulations on your launch. Congratulations on on the work that you’re doing. Jesse at your district glass always seems half full. When I when I sit. With a few educators for 15 or 20 minutes this way, and here the the real work and the real successes you’re having. Thanks again for your time and for your insights.

Devi Sahny
Thanks so much Kevin for having us. We really appreciate it and love talking to you.

Jessie Bushman
Thank you.

Kevin Hogan
And that wraps up the special edition of Innovations in Education, which was brought to you by ascend. Now a US based education startup committed to increasing both college and career readiness for all students. For more information, you can find them on the web at buildmyedge.com.

It’s not often I have trouble finding people to discuss the politics of public education. Of course, nothing is usual about this administration’s first few weeks. So I was happy to have this conversation with The Cato Institute’s Neal McCluskey, Director for The Center for Educational Freedom, who may not leave you happy with what he has to say, but maybe less worried. Have a listen:

We were able to get past most of the classic theoretical sticking points about the pros and cons of the ED and focus on potential short-term realities. Neal suggests key programs like Title I and IDEA funding will continue, though possibly administered by different agencies. He also emphasizes that significant program eliminations would require congressional action with a 60-vote Senate majority, which is unlikely given current numbers. And while some administrative disruptions may occur, as they do during any transition, most immediate funding streams will continue, if potentially slower due to staff slashes.

We did dig deeper into broader philosophical questions about federal involvement in education, arguing the whys and how state-level responsibility and accountability might be more effective than federal oversight. Neal also details how ED functions like data collection could potentially move to the Census Bureau, which already collects some education data, while civil rights enforcement responsibilities might shift to the Department of Justice.

Neal has written on the president’s pick for ED in the past, and has contributed to ongoing discussions about dismantling the department altogether. You can read those here:

• There’s Nothing “Absurd” or “Dangerous” about Ending the US Department of Education
• Abolish the Department of Education
• Feds In The Classroom: How Big Government Corrupts, Cripples, and Compromises American Education
• Rightsizing Fed Ed: Principles for Reform and Practical Steps to Move in the Right Direction

More on Neal: He is the director of Cato’s Center for Educational Freedom and author of the book The Fractured Schoolhouse: Reexamining Education for a Free, Equal, and Harmonious Society and is coeditor of several volumes, including School Choice Myths: Setting the Record Straight on Education Freedom and Unprofitable Schooling: Examining Causes of, and Fixes for, America’s Broken Ivory Tower. McCluskey also maintains Cato’s Public Schooling Battle Map, an interactive database of values and identity‐​based conflicts in public schools.

Collaborative Classroom, a leading nonprofit publisher of K–12 instructional materials, announces the publication of SIPPS, a systematic decoding program. Now in a new fifth edition, this research-based program accelerates mastery of vital foundational reading skills for both new and striving readers.

Twenty-Five Years of Transforming Literacy Outcomes

“As educators, we know the ability to read proficiently is one of the strongest predictors of academic and life success,” said Kelly Stuart, President and CEO of Collaborative Classroom. “Third-party studies have proven the power of SIPPS. This program has a 25-year track record of transforming literacy outcomes for students of all ages, whether they are kindergarteners learning to read or high schoolers struggling with persistent gaps in their foundational skills.

“By accelerating students’ mastery of foundational skills and empowering teachers with the tools and learning to deliver effective, evidence-aligned instruction, SIPPS makes a lasting impact.”

What Makes SIPPS Effective?

Aligned with the science of reading, SIPPS provides explicit, systematic instruction in phonological awareness, spelling-sound correspondences, and high-frequency words. 

Through differentiated small-group instruction tailored to students’ specific needs, SIPPS ensures every student receives the necessary targeted support—making the most of every instructional minute—to achieve grade-level reading success.

“SIPPS is uniquely effective because it accelerates foundational skills through its mastery-based and small-group targeted instructional design,” said Linda Diamond, author of the Teaching Reading Sourcebook. “Grounded in the research on explicit instruction, SIPPS provides ample practice, active engagement, and frequent response opportunities, all validated as essential for initial learning and retention of learning.”

Personalized, AI-Powered Teacher Support

Educators using SIPPS Fifth Edition have access to a brand-new feature: immediate, personalized responses to their implementation questions with CC AI Assistant, a generative AI-powered chatbot.

Exclusively trained on Collaborative Classroom’s intellectual content and proprietary program data, CC AI Assistant provides accurate, reliable information for educators.

Other Key Features of SIPPS, Fifth Edition

• Tailored Placement and Progress Assessments: A quick, 3–8 minute placement assessment ensures each student starts exactly at their point of instructional need. Ongoing assessments help monitor progress, adjust pacing, and support grouping decisions.
• Differentiated Small-Group Instruction: SIPPS maximizes instructional time by focusing on small groups of students with similar needs, ensuring targeted, effective teaching.
• Supportive of Multilingual Learners: Best practices in multilingual learner (ML) instruction and English language development strategies are integrated into the design of SIPPS.
• Engaging and Effective for Older Readers: SIPPS Plus and SIPPS Challenge Level are specifically designed for students in grades 4–12, offering age-appropriate texts and instruction to close lingering foundational skill gaps.
• Multimodal Supports: Integrated visual, auditory, and kinesthetic-tactile strategies help all learners, including multilingual students.
• Flexible, Adaptable, and Easy to Teach: Highly supportive for teachers, tutors, and other adults working in classrooms and expanded learning settings, SIPPS is easy to implement well. A wraparound system of professional learning support ensures success for every implementer.

Accelerating Reading Success for Students of All Ages

In small-group settings, students actively engage in routines that reinforce phonics and decoding strategies, practice with aligned texts, and receive immediate feedback—all of which contribute to measurable gains.

“With SIPPS, students get the tools needed to read, write, and understand text that’s tailored to their specific abilities,” said Desiree Torres, ENL teacher and 6th Grade Team Lead at Dr. Richard Izquierdo Health and Science Charter School in New York. “The boost to their self-esteem when we conference about their exam results is priceless. Each and every student improves with the SIPPS program.” 

ZeroEyes, the creators of the only AI-based gun detection video analytics platform that holds the full U.S. Department of Homeland Security SAFETY Act Designation, announced last month that its proactive gun detection and intelligent situational awareness solution has been deployed at Kenston Local School District in Chagrin Falls, Ohio, to proactively protect students, teachers, visitors and staff against gun-related threats.

Spanning Bainbridge and Auburn Townships, Kenston Local School District educates approximately 2,500 students annually across three buildings—an elementary, middle, and high school. With 198 dedicated educators and staff, including 148 classroom teachers and 30 special education personnel, the schools provide a well-rounded education and strong support for students with varying needs. Under the Permanent Improvement Levy, the ZeroEyes deployment is the latest addition to the district’s comprehensive, multi-layered range of security measures to protect against gun-related violence. ZeroEyes will work in tandem with the Kenston Resource Officers to enhance safety and foster a secure environment for student learning.

“The safety and well-being of our students, staff, and community within our buildings, grounds, and vehicles is one of the most important and challenging responsibilities that we have as a school district,” said Dr. Bruce Willingham, Superintendent of Kenston Local School District. “Student safety is vital to learning. We do our best every day to provide a safe environment for everyone we are entrusted with.”

ZeroEyes’ AI gun detection and intelligent situational awareness software layers onto an organization’s existing digital security cameras. If a gun is identified, images are instantly shared with the ZeroEyes Operations Center (ZOC), the industry’s only U.S.-based, fully in-house operation center, which is staffed 24/7/365 by military and law enforcement veterans. If these experts determine that the threat is valid, they dispatch alerts and actionable intelligence — including visual description, gun type, and last known location — to first responders and school staff as quickly as 3 to 5 seconds from detection.

“Providing a safe learning environment that supports students’ mental well-being is crucial for their growth and success,” said Mike Lahiff, CEO and co-founder of ZeroEyes. “At ZeroEyes, we believe that unobtrusive physical security is essential to fostering a setting where students feel protected. We commend Kenston Local School District for its commitment to creating a positive, supportive, and safe environment where students can focus solely on learning.”

Sean Ryan, President of McGraw Hill School Group, breaks down the elements of Competency-Based Education (CBE) in education and how its implementation can transform teaching and learning. CBE represents a significant paradigm shift from the traditional fixed-time, rigid scope and sequence model to fixed outcomes where students must demonstrate competency at each skill level before advancing. Click through to hear Sean’s insights on AI’s emerging role in education, particularly how it can help time-strapped teachers with lesson creation and data interpretation. And how education companies like McGraw Hill must make their content accessible across grade levels and ensure their technology truly adds value.

As schools navigate budget constraints and tutoring programs are reduced, families are seeking reliable academic support for their students. With report cards approaching and college prep deadlines looming, many parents are looking for alternative solutions to ensure their children continue to receive the help they need.

What many don’t realize is that Brainfuse HelpNow, a free, high-quality online tutoring platform, may already be available to them—through their local public library. Across the U.S., many libraries provide access to Brainfuse HelpNow, which offers live, one-on-one academic support at no cost to families.

A Critical Resource as Schools Reduce Tutoring Services

With the expiration of ESSER funding, many school districts are making difficult financial decisions, and some are scaling back tutoring programs. As a result, parents are turning to public libraries for academic support. Brainfuse HelpNow has been providing students with expert tutoring for decades through long-standing partnerships with libraries nationwide, ensuring access to high-quality educational resources. Brainfuse offers a comprehensive suite of services, including math, science, reading, writing assistance, and college prep, all available online from anywhere with an internet connection.

How Families Can Access Free Tutoring

Students can access Brainfuse HelpNow by visiting their local participating library. With a library card, students can receive live, one-on-one tutoring, access practice tests, and get expert feedback on essays and reports—all available in English and Spanish.

Services include:

• Live Tutoring – One-on-one academic support in math, science, reading, writing, and more.
• Writing Lab – Expert feedback on essays, reports, and college applications.
• Skill-Building Tools – Practice tests, lessons, and study guides tailored to individual learning needs.
• College & Career Readiness – SAT/ACT prep, FAFSA assistance, and career coaching.

Brainfuse HelpNow is available online, anytime, from home, school, or anywhere with an internet connection. Families can find out if their library offers Brainfuse by visiting their library’s website or contacting them directly.

Looking Ahead: Sustainable, Long-Term Solutions for Schools

While libraries provide an essential service for students now, schools and districts are encouraged to consider long-term tutoring solutions for the next school year. Brainfuse offers a wide range of customizable tutoring programs designed to meet district-specific needs, ensuring that students receive consistent, high-quality support. These scalable solutions, including high-dosage tutoring and targeted intervention programs, can be seamlessly implemented as schools plan for the upcoming academic year.

To see if Brainfuse HelpNow is available in your area, visit your local library’s website, contact them directly, or visit www.brainfuse.com .

The EY organization and Microsoft announced this month the launch of the AI Skills Passport (AISP), which assists students aged 16 and older in learning about artificial intelligence (AI) technologies, and how to work with and apply them to various industries and careers. This free online program is part of an ongoing social impact collaboration focused on supporting young people and those furthest from opportunity to build the AI skills necessary to thrive in today’s AI economy.

According to Randstad research, demand for AI skills in job postings has surged by 2,000%. However, a recent EY and TeachAI survey, with support from Microsoft, found that only 15% of Gen Z respondents feel fully satisfied with how their schools or employers are preparing them for the implications of AI and the use of AI tools. The AISP aims to bridge this gap by equipping learners with essential AI skills for the modern workplace, with a goal of upskilling one million individuals.

The free online learning program is accessible on web and mobile platforms and participants can take the 10-hour course at their own pace to learn about key topics such as the fundamentals of AI, ethical considerations and its applications across business, sustainability and technology careers. By completing the course, participants will receive an EY and Microsoft certificate of completion to strengthen resumes and gain access to additional learning and employment resources.

The EY organization and Microsoft have now successfully activated the course in the United States, United Kingdom, India, Italy, Greece, Belgium, S. Africa, Ireland, Switzerland, Cyprus, Australia, New Zealand, Fiji, Papua New Guinea, Sweden, China and India. Expansion plans are underway to roll out to additional countries through 2025 — and to translate to five languages.

Together, the EY organization and Microsoft have collaborated on a multitude of programs to help empower job seekers and impact entrepreneurs with the skills needed for an AI-driven future, furthering the EY Ripples ambition to impact one billion lives by 2030.

Other high-impact EY and Microsoft social programs include:

• Microsoft Entrepreneurship for Positive Impact: This Microsoft program provides support to innovative tech-first entrepreneurs who are addressing our world’s most pressing challenges. The EY organization and Microsoft run a series of Skills Labs to support more than 100 entrepreneurs to date on key growth challenges identified, such as investment strategies, financial planning, environmental, social and governance (ESG) strategy and business resilience.
• EY and Microsoft Green Skills Passport: A program aimed to help learners aged 16 and over develop skills to find green jobs and pursue opportunities in the growing green economy. To date, more than 46,000 learners have completed this free course and are on their way to a green skills career.
• Future Skills Workshops (FSW): An EY offering to upskill young or underserved groups equipping them with knowledge to help them navigate a changing world. The “All about AI” module is the newest module and will be launched across Latin America through in-person delivery with the EY organization, Microsoft and Trust for Americas.

Gillian Hinde, EY Global Corporate Responsibility Leader, says:

“The EY and Microsoft collaboration is a powerful example of how organizations can come together to help drive meaningful social change and help shape the future with confidence. The AI Skills Passport program aims to equip young people and underserved communities with the AI experience needed to thrive in today’s digital age, while also sharing the skills necessary for tomorrow.”  

Kate Behncken, Global Head of Microsoft Philanthropies, says:

“Through this new initiative with EY, we’re helping young people build the AI skills they need to succeed in the evolving AI economy. By bridging the gap between education and employability, we’re creating opportunities for the next generation to contribute, innovate, and thrive in the new AI economy.”

Learn more about the EY-Microsoft AI Skills Passport here.

This isn’t Chris Klein’s first rodeo. As Head of Education U.S. for Avantis Education, he has watched the acronyms at trade shows come and go over the years, and has some strong opinions on the current crop of AR, VR, and yes, AI. His insights drawn from working with districts should be strong content for any school edtech leader. Have a listen:

Advantis showcased its latest innovation, Eduverse+, at the 2025 Future of Education Technology Conference (FETC). Taking place January 14-17, at the Orange County Convention Center in Orlando, Florida, attendees can explore Eduverse+ and other groundbreaking educational tools at the ClassVR booth #1177.

Eduverse+ is designed to enhance Avantis’ award-winning ClassVR headsets. It provides access to four new content suites that empower educators to transform classroom learning with dynamic, immersive VR experiences. These resources aim to boost student engagement, deepen understanding and make learning more interactive and memorable.

Eduverse+ includes:

● EduverseAI: Revolutionize lesson planning with AI-powered content generation. Educators can create personalized learning journeys where students can explore and engage in customized virtual worlds.

● WildWorld: Experience immersive 360° wildlife videos, narrated films, and ‘wild fact’ resources, showcasing over 200 species. Endorsed by leading conservationists, WildWorld provides captivating ways to explore the natural world.

● STEAM3D: Enhance STEAM (Science, Technology, Engineering, Arts and Mathematics) education with over 1,100 lifelike 3D models. From microscopic biological structures to interactive simulations, students can experience hands-on learning like never before.

● CareerHub: Bridge the gap between education and the workforce with VR-powered career exploration. Immerse students in real-world career experiences through 360° VR videos that showcase exciting roles across in-demand job sectors. From STEAM-based roles to skilled trades, students will gain a deeper understanding of the day-to-day tasks and responsibilities involved in various careers, empowering them to make informed decisions about their future.

“Eduverse+ provides new and exciting VR and AR experiences that meet the evolving needs of teachers and students,” said Huw Williams, CEO of Avantis Education. “With Eduverse+, students can use AI to turn their own ideas into 360º images, explore diverse biomes and evolving needs of teachers and students,” said Huw Williams, CEO of Avantis Education. “With Eduverse+, students can use AI to turn their own ideas into 360º images, explore diverse biomes and 360º wildlife videos, access interactive 3D models to help them understand complex STEAM topics, and use VR to explore career pathways. It opens up new possibilities to support instruction on many levels and we invite anyone at FETC to visit us in booth #1177 to experience it for themselves.”

Eduverse+ is available as an enhanced subscription with ClassVR. Learn more at https://www.classvr.com/eduverseplus/.

One highlight from FETC’s Startup Pavilion is Florida-based Scholar Education, which uses AI chatbot dogs to help tutor students and give feedback to teachers. How it works: A friendly AI-powered classroom assistant provides academic guidance and encourages engagement. The AI dogs will deliver daily reports to parents so they can see feedback on their kids’ learning, creating a direct line of communication between home and school. See it in action for yourself:

• M11WB Wireless Document Camera: Featuring a rechargeable, removable battery, the M11WB delivers unparalleled flexibility and portability, allowing educators to create interactive lessons anywhere.
• AmpliWave Go Portable Classroom Audio System: Compact and powerful, this solution amplifies classroom engagement, ensuring every student hears with crystal clarity.
• E30p Pre-Wired Charging Cart: Supporting up to 30 devices with 65W USB-C charging, the E30p combines durability and efficiency to meet the demands of modern classrooms.

“FETC is the ultimate stage for showcasing AVer’s dedication to advancing education through innovative technology,”said Daniel Fitzgerald, Senior National Sales Director, K12, AVer Information Inc. USA.

“Our newest products are thoughtfully designed to meet the evolving needs of today’s educators, offering solutions that are portable, reliable, and impactful for any classroom.”

Join AVer at booth #1095 during FETC 2025, taking place from January 14-17, 2025, to experience these revolutionary products and discover how AVer is transforming classrooms worldwide. Keep up with the latest news from AVer on LinkedIn. To learn more about AVer Information Inc. USA, please visit averusa.com.

As the lines further blur between media and journalism, between real and fake, and sources become more obscure, there may be no greater imperative for educators than helping students navigate the evolving landscape of information. At FETC, Liz Collins, a senior product manager for K-12 at Gale, part of Cengage Group, is sharing best practices and stories from their customer school districts. Click through for some of her insights.

As a global provider of research and digital learning resources, Gale is uniquely positioned to support schools in developing students’ information and media literacy skills to be equipped for the future. As a digital publisher committed to protecting writers’ intellectual property and students’ data, they also have a vested interest in safeguarding AI use.  

During the conference, you can take a sneak peek at their upcoming AI-enhanced updates to Gale In Context and Gale In Context: For Educators, driven by input from educator advisory boards and users.

Linewize, the North American division of global safety and student wellbeing leader Qoria, announced the launch of EdTech Insights, a new platform designed to transform data into actionable intelligence for K-12 schools and districts at Booth #1083.

Linewize EdTech Insights brings a school district’s entire app inventory into one location, giving IT leaders deeper analytics into adoption, licensing, compliance, and more. This solution will empower IT leaders to optimize costs, ensure compliance and, ultimately, drive instructional impact.

The key features of the new tool will equip district IT leaders to:

• Optimize costs and make strategic cuts with the least negative impact, by quickly identifying expired or under-utilized software licenses
• Measure ROI across app categories by grouping similar apps together to compare performance
• Ensure compliance and security with one central location to track each app’s approval status, manage Data Protection Agreements, and stay informed of app security changes
• Support adoption fidelity on critical tech by tracking usage to determine where to direct resources and training
• Drive greater instructional impact with the analytics to make smart, evidence-based decisions about technology resources

“You can’t effectively manage your tech stack without the full picture,” said Harrison Parker, executive vice president of Linewize. “EdTech Insights allows tech directors to move from patchy data to the deeper analytics they need to make efficient, informed decisions about their technology investments. Creating tools that help our partner districts navigate the complexities of technology in education is a key part of our mission here at Linewize, so we’re thrilled to be able to announce our new EdTech Insights solution.”

Conference attendees can visit Linewize at Booth #1083.

To learn more about Linewize and its vast suite of solutions for K-12, please visit www.linewize.com.

The National Esports Collegiate Conference (NECC) announced a groundbreaking effort to help support its members with the creation of a recruiting portal. This collaborative effort brings together the Network of Academic and Scholastic Esports Federations (NASEF), LeagueOS, and the NECC to create the largest recruiting platform in North America. The recruiting portal will be managed by LeagueOS, the official competition platform of the NECC. The portal can be accessed by visiting https://portal.leagueos.gg/

Currently, there are more state high school leagues and associations on the LeagueOS portal than on any other recruiting platform. 

The goal of the effort is to connect high school students that are interested in competing at the next level with colleges and university esports programs for both two-year and four-year institutions. The platform will feature API integration for a number of popular titles so that coaches and directors are able to learn more about the potential student-athlete and connect with them directly. The portal also reflects a variety of student talents and incorporates other high-demand skills such as streaming and shoutcasting.  

As a result of competing in the NECC, all member institutions already exist on the recruiting platform and directors are able to create and manage their program pages, providing more detailed information about their school’s esports program. Schools are able to provide what titles they currently sponsor and other program-specific information, like if scholarships are offered, etc. 

“We’re extremely excited to formally announce our partnership with NASEF and LeagueOS on this effort,” said NECC Executive Commissioner Jacob VanRyn. “As we pivot towards the NECC becoming more of a membership services organization, there are few things, if any, that are more important to our members than providing them with ways in which they can connect with and recruit potential student-athletes to join their programs.”

“The option to compete or contribute to a team’s success in collegiate esports–and potentially earn a scholarship for doing so–is critical to high schoolers whose passion is gaming,” said Gerald Solomon, Executive Director of NASEF. “Many factors go into finding the right fit between a student and school; we’re excited that this partnership will enable thousands of NASEF member students around the world to learn more about their options by highlighting their skills in and beyond games to collegiate program directors.”   

VanRyn continued “Today’s announcement that the portal is active is the result of a lot of planning and support from our friends at LeagueOS and NASEF. I would personally like to thank them for their support. We’re excited about this effort.” 

Who: There are few people in Orlando as prepared to talk about the state of play in edtech than Sandra Paul, Director of IT and Operations, Township of Union Public Schools and past Senior Instructional Technologist at Rutgers University. From AI to cybersecurity to digital literacy, you can find her in multiple sessions listed below. Want a sneak peek? Click and listen:

Sessions:
15-Jan-2025  08:00 AM 08:45 AM
Information Technology Leaders Track Orientation

15-Jan-2025  09:00 AM 09:45 AM
Cybersecurity: Hacking Education

16-Jan-2025  11:00 AM 11:45 AM
AI: Data Privacy, Security and Cybersecurity

16-Jan-2025  02:30 PM 03:15 PM
Diversity/Equity in IT: A Personal Story

17-Jan-2025  08:00 AM 08:45 AM
Engaging Students After School with STEM Programs

Cellairis announced the launch of The Cyber Pouch, a solution designed to address the growing challenge of cell phone usage in schools. Distraction caused by mobile devices has become a pressing issue in classrooms nationwide, impacting focus, security, and even academic performance. The Cyber Pouch offers a proactive solution to this problem by creating a distraction-free learning environment while ensuring accessibility when needed. The Cyber Pouch is simple yet highly effective: 

• Blocks RF Signals: Once a device is secured in the double-sealed Velcro enclosure, it is shielded from all incoming and outgoing signals, eliminating distractions. 

• Accessible in Emergencies: No additional hardware is required to unlock the pouch, allowing easy access to devices when necessary. 

• Durable Design: The Cyber Pouch is built for long-lasting use. 

• Customizable: Schools and organizations can personalize their pouches with custom logos, ensuring a professional and cohesive look. 

• Practical Features: Includes a transparent ID holder pocket and a carabiner for convenient attachment to backpacks. 

For more information: Cyberpouch@cellairis.com.

zSpace unveiled the zSpace Imagine Learning Solution—a headset-free AR/VR laptop system designed specifically for elementary learners. The all-in-one solution offers a platform that integrates hardware, software, and hands-on lessons. The devices feature zView technology, allowing for collaborative group work and presentations. All laptops come with a 3-year warranty. Each app is designed to align with elementary-level learning standards. To help teachers integrate this powerful tool into their classrooms, zSpace offers on-site and virtual professional development. This includes comprehensive training and ongoing support to ensure educators are fully equipped to deliver immersive learning experiences. To learn more about the Imagine Learning Solution, go to zSpace Booth 588 or visit zSpace.com.

Who: Brittney Tarr is a PreK-6 STEM Specialist at Thomas Metcalf Laboratory School and a doctoral student at Illinois State University researching the development of STEM identities within elementary aged students and the benefits of play-based, exploratory learning. In her 10 years of teaching, she has been a special education teacher, and ELL teacher, and a STEM specialist. Her passion lies in making STEM accessible so all students are empowered to be change agents in their world.

Listen in as she updates her POV on the state of classroom robotics:

Sessions:

•  14-Jan-2025  08:30 AM—Computer Science Curriculum Design for the Creative Thinker
•  14-Jan-2025  01:30 PM—Circuits, Circuits, Circuits! Lighting Up Your Classroom with Electrical Engineering

eSchool News was able to catch up with Mittal Parekh, Senior Director, Product Marketing and Technical Marketing for RUCKUS CommScope about the role of AI in primary education, especially when it comes to district network maintenance. As digital curriculum is becoming mainstream and IT teams are getting leaner, AI is no longer a luxury. It is a necessity.

Listen as Mittal breaks down these technology shifts and how RUCKUS is enabling schools to use AI in delivering digital learning through RUCKUS One. RUCKUS One is an AI-driven network assurance and business intelligence platform that enables you to easily manage a converged multi-access public and private enterprise network, make better business decisions, and deliver exceptional user experiences. For more information about Ruckus CommScope at FETC see them at Booth #1349 or click here.

For people of a certain age, Jennifer Womble could be described as the E.F. Hutton of edtech—when she talks people listen. Since 2010, she has served as the Conference Chair for the Future of Education Technology Conference (#FETC), the largest independent #edtech conference in North America. I had the opportunity to tap Jennifer in the weeks leading up to this year’s events. Her insights, as per usual, are invaluable whether you can make it to the show in person or not. Have a listen:

It wasn’t all about AI in education 2024! In this special episode of Innovations in Education, editors Laura Ascione and Kevin Hogan go through the list of the most-read stories from last year and identify the best insights for our readers looking forward to next.

The computer-generated transcript is below:

Kevin Hogan
Happy New Year. Happy New Year 2025, Laura. This is our annual Gabfest on the latest and greatest of eSchool news. We saw last year and what we’re kind of looking forward to. The future happy holidays, Laura.

Laura Ascione
Thanks. Happy holidays. Yeah. I look forward to this chat. I love talking about this.

Kevin Hogan
Yeah, it’s. It’s fun to kind of look back and see, you know, all the various different topics and aspects of our worlds. You know, we covered a lot of stuff. E school between. Events between the CoSN and the ISTEs and the FETCs, as well as just all the you know, stuff that our contributors are bringing in and some of the conversations we’re having, there’s a lot to unpack, right.

Laura Ascione
Absolutely, yeah.

Kevin Hogan
Let’s dive right in. I don’t think we could go more than 3 minutes in 2024 without mentioning. The acronym of the decade. No, not COVID, but AI, right?

Laura Ascione
Yeah, who knew that something would eclipse the number of headlines we had about COVID and COVID gaps. But AI has done it. And I think that’s really evident in our predictions stories, and we’ve solicited predictions and trends for 2025 from educators, from industry leaders, from policy makers. And I was expecting a number of AI predictions, and I was not disappointed. I think this is an interesting thing. In 2025 is, you know, for the past couple years we’ve had AI is kind of this novel thing, right? And a lot of people have been worried about it. Students use it too. Will it impact their writing ability? They really. And will they absorb what I’m teaching them? And I think I think the number of people who are worried about that is going to decrease. It already is decreasing, and I think in 2025, we’re going to see an emphasis on. I think two things. One is really what AI can do for the classroom beyond just alleviating administrative tasks or being a quick reference tool for students. Think we’re going to see it get into. Deeper part. Of learning and then the second thing. Is that I think we’re really gonna focus on ensuring that students are building AI skills so that when. Leave. School, whether they’re entering the workforce, entering a certification program or going on to a two year or four year. Program. They have the beginning of these AI skills because we’re hearing so much about having the ability to use AI to know how to prompt it to learn more about it as it evolves. Those skills are really going to be critical for competitiveness, not just. In the US, but really globally.

Kevin Hogan

100. And you know, it’s really kind of interesting when you think of it.

Speaker
A.

Kevin Hogan
Topic and you know, some mornings I wake up. Was like that. Going to talk about this again. But it really is something that is kind of, you know, it’s affecting all aspects, not only of education but society. But when you look at education itself, there’s so many different flavors of it, right? You mentioned the classroom and the idea of cheating. And students are definitely at the forefront of. Like you know that that’s the one that is kind of maybe the most sexy or the most like. That people talk about. But there’s so many other different ways in which it’s infiltrating. The way we teach and learn, and as you said administrative, there are as many tasks being automated that way in the back office as they are kind of in the classroom. And I think our coverage kind of reflected that, right. Meaning we at first maybe 2023, there was a bit of a fear cycle. Right, every teacher. To lose their job to AI. Students. Every student was going to cheat. And then there was a hype cycle. And then you saw it reflected in a lot of the Ed tech shows where everyone was suddenly. An AI company. Because they’re implementing it into their technology and I and I think you’re right, I mean we are approaching the kind of the. Then I call it the reality cycle where. As transformative and disruptive as it is. It might start to become a little bit boring, especially to the students, because unlike us oldies, I mean this is something. They’ve been used to and a tool that. Had, right? But again, teaching etiquette, teaching literacy in the right ways and wrong ways to use it. It’s just like the same as you’re teaching them how to use the Internet.

Laura Ascione
Absolutely. And I think that is one of the critical pieces of this and that kind of illustrates, again, where human teachers are so necessary, human teachers are. Going away. But yeah, and I think I shared this story in an internal conversation we had. My daughter was working on a biology project, and she knew what she wanted. For one section of this. But she needed it. Inspiration and. And you know, without sharing too much. Her personality. Detail if she does have ADHD and you know. So, if something stumps her, she might just kind of Chuck it to the side and and not complete that portion. But she went right to an AI tool she already had. The genesis of what she wanted, but the AI tool really helped her expand on what she wanted and helped her organize her thoughts. And she mentioned it in a very offhand way, and it was so natural. Control way, I think is a great illustration of how kids are using it. It’s not this big robot in the sky that, you know, I think those of us who grew up with, you know, crazy sci-fi films and stuff might initially think of. It was another resource for her and I think I think again, teaching kids OK, this is. Great resource. When do you use it? When do you not use it? Is it acceptable to? What do we cite and how do we? How much credit do we have? You know, and there we’ve run a lot of contributed pieces from educators and industry experts who were getting. Just that. Hey, instead of telling your kids they can’t use AI, let’s create an AI rubric. Let’s look at it. Appropriate to use when is it. When is it not OK as long as your original voice is coming through? This is great if you’re using it to write an essay and turn it in. Not so great. So I think it’s really interesting. I think it’s pretty fascinating to see. How have we gone from? You know, like you said, the. 2023. Period to where we are now.

Kevin Hogan
Yeah. So the general consensus is that we welcome our new AI overlords. But know that we can still have some control over, right? Mean we’re gonna. We’re gonna keep writing. This in 2025.

Laura Ascione
Oh, for sure. Yeah, yeah.

Kevin Hogan
So what? I mean, what else? When you look back over your editorial calendar of the hundreds of stories that we’ve posted up to E school news that you see worthy of kind of doing an A once over.

Laura Ascione
I think another area and this again is another topic that really came through as I’m gathering our predictions for 2025 is not just a focus on student well-being for improved student mental health, but kind of linking better student well-being. To positive student outcomes to improved outcomes and student success. Achievement is 1 area that I think is really growing and I think we’ve always known, you know, a child who is hungry or stressed or has anxiety at home, cannot sit in a classroom and learn as well as a child who does not struggle with those Challen. But I think there’s a lot more attention being paid. To this area now, and I don’t want to leave out teacher well-being either because I think teacher well-being and teacher burnout, those are another couple areas in the school mental health umbrella that we don’t want to neglect. I do think we’re seeing more attention paid to student well-being and how that translates to improving a student’s academic achievement, which I think is important.

Kevin Hogan
Absolutely. I think it’s kind of a byproduct of the pandemic, really, that mental health is always something that was nice to have maybe, especially in maybe wealthier districts, you would have the budgets to maybe have extra counselors or things on the side, but it wasn’t front and. Until March of 2020, right. We all. Everyone experienced this group trauma and this realization that before you begin any sort of instruction, whether it’s in person or in a remote set up, you ask people how they’re feeling. And for the students and. And as you say, it’s just as important for the faculty. It’s like. Do you feel safe? You feel? Like, OK, are you, you know? Are you ready? Ready to learn? And one of the ironies I think that when we went through this great beta test of remote learning and using zoom and using, you know, other tools where we were apart, there were some innovations that came about that are helpful in that space of. Mental health, specifically one-on-one meetings with teachers. Instead of having that back-to-school night with 3570 parents for the 35 students in the classroom, maybe you just set up a zoom. And you had a one to one that way a lot of the special education dynamics of IEP meetings. Other things that you know. Weren’t even allowed to be. They had to be in person and. Because of the pandemic they did. Had to. Remote. They said, you know. This actually works a little bit better. The dynamics are a little bit better than being in person with a principal or a guidance counselor. Open up a little bit more, so I agree with you that that is something that. Thankfully, it seems to not have gone back to normal, right? Mean it. It’s kind of stuck.

Laura Ascione
Yeah, I. I agree, and I think all like you said, all for the better.

Kevin Hogan
Yeah, yeah. I know one thing I have here on my list is something that never went away. Even enduring it is the idea of cybersecurity and network security that continues to be a big headache and you know. A big challenge for most of the districts across the US. Any takes on that?

Laura Ascione
Yeah, I think. And again, this is another stand out from our trends. I think that as we have more, you know and people have been saying this for a while. Have more devices connecting to school networks as we have more student data that we’re trying to keep. Safe and secure, bringing in more Edtech. And also as the bad actors become more sophisticated, I think the need for really strong cyber security practices and evolving cybersecurity practices. Becomes really, really. Imperative and it’s interesting. And I think part of this, you know, going back to COVID all of a sudden we had one to one, you know, remote access. Know that poses a threat to school networks, and then, even as things kind of normalize. And kids are back in classrooms. You still have personal computing devices and sometimes multiple devices accessing or multiple devices per user accessing school networks, and I think sometimes it’s hard to stay on top of it. I know in my children’s school district we were told very much. Specifically, no personal devices will be allowed into school this year. Yeah. That has not been the case. So you have personal home laptops connecting to the school network, and then they’re at home downloading whatever they’re downloading. I think it is hard to stay on top of things like this, particularly in large districts, even though you tend to have larger teams for larger districts. But I think you also know there is a lot of talk of hackers becoming more sophisticated and as personal data becomes more valuable to people who want to take advantage of it, right? This round the clock vigilance that will be needed to really keep networks safe and secure. That’s not even going into, you know, the kids. Might be. Trying to hack into their. Networks just to see if they can. Which can open up, you know, a lot more headaches. Those kids realize.

Kevin Hogan
Absolutely. That kind of leads into my predictions for 2025 and what we’re going to be. Writing and talking about is just that, the use of devices limiting screen time, limiting device management within the district it seems it started. In June this year, when I was at a press conference with the Superintendent from Los Angeles talking about how they were going to be, you know, starting what you’re saying, that your kids’ districts are doing it, which is limiting those uses.
Speaker
That’s it.

Kevin Hogan
Going to be a big deal. That’s my number one projection going forward, but. To wrap things up, what? What are they? What are you looking for? I guess we can try to keep the glass half full. What’s happening in 2025?

Laura Ascione
Yeah, I think there’s a lot of uncertainty. I do think that talks of perhaps dismantling the Department of Education, while that has been brought up, I know we have talked before about how that is a pretty heavy lift. And there’s a lot that goes into it. So while that is something that has been mentioned, I don’t know that that’s something that is necessarily going to occur, at least not in 2025.
Speaker
III I.

Laura Ascione
Think uncertainty is probably the word of the day around that I know. Not sure. About funding, it is likely, I think, from what I’ve read and heard that the Department of Education is not going to receive as much funding, or maybe it will. You know, education is not gonna get the bucks, and so when that happens, we’ll see. Because we’re already dealing with, you know, the Esser funding expiring and a lot of districts are realizing, oh, now we’ve got to cut back on staff or now we suddenly don’t have the funds to maintain all of these. Programs and hardware and everything that we brought in. I think it’s definitely. It’s going to be a tricky time funding wise, but I think we can all agree that we’re very hopeful. That it won’t be as bad as some people worry it might be.

Kevin Hogan
From your lips to God’s ears. Well, as always, great having a conversation with you, Laura. Always fun working with you. I think we really hit all the high points and the low points over 2024 looking back and looking forward to seeing what we can cover and seeing. The advancements and the progress of our industry and our schools in 2025. As always, thank you. And once again, happy New Year.

Laura Ascione
Absolutely. Thanks Kevin.

Kevin Hogan
And that’s all we have for this month’s episode of Innovations in Education. Be sure to go up to eschoolnews.com and add your name to the subscription list if you want to get this podcast every month. If you’re not already doing so, be sure to go into our webinars where we have other conversations. Some of the top and most important issues that you need to learn for the way that you operate your school districts. So, thanks again for listening and. A great day.

Today, the Chan Zuckerberg Initiative (CZI) announced the expansion of its work in artificial intelligence to help ensure education tools that leverage AI are grounded in research and best practices for teaching and learning. CZI launched two new AI developer tools for education designed to empower developers to integrate high-quality education content seamlessly into their platforms. Knowledge Graph helps developers enhance AI system inputs by aligning them with learning science research, state academic standards, and curricula, while Evaluators help developers assess AI system outputs to ensure they meet the accuracy, rigor, and quality essential for teaching and learning.

Alongside these new private beta tools, CZI also announced the appointment of a new advisory board that includes experts in schools, data privacy, artificial intelligence, education technology, and learning science.

“With the rapid growth of artificial intelligence, improving the quality of outputs from large language models is increasingly important–especially where student learning and outcomes are involved,” said CZI’s Head of Education, Sandra Liu Huang. “CZI is partnering with education, research, and technology experts to help ensure artificial intelligence tools are high quality and support educator efforts to unlock the full potential of every student.”

These new tools are part of CZI’s efforts to help schools address everyday challenges by co-building tools with educators and empowering technology developers with resources to build high-quality, research-backed AI solutions for education.

Core AI Resources for Education Developers

Through Knowledge Graph and Evaluators, CZI is using its learning science expertise and technical strengths to enable edtech developers to incorporate rigorous, high-quality educational content into their platforms and improve the overall infrastructure of AI-driven education products.

To help developers improve the quality of their inputs, Knowledge Graph will launch with two key interconnected datasets: a high-quality, openly licensed core math curriculum in partnership with Illustrative Math, and academic standards from all 50 states in partnership with 1EdTech.

For Evaluators, CZI also worked with academic experts to help edtech developers support teachers in closing the gap in student reading skills. They leveraged a Rubric for Literature from Student Achievement Partners to evaluate the complexity of AI-generated text outputs. They also worked with English Language Arts experts from The Achievement Network and Gradient Learning to assess the dataset.

The private beta phase includes initial collaboration with Playlab and Diffit, who are piloting the tools to improve their AI-based educational offerings.

Education Advisory Board

CZI is also announcing its Education Advisory Board, bringing together a diverse group of experts to help guide efforts in advancing the use of AI to transform learning and improve educational outcomes.

The Advisory Board members are:

Dan Carroll

Former Chief Product Officer and co-founder of Clever

Richard Culatta

CEO of ISTE+ASCD

Alina von Davier

Chief of Assessment at Duolingo, CEO and Founder of EdAstra Tech, and VC Partner at the LearnLaunch Accelerator

Louis Gomez

Professor of Education at UCLA and a member of the National Academy of Education

Babak Mostaghimi

Founding Partner of LearnerStudio

Amelia Vance

Amelia Vance, Founder and President of the Public Interest Privacy Center (PIPC)

“We know more than ever about how kids actually learn. And so that’s sort of the whole point–to bridge the learning science and to get it into this new technology.”

“One of the challenges right now is that AI outputs might look right but there could be inaccuracies with them. And so we think one of the 1st steps in making Gen. AI more pedagogically aligned–more useful in the classroom–is to actually measure the quality that it’s returning.”

“In a nutshell, we’re really focused on both enhancing the AI system inputs and assessing those system outputs by being really intentional in our work with edtech developers.”

Palmdale School District Superintendent Dr. Raúl Maldonado discusses the district’s “Palmdale Promise” initiative, focusing on technological equity and early literacy. By investing $7 million in technology and implementing the bilingual “Footsteps to Brilliance” program, the district aims to provide equal educational opportunities for its diverse student population, including one-third English learners. The program offers free access to digital reading resources, engaging families and supporting language learning across the community.

The computer-generated transcript is below:
Kevin Hogan

OK. Hello and welcome to East School News’s innovations and education, the podcast where we dive deep into the transformative approaches to modern education. My name is Kevin Hogan. I’m the content director for East School News, and I’m happy you found us. Today, we’re exploring a remarkable story of educational renewal in California’s Antelope Valley. Our guest is the Superintendent of the Palmdale School District—a leader who’s reimagining what’s possible when technology, community, and vision come together. From addressing technological inequity to launching a groundbreaking bilingual literacy program, he’s turning the district’s challenges into opportunities. We’ll hear how the Palmdale promise is creating more than just better schools. It’s building hope, engaging families, and giving students tools to succeed in an increasingly complex world. Get ready for an inspiring conversation about education, innovation, and the power of believing in our. Kids. OK, doctor, thanks so much for joining. Me today. I really appreciate it.

Dr. Raúl Maldonado, Palmdale School District Superintendent

No, thank you for the invitation. It’s a pleasure to be here with you and your great show. And I will have to tell you that my technology team does. Follow your show.

Kevin Hogan

I love it. I love it. We gotta keep going viral. Right. Gotta get that mortgage paid, right?

Dr. Raúl Maldonado

Yeah, absolutely. As I always say, my parents have more babies, so I can stay in business, right? Pool so I. Love babies? When I have meetings with my parents. Hey, where are the babies?

Kevin Hogan

Yeah. Bring them one. Bring them.

Dr. Raúl Maldonado

Yes, absolutely. Absolutely.

Kevin Hogan

Well, I know as with most, you know, leadership these days you are more than busy, with plenty of things to do, so spare a few minutes. For me, I really. Yeah, so many ways we could go. I know we could go on for a couple hours here, but I wanna kind of keep it focused. Maybe we could just start off, tell us a little bit about Palmdale in your district and where you are and some of the initiatives that. Are at the top of your laundry list.

Dr. Raúl Maldonado

Absolutely. Absolutely. I love talking about Palmdale. I love telling our story, as I always say, I need to tell our story because somebody else is going to tell the wrong story, right. Ten years ago, I was appointed as the new Superintendent in. I had been in Palmdale for quite some time. I left for a year, went up to McFarland. I don’t know if you’ve ever seen my movie McFarland, USA, or Cross country. I served there for about a year and then, you know, the board called me back and said we’d love for you to manage the school district. So a little bit about the school district where we are in the northern part of Los Angeles, we still are part of LA County. This is what’s called the high Desert Antelope Valley in my school district, there are 30. Tools. We are actually a kinder through 8th grade school district. But guess what, Kevin? We bought a high school four years ago. And so now we’re kindred through 12. So with that, we have been making some great progress. But initially when I first came into the school district, you know, everything’s about timing. And there was the right time. We had the right board, good atmosphere, the culture we needed to work on, and we started an initiative to write our strategic plan. And so we did a lot of work with our stakeholders, had a lot of meetings and we had one simple question, what are the hopes for the? Students in the city of Palmdale and many people there were about 100 people in the audience. We had several meetings and they all gave their opinion. Of course, they wanted students to be highly intellectual, to get CTE, to get technology, to be safe. All of those things and that initiative. Called the palmville promise. And so we created a logo with the colors and so pretty soon when people saw the logo, they started asking questions about it. We created a PowerPoint where we go to the community. I went out to the chamber lunches and shared the strategic plan. But you know, Kevin, things are about. Results right? We needed to show the result. And in Palmville, what had happened is we had gone through some tough times, but we never looked back. We wanted to look forward and we started looking at our schools and the board was very clear. We need to make our schools the very best, the best looking schools, friendly schools with programs that are attractive to our families. And so with that, we began the journey of the Palmdale Promise, and now it has been in existence approximately 17,000 students. But now? I can say we have Palmdale promise Ambassador students Palmdale promise of parent ambassadors and guess what? We have action teams, these action teams. They go back to the strategic plan, they look at it, they monitor it, they modify it. We have to pivot. We will pivot. But we’ve been on this trajectory. For that long period of time, and when people ask me, you know, when does it end? End and I say we’re just getting started. We’re only scratching the surface, but in reality, learning doesn’t stop. I mean, students still have a need to learn, and we continue to look at the strategic plan, but it’s nice when your bosses say, yes, this is the right thing to do. And so we’re all in agreement and it feels good. It builds pride, it builds a lot of enthusiasm and hope. You know a lot of the times we learn in many ways that hope is not a strategy. Every morning I use it as a strategy to. Get up at. I hope I’m going to do a good job today, so I’m here very hopeful that I will have a great interview with you.

Kevin Hogan

Well, that’s excellent. And certainly after the pandemic, that idea of hope and that idea of no social emotional learning became front and center, right and if? And faculty and administrators and parents don’t feel safe or have that same sort of sentiment. And learning. Is going to. Take place among those many aspects that you talk about. I know that there is a pretty heavy technology component. Can you talk a little bit about that? Then a specific program.

Dr. Raúl Maldonado

Absolutely. Technology is one of those things that I always liked when Apple 2E’s came out. I was a fresh teacher and my principal said you are the media tech now. I had no idea what I was getting into, but little by little I got into it and now Fast forward as a Superintendent. What I encounter in my classrooms is that we had schools that had a lot of technology and then we had schools that had very little techno. Analogy. So I walked into some of the inner City Schools where they had an old projector projecting onto the wall. And then I asked the teacher why are all the curtains closed and she said to me it’s because if we don’t close the curtains and the kids can’t see the projected image. And I thought how sad, because I go to the same district. And other areas and they got this beautiful projector that is just so amazing. So I told the board to look under the Palmdale Promise. It has to be about equity liquid. So important for our kiddos, so that no matter what school they go into in Palmdale, they have the same quality of teacher instruction and. Program and in this case technology. And so we did save up some money. We invested about $7,000,000 and new technologies. Now technology is a tool. You know the device is a tool. It’s what we do with it. And so the first year I was here, I learned about footsteps to brilliance, which is an online program that you could use with your phone, your Chromebook, your iPad, your computer. And I brought the idea to the board, and I said, hey, we need to work on early, early literacy, you know, when the kids are just starting. To go into school, we need to already get them on that computer. Reading a book, writing a book. And so it was just fantastic. Everything lined up. Club I met the folks from footsteps to billions, which is again the online program. And let me just give you a little bit more information about Palmdale. Kevin 1/3 of our students speak a second language or are considered English learners and footsteps to brilliance. Is actually bilingual. So I was able to convince the board to purchase the program. We had a national press conference. We invited a lot of guests. I showed up at a school with the students in the audience and we launched the program citywide. The mayor was there. The City Council, our local congressman, was there. It was just fantastic. And guess what? The best thing about it was it was free to every single family in Palmdale under our ZIP codes, right? Parents loved it, specifically Spanish speaking parents. They appreciated it because they could read at home with their kids, either in English or in Spanish, and it just got the whole family together. I even had several families say to me that they were learning English because they were reading the books in English. At home with their kids and so in that sense, we just thought it was fantastic. It was a great launch and I don’t know if you want to hear some more, but I challenged one of my local school districts, Pomona, a good friend of mine, Richard Martinez. Was also at the same time launching the program and I said, Richard, I’ve got a. Challenge for you, let’s. See which school district reads the most and will challenge you for the next six months. Let’s challenge each other and guess what? We’re still #1, alright, keeping it on the post.

Kevin Hogan

Now you mentioned devices as part of that initiative and what I read at mobile devices are a. Big part of. As I mentioned before, we started recording we’re finding in our coverage over the past several months that there’s a little bit of a blowback when it comes to the use of mobile devices. Now, over the years, there’s always been kind of a, a curve, right, you know, the introduction of them, they’re going to be the greatest things in the sliced bread. Then there were bands and then they. They found applications to bring them back in and that they were positive and then it is kind of. Goes back and forth. Recent studies that show the worries about screen time, the worries about cybersecurity, the worries about social media platforms and their effect on mental health have made a number of districts, including that little one right to your S There Institute new device policies. That’s about it. They use the word bank. Which I think is a pretty extreme 1 and in my personal opinion like good luck with. That is trying to bend normal devices, but on the other hand it does need to be kind of studied and looked at like where is your point of view when it comes to those views. You obviously have seen some successes in terms of the direction and then in terms of the Community involvement, but talk a little bit about the management of those devices and how that. Works in the day-to-day District.

Dr. Raúl Maldonado

Kevin, I think we need to differentiate between a cell phone and a device, right? And so in our school district, we have many devices in. We are. Now 2 to 1, so 2 devices per student and what that means the student can take a Chromebook home or an iPad. And so when we talk about devices. I think as you mentioned, many school districts are now restricting cell phones. And So what happens is what I’d like to say about that is sometimes, you know, whether or not we like it, kids like to use their cell phones in the class. They’re listening to music. They’re chit chatting with their friends on TikTok or what have you. And to me, that’s one of the issues because they’re not paying attention to the teacher. And so if we can control it. We are in the process in Palmdale putting together a policy because, as you know, in the state of. California the governor gave approval on putting together policies that will limit or restrict the usage of the cell phone. And So what we say in Palmdale is we’re having conversations with every community, every school, and how do we handle that? And so as an example, we are testing we. Basically allowed one of our middle schools to go ahead and use what we call the pouches and these pouches as the kids come in on campus and they put their cell phone in the pouch. But again, the devices, the electronic devices are available in the class. Then they students also can check out, as I said, uh Chromebook, to take home to do their homework. You know that every teacher, whether or not we like it, they’re assigning homework on line which students need to have devices to be able to complete, and particularly students that I serve in poor communities. In the inner city, they needed even more, and So what happens is at this middle school stage, we allow the students we actually require the students to put. Away their devices. Kids fought us at the beginning. The parents fought us a little bit. But you know what? On the other hand, we had a lot of parents come to us and say thank you. I don’t have my child calling me every other minute. I forgot my lunch. I forgot my pencil was blinking to me. So we’ve seen a change in the culture, and that’s intense. However, the importance of the devices is still there. We want students to use the latest. All of our classrooms through this palm, the promised strategic plan, we made it very clear every class will have a Promethean board and I don’t know if you know what a Promethean board is, but it’s a panel large TV where kids can write them. It’s what I call the new White Board or the blackboard, right. And I started teaching. I’m old. It was a blackboard and now it’s a Promethean. I’m bored, but I’ll tell you, Kevin, during the pandemic, every single one of my classrooms had a Promethean board. We were ready. We weren’t planning for a pandemic, nobody was. Nobody knew that it was gonna happen, but when it did, guess what we were ready. Panda was ready. Every classroom, every teaching environment. Had a Promethean board, we could talk to the parents, communicate with children, and back then we were one device per child. So the kids could get online. It’s it’s, we’ve added a lot more. We give out actually free computers that are, you know, two or three years old through our foundation, we give those away to our families if they wish to have them. And so it’s changed the culture quite a bit. So it really isn’t device driven. It’s more of the management of.

Kevin Hogan

The applications that are on those devices, the proper I guess teacher training to to direct students to the best content and interaction.

Dr. Raúl Maldonado

And absolutely, because again the management part of it is we manage what students can log on to right, whereas the cell phones we we don’t manage that but any any student that gets on our system we we can look in and and we can block websites we can do all. Of that but. One of the things that we are not. 4 is trying to block a student’s access to things such as artificial intelligence because to me. We cannot just block students from learning, you know, this came up back when YouTube came out, right? And teachers wanted it. And we were like, Oh my God, you know, we can’t have that now. Everybody has access to it. And so it’s a learning curve. It’s something new. And AI could be used in the wrong way, but it can be used very effectively. As long as we build that capacity with our teachers, the understanding and the students use it. Good.

Kevin Hogan

Well, we got through a conversation for almost 10 minutes without mentioning AI, so that that might be a record for me this year, specially in education technology and it kind of bleeds into my next question though, which is, you know, a great description of the current state of play of Palmdale and and the history of what you’re doing. I’d like to wrap up these conversations. Guys asking what’s next, what do you see coming up on your horizon that you anticipate that you’ll be going to the board for either for approval or for integration for you know, some of our readers and our listeners who are maybe not as sophisticated or progressive alone? The way that you are.

Dr. Raúl Maldonado

Well, Red red segue to the next topic, but you know, we asked ourselves. So we spent 10 years implementing the promise and now I gathered my cabinet members and board and said what would you like to do? And this is what they all said. Now we need to go into the promised 2.0. Like the next step of that. And So what does that mean? Well, that means getting back together with all of our teams and discussing. Seeing what it is that we want to do in the next 10 years around technology, around curriculum, there are always challenges because as we speak, you know we have standardized tests. There are requirements that we have to comply with. We always like to stay in Palmdale, we like to be competitive. We want to be able to compete with charter schools or a neighboring school. But I think for the next 10 years, we will keep up with technology. I know some of the Promethean boards are getting old and now they’re ghost images. Sometimes you get close to the Promethean and it changes the website. So we’ve got to make sure we buy the next edition of the Prometheans. So that’s one way to continue to train our teachers. We have a lot of new teachers. In fact, I would say within the last five years, Kevin, about half of our teaching staff is either brand new or fairly new. So they always need all of that training. But I will say new teachers come in and the first thing they ask for is where’s my Chromebook? Where’s my computer? Where is my Promethean? Board and and they’re good at using all of this technology and setting up ways to communicate with their grade levels. It is just, you know, fantastic. My suggestion: as you know, I have colleagues listening to me. Yes. When in a school district, you come up with a plan. In many ways I’ve experienced this. You get in. You plan to do things for the next five years on the weekend and it doesn’t go anywhere. Our strategic plan is alive. It is moving. That we’re constantly looking at it. So one of my pieces of advice would be to sit down with the community and find out specifically what they would like to see in our schools, you know, because I can say 10 years ago. Our schools needed some TLC. They needed paint, they needed repairs, and so we went to the community and. They supported us. And now I can brag. We have the most beautiful schools with the latest technologies, with great programs, international backyard programs. We grew our dual immersion programs. I don’t know if you know what those are that we call them DI. Programs. OK, but DI programs are where the students learn 2 languages, and in this case Spanish and English half of the day is in Spanish and in English. So we started with one school and today I’m gonna brag. We have 4 schools that have dual immersion programs who are again using technology in schools at home and parents are very supportive, absolutely supportive. So that’s kind of the challenge to listen to the parents. And as you implement your strategic plan, do it with fidelity. You know, I can’t say we’re implementing the promise without feeling proud. You can see my pin here on the promise. I carry that everywhere. We have videos around it. We brag. In fact, we have a morning. On the radio. Sorry, it doesn’t compete with yours. But we make many of the announcements for the week on the radio show. We talk about the programs. It’s just been, you know, one of those things I’m blessed to be the leader in the school district and to know that I have a lot of people following me and who believe in our strategic plan. And so again, it’s been fantastic.

Kevin Hogan

Well, congratulations for all your successes. I used to say when I had kids in school, after conversations like this, I would tell my wife if we need to move to palm, to. I’m you. Schools sound fantastic, but you know. Over the, you know, the past several years have been such a struggle, but it sounds like you’ve been resilient and going forward and really dealing every day with so many different aspects, including the idea of using technology. Look forward to watching your further successes and I hope we can follow up later with other initiatives that you’re.

Dr. Raúl Maldonado

Oh, absolutely. Be glad to welcome you here in the city. Show you and tour you around our beautiful campuses and most people that apply know the palm, the promise, and they want to work for the palm. The promise. But we have some great partners and I know that you know about footsteps to brilliance. And if you look at the data for footsteps. Billions in Palmdale. We’re number one in the nation. Because literacy, early literacy, you know when the kids are infants all the way to 5th grade is when we need to catch them. That’s where you build the habit of reading. You know that discipline to sit down and read a book, to be interested in asking good questions. And then the imagination to write a book is just incredible, right? Thank you so much. You know I’m here for you. Anytime you call on me, I’m here.

Kevin Hogan

And that’s all we have for this month’s episode of Innovations and Education. Be sure to go up to eschoolnews.com and add your name to the subscription list if you. Want to get it? This podcast every month if you’re not already doing so, be sure to go into our webinars where we have other conversations such as this talking about some of the top and most important. Issues that you need to learn for the way that you operate your school districts. So thanks again for listening. And have a great day.

Lamar Consolidated Independent School District (LCISD) recently updated its security with a new hi-tech addition: Weapons Detection Systems from Athena Security, an Austin company on the cutting edge of safety technology. With campus security as a priority, LCISD Chief of Police Henry Garcia chose to deploy 24 of Athena’s systems across LCISD to scan for concealed weapons at school entrances.

“It’s a force multiplier,” says Chief Garcia. “It puts us in a position to see and detect the things that we’re not able to see with the naked eye.” With school shootings as a common concern for students, parents, and staff, Athena’s system provides a second set of eyes to catch things security officers might miss — including people trying to bypass the system.

Unlike most metal detectors, Athena’s system includes AI-powered Evasion Detection which can detect people going around the system and not walking through the detector. Even if the officer is looking away for a second, the Evasion Detection feature will take notice, triggering both an audio and visual alert.

Athena CTO and co-founder Chris Ciabarra believes this could be a game changer for schools, airports, and hospitals. He explains that Athena’s Weapons Detection System not only detects more threats than traditional metal detectors, but also puts more controls around the process to ensure that security is uncompromised.

“Evasion detection is just one control that helps security officers protect themselves,” says Ciabarra. “We also have other best practices from Homeland Security built into the product to help officers keep weapons out of the facilities.” His goal is not just to detect weapons, but detect any threats that are getting around the system. And Athena’s Weapons Detection System integrates lidar, camera, patented AI, and optional thermal cameras to do just that.

To some, this may seem like a surprisingly hi-tech solution to a systemic problem. But for LCISD Chief Henry Garcia, part of being effective at law enforcement is embracing effective technology. Athena’s Weapons Detection System provided an answer to a very real problem his schools were facing, which is why he deployed two dozen of them. Athena Security’s low-profile system is non-intimidating for students and allows for a steady flow of people into the school, while effectively screening for weapons and ensuring that security cannot be bypassed. The technology may seem futuristic, but sometimes, that’s what’s required in order to build a safer future.

Diversity Recruitment Partners recently announced the launch of its comprehensive, AI-powered platform, designed to bridge the gap between schools qualified educators of diverse and bilingual backgrounds. Featuring a job board, virtual career fair, and an interview portal with AI-driven candidate-job matching, this groundbreaking platform transforms recruitment for educational institutions nationwide, ensuring alignment of values, skills, and long-term goals.

“Teacher turnover has a significant impact on both student success and the stability of school environments,” said Trina Edwards, CEO of Diversity Recruitment Partners. “Our new platform helps build teams of committed educators while providing schools with access to a pipeline of talent dedicated to lasting impact.”

In addition to the platform, Diversity Recruitment Partners is introducing its Level Up Workshop Series, a professional development program tailored to support educators in advancing their careers. Held in October, the series focuses on essential skills such as job selection, interview preparation, and salary negotiation, all vital for navigating the competitive job market. Over 400 participants attended, with Curtis Valentine, founder of Real Men Teach and co-host and moderator of the series, along with twelve experts like Dr. William Hayes, Dr. Charlene Dukes, Dr. Lisa Herring, and Dr. Rudy Ruiz offering invaluable guidance to help educators thrive.

This initiative aligns with Diversity in Ed Magazine’s mission to foster retention and reduce turnover. In the Fall 2024 issue https://diversityined.uberflip.com/i/1529058-diversity-in-ed-magazine-fall-issue-2024/0? readers will find features on strategic hiring, smart use of AI in recruitment, and a special Superintendent Watchlist highlighting districts excelling in Diversity, Equity, and Inclusion (DEI), such as Rocketship Public Schools and Allentown School District.

Join us at the upcoming Virtual Education Career Fair on December 5, where schools and diverse candidates can connect directly. For more information, visit https://k-12.careerfairexpo.com or contact editor@diversityined.com.

KOBI, an innovative AI-powered reading app designed for children with dyslexia, officially launched during the 75th Annual Conference of the International Dyslexia Association (IDA) held October 22-26 in Dallas, Texas. Recognized globally, KOBI recently won the OpenAI Learning Impact Prize and the Tools Competition award, making its U.S. debut with the goal of transforming reading practice to be accessible, engaging, and stress-free, while involving both parents and educators in the learning process.

KOBI provides an adaptive reading environment that supplements structured literacy programs. Using narration and targeted reading prompts, the app encourages manageable practice sessions that build confidence and fluency. Advanced speech recognition offers immediate, gentle feedback, helping children improve accuracy without fear of judgment. Customizable text settings allow children to tailor their reading experience, reinforcing memory and independence.

“Our goal with KOBI is to create a safe, enjoyable space for children to practice reading, addressing the unique needs of dyslexic learners,” said Ursula Lavrencic, Co-Founder and Chief Learning Engineer. “By involving parents and reducing reading anxiety, KOBI empowers children on their path to reading fluency.”

Following its success in Slovenia as the official reading app for K-4 students, KOBI is now expanding into the U.S. The awards from OpenAI and the Tools Competition underscore KOBI’s potential as a scalable, impactful tool that aligns with best practices in dyslexia support.

“KOBI’s U.S. launch is a significant step forward in making reading support accessible and engaging for children with dyslexia,” added Lavrencic. “We’re excited to share this innovative approach with a broader audience.”