If you haven't noticed by now, Big Tech companies have been making plans to invest in the infrastructure necessary to deliver generative AI products like ChatGPT (and beyond) to hundreds of millions of people around the world. That push involves building more AI-accelerating chips, more data centers, and even new nuclear plants to power those data centers, in some cases.
Along those lines, Microsoft, BlackRock, Global Infrastructure Partners (GIP), and MGX announced a massive new AI investment partnership on Tuesday called the Global AI Infrastructure Investment Partnership (GAIIP). The partnership initially aims to raise $30 billion in private equity capital, which could later turn into $100 billion in total investment when including debt financing.
The group will invest in data centers and supporting power infrastructure for AI development. "The capital spending needed for AI infrastructure and the new energy to power it goes beyond what any single company or government can finance," Microsoft President Brad Smith said in a statement.
An edtech founder provides advice applicable to anyone working in education and technology.
GUEST COLUMN | by Nick Gaehde
The pandemic exacerbated a problem that has long existed: many middle and high school students are struggling readers. With learning interruptions and instructional inconsistencies (among other COVID-related disruptions), students who were already struggling to read fell even further behind in their literacy skills—even as they advanced to the next grade.
‘With the right professional learning and supporting materials, including age-appropriate reading content and tools for tracking and monitoring student performance, teachers in the middle grades can help close reading gaps…’
The latest Nation’s Report Card continues to demonstrate just how much work still needs to be done in this area. The good news is that we know from the science of reading, which components are most effective for teaching reading and which of those components need to be emphasized, and the intensity of instruction needed for students in middle and high school. And although there is often a focus on teaching elementary school teachers about the science of reading, it is equally important that we provide teachers in middle school and high school the same opportunity to learn. It is estimated that about 85% of curriculum is taught through reading so although many subject area teachers don’t think of themselves as reading teachers, students’ reading abilities impact their ability to access the content. Therefore, all schools should explore, high-impact professional learning around literacy for all of their teachers.
A large body of gold-standard research collected by cognitive scientists and other reading experts, the science of reading, tells us how we learn to read and the most effective way to teach reading. Understanding the science of reading is critical for educators to provide the best possible literacy support to their students, and this includes students in the middle grades who still struggle with their reading skills.
Improving Understanding and Comprehension
Students who still struggle to read in the middle grades are less likely to understand increasingly complex texts as their education advances. As a result, they’re more likely to hit academic failures that, in turn, lead to fewer opportunities once they become adults. The problems don’t end there: according to the Lucy Project, more than 40% of adults with the lowest literacy levels live in poverty. Low literacy is also linked to a greater likelihood of health problems and prison time. On the positive side, being a proficient reader can also directly impact informed decision making, active civic participation, personal empowerment and improved self-esteem.
‘…being a proficient reader can also directly impact informed decision making, active civic participation, personal empowerment and improved self-esteem.’
Teachers can have a substantial positive impact on their students’ reading ability, but not all teachers receive the same literacy education training. And teachers of older students rarely get such training. With the proper professional learning and support, teachers of adolescent students can weave literacy skills and strategies into their instruction to help students learn how to read, comprehend, and articulate their ideas across various grade levels and subject areas.
For example, school-wide professional learning that incorporates the science of reading into literacy instruction can help all teachers accelerate student literacy, regardless if they are a reading teacher or a content area teacher. This doesn’t mean all secondary teachers need to become literacy experts. Instead, subject-area teachers can learn some simple ways to weave a few strategies rooted in the science of reading into their instruction to support students throughout their day, not just in their ELA class.
3 Steps to Better Professional Learning
Training late elementary and middle school teachers in the science of reading and helping them understand how to include explicit reading instruction into their classroom curriculum, even content area classes, helps improve the reading abilities of adolescent learners.
Here are three ways to deliver effective professional learning to teachers of adolescent learners:
1. Create the right content. Ground teachers’ lessons in the science of reading by focusing on what the research says about how students learn best. Lessons should address what adolescent learners require to improve their literacy, which should be informed by assessment data as we know the needs of adolescent students can vary greatly.
If students are struggling to read proficiently, they will most likely need explicit instruction in foundational skills such as decoding and language skills, like the structure of a sentence and vocabulary skills or if their skills are more developed, they may benefit from instruction in higher-level skills such as inferencing and synthesizing information across text.
The instruction should also emphasize that adolescent learners who are struggling to learn to read need age-appropriate texts and materials with proper support/scaffolding —not just resources for early readers that are repurposed for older students—to help them learn how to read.
Because every student has unique learning needs, the professional learning teachers receive should help them apply proven, evidence-based strategies to a classroom of students who have varying levels of literacy competency. For best results, professional learning should help teachers understand the tools and strategies that are best for specific students.
2. Deliver the professional learning in a flexible, engaging way. Teachers don’t have much time for professional learning in reading instruction, especially upper-grade teachers who are focused on their own specific content areas. Professional learning delivered online in flexible, bite-sized chunks lets teachers learn at their convenience and acquire the skills and strategies they need to support literacy for all students in a manner that fits into their busy schedules. Short, online modules can also be revisited as many times as necessary to support teachers’ ongoing development.
Every teacher’s learning journey is different, similar to how each student’s needs are different, and the professional learning they receive should reflect these differences by offering choices in what they learn through highly targeted, personalized, and scaffolded instruction. This will help instructors develop the skills needed to support students’ literacy in a relevant and engaging manner (i.e.., highlighting how some explicit strategies can be easily woven into content area classes to help more students access the content).
3. Give teachers the right tools and resources. Teachers don’t have time to hunt for specific resources to put their professional learning into practice. They need easy-to-access resources to ensure practical and transferable learning (i.e., ready-to-use materials they can implement immediately in their classrooms). They also need low-lift data tracking tools to measure their students’ growth in reading skills and adjust the instruction accordingly.
‘They also need low-lift data tracking tools to measure their students’ growth in reading skills and adjust the instruction accordingly.’
The professional learning teachers receive should be accompanied by powerful data that school and district leaders can use to monitor their teachers’ progress, provide guidance and direction, and celebrate teachers’ accomplishments. This information should help K–12 leaders visualize and understand the impact that professional learning is having on their district, schools, individual educators and ultimately the students.
Closing the Reading Gaps
Adolescent learners have unique requirements when it comes to literacy learning with needs ranging from reading at a level more consistent with first or second grade all the way through advanced reading abilities similar to a college level student.
With the right professional learning and supporting materials, including age-appropriate reading content and tools for tracking and monitoring student performance, teachers in the middle grades can help close reading gaps and ensure that their students have the foundational reading skills required for life-long success.
—
Nick Gaehde is President of Lexia and a lifelong literacy advocate. His compassionate and respectful approach to customers, employees, and partners makes him an effective leader and mentor. Known for his ability to apply those leadership skills with a focus on growth, Nick has guided companies through successful transactions and launched numerous product lines and distribution channels. Nick holds a bachelor’s degree in psychology with a focus on early childhood development from Pitzer College and a master’s from Boston University’s School of Management. Connect with Nick on LinkedIn.
MIND Education, a leader in neuroscience-driven math education solutions, has released transformative upgrades to the ST Math experience for students and teachers. The flagship curriculum now offers:
34 brand new games;
An engaging island-themed student journey;
An improved educator dashboard: Enhanced Puzzle Talks to foster mathematical discourse; and
Comprehensive teacher workshops and professional learning.
Drawing on more than 25 years of neuroscience research, MIND’s approach in ST Math emphasizes learning by doing. These enhancements are designed to deliver learning experiences that are both engaging and effective at impacting positive outcomes.
“ST Math’s new enhancements will accelerate math learning and conceptual understanding in less time,” said Jason Mendenhall, chief product officer at MIND Education. “Students will make remarkable progress with less ‘unproductive struggle,’ resulting in significantly improved math learning outcomes. Games that actively engage students help them avoid the passive learning trap of merely seeking the right answers, instead equipping students with the skills they need to tackle real-world problems.”
New educator professional learning packages seamlessly integrate ST Math into educators’ core instruction. The Curriculum Integration Package features dynamic, collaborative sessions to empower curriculum writers, enabling them to easily embed ST Math into their district’s core curriculum. The Math Discourse with Puzzle Talks package invites educators to participate in a multi-session workshop using a modeling package designed to empower educators in facilitating rich mathematical discourse.
The newly updated Facilitating Math Discourse with Puzzle Talks Workshop focuses on engaging students in meaningful mathematical discourse and problem-solving using ST Math’s completely redesigned Puzzle Talks. The Curriculum Integration & Targeting Standards Workshop allows educators to explore and experience the flexibility of ST Math within their core math program, while also building a deep understanding of how to target specific standards.
On Wednesday, AI video synthesis firm Runway and entertainment company Lionsgate announced a partnership to create a new AI model trained on Lionsgate's vast film and TV library. The deal will feed Runway legally clear training data and will also reportedly provide Lionsgate with tools to enhance content creation while potentially reducing production costs.
Lionsgate, known for franchises like John Wick and The Hunger Games, sees AI as a way to boost efficiency in content production. Michael Burns, Lionsgate's vice chair, stated in a press release that AI could help develop "cutting edge, capital efficient content creation opportunities." He added that some filmmakers have shown enthusiasm about potential applications in pre- and post-production processes.
Runway plans to develop a custom AI model using Lionsgate's proprietary content portfolio. The model will be exclusive to Lionsgate Studios, allowing filmmakers, directors, and creative staff to augment their work. While specifics remain unclear, the partnership marks the first major collaboration between Runway and a Hollywood studio.
For many years, educators have envisioned personalized learning as a way to tailor education to each student's unique needs. With advances in artificial intelligence, this vision is becoming a reality. AI has the potential to transform classrooms by offering personalized learning experiences that align with individual strengths, interests and learning needs.
At the same time, there is a growing emphasis on fostering creativity and authenticity in student work. AI can play a pivotal role in supporting the creative process, from generating ideas to refining projects. By making the creative process more explicit and accessible, AI empowers students to overcome obstacles and express their unique perspectives. This approach not only boosts engagement but also prepares students for a future where creative thinking and problem-solving are indispensable skills.
Brian Johnsrud Director of Education Learning and Advocacy, Adobe
Recently, EdSurge spoke with Brian Johnsrud, the director of education learning and advocacy at Adobe, about using educational tools that not only harness the power of AI but also uphold the creative integrity of students and teachers. He highlights how AI can help personalize learning by allowing students to present their understanding and ideas in diverse and individualized ways. This shift from standardized assignments to personalized projects can make learning more engaging and relevant for each student.
EdSurge: How can educators safely and responsibly leverage AI for more personalized learning?
Johnsrud: The dream of learning personalization has been around for decades. The first phase really focused on getting the right content to the right student at the right time. Now, with AI, we're in the second phase, which isn't just about personalizing content but also about how students present their understanding and share their knowledge. Because a hallmark of creativity is uniqueness. So if we want students to be doing creative thinking, then 30 assignments done by 30 different students should all look different.
As for deploying AI safely and responsibly, schools are paying attention to a number of things right now. The first step is to check if the AI tool is actually designed for education specifically. If it wasn't made for the classroom, it probably wasn't made to improve learning. It won’t necessarily have those pedagogical pieces baked in or the accessibility and other edtech integrations that you need.
Check if the AI tool is actually designed for education specifically. If it wasn't made for the classroom, it probably wasn't made to improve learning. It won’t necessarily have those pedagogical pieces baked in or the accessibility and other edtech integrations that you need.
— Brian Johnsrud
Part of being designed for safety and responsibility includes ensuring that the tools don't train their models on student or teacher projects because the creative work you develop as a teacher or student in the classroom should be respected and protected. If you're using a tool that benefits or takes inspiration from your creative masterpiece, it's not truly aligned with core creative values and academic integrity.
In what ways does AI help foster creativity while ensuring that student work remains authentic?
AI can support any part of the creative process. If a student is stuck in brainstorming, AI can help generate multiple ideas. If another student is good at brainstorming but needs help refining their work, AI can act as a thought partner, providing critique. This is what's exciting about AI designed for creativity! It makes the steps of the creative process explicit and helps students overcome obstacles. It removes that fear of the blank canvas.
I hope AI helps shift the focus from teachers being the content creators to students taking on that role. As an example inspired by my time as a social studies teacher, instead of asking students to write a paragraph about continuity and change in a historical era, you could have them choose an era, pick a topic that shows continuity, and design an imaginary propaganda poster from that period. The benefits of this creative assignment are clear to every educator. But with rigid standards and a packed curriculum, it's challenging to dedicate two weeks to it. The good news is, with AI, you could complete this assignment in just 30 minutes during class.
Interestingly, we crave authenticity more than ever in the age of AI. AI tools are moving beyond the basic prompt-and-result, “grab and go” approach. They're becoming integrated into our creative workflows, allowing us to bring our best ideas to life and express ourselves more genuinely. The goal isn't for AI to do the work for us but to help us create more authentic, meaningful content so we can be impactful storytellers. As a teacher, you should be able to see each student's unique voice in the work they produce.
The goal isn't for AI to do the work for us but to help us create more authentic, meaningful content so we can be impactful storytellers.
— Johnsrud
How do AI literacy and creative thinking equip students for future job market demands?
In just a few years, AI skills have become essential. The 2024 Work Trend Index Report found that 66 percent of industry leaders wouldn't hire someone without AI skills. It's amazing how quickly this has become a hiring dealbreaker. In that same report, 71 percent of leaders said they're more likely to hire a less experienced candidate with AI skills than a more experienced candidate without them. For students, this means having AI skills can level the playing field with more seasoned professionals.
At the same time, creativity and creative thinking are also in high demand. The World Economic Forum's 2023 Future of Jobs Report highlighted creative thinking as a top skill for the future. The creator economy is booming, with 200,000 new creative jobs created in the United States in 2023 alone. Students who can combine AI skills with creative problem-solving are able to seize some pretty incredible opportunities.
Research has shown that the more students are able to create, the more they thrive. And AI opens up more opportunities for student creation. A 2019 Gallup report found that educators who focus on creativity and use technology in transformative ways see significant gains — students are more engaged, demonstrate better critical thinking, retain more, make connections between subjects and achieve deeper learning. For educators, seeing students excited and proud of their work is incredibly rewarding, especially in a time of increased teacher burnout.
How can educators easily incorporate creative thinking into their lessons?
Start by identifying areas in your curriculum where students need to dive deep into a concept or fully demonstrate their understanding. These are the moments where creative activities can replace traditional methods like note-taking or multiple-choice questions and garner a much wider and deeper set of learning outcomes.
An edtech founder shares some of his purposes and motivation for helping others.
GUEST COLUMN | by Adrián Ridner
Among the approximately41 million Americans with some college credit but no degree, about 40% are estimated to be first-generation students. As a first-generation college student myself and an immigrant from Latin America, I understand the unique struggles first-generation students face. Like many, I experienced economic hardship while earning my degree. Plus, the challenges associated with acclimating to a new culture, overcoming language barriers and simply navigating the higher education system made my college experience dramatically different than it was for my peers.
‘…the challenges associated with acclimating to a new culture, overcoming language barriers and simply navigating the higher education system made my college experience dramatically different…’
Unique Challenges
According to the Center for First-Generation Student Success, a first-generation student is one whose parents did not complete a four-year college or university degree — even if other family members have. As first-generation students, we face unique challenges, including financial constraints, lack of academic support, and other barriers that impede our ability to complete a degree. With such an enormous population dropping out of college, whether struggling from self-doubt, poor grades or being the first in the family to pursue higher education, the need for targeted educational pathways and support systems for all students to obtain a degree is critical to ensure economic mobility for our country.
Many who started down the path of higher education without completing their degrees are left with the burden of debt without the benefit of a credential. I recognize the challenges first-generation students face, having experienced the struggles of navigating an educational system that wasn’t built with students like us in mind.
Creating Opportunities
This personal experience has fueled my commitment to democratize education and create opportunities for learners who, like I once did, find themselves outside the traditional system. Today, my company is a platform dedicated to providing accessible, affordable and flexible education for all—especially those who need it most. Our goal is to help learners open the door to the life-changing impact of education.
Not only can traditional educational pathways often leave students of color and those from historically underserved populations behind, but they also can reinforce systemic inequities and limit opportunities for upward mobility. First-generation students often live in rural areas, where there may be fewer community and school resources than in urban areas which tend to receive more funding. It also may come as a surprise that more than 40% of full-time students and more than 74% of part-time college students need to work while pursuing their education.
In addition to work, they also may be juggling childcare responsibilities; one in four undergraduate students have children. Even with financial aid to help offset the cost of tuition, those who most need the support often fall short, especially among students with more family responsibilities or those from historically underserved populations. The need for non-traditional educational options has never been more urgent, and within this context, we must create innovative solutions to provide alternative pathways to success.
Making Education Accessible
One example is the Keys to College initiative, which offers flexible on-ramps and pathways for students to earn an affordable degree at a fraction of the cost of traditional tuition. This initiative is built on the College Saver program, which offers low-cost college credits that transfer to more than 1,200 universities. By offering multiple pathways to degree completion – including full and partial – this approach has made education accessible to diverse learners, breaking down barriers that have long prevented them from achieving academic success.
The College Saver program includes the most extensive American Council on Education (ACE) online library, featuring more than 220 college or graduate level courses. Backed by decades of learning science research, the curriculum is designed to be engaging, supportive and personalized, helping learners build the confidence they need to succeed.
‘Backed by decades of learning science research, the curriculum is designed to be engaging, supportive and personalized, helping learners build the confidence they need to succeed.’
The impact of the College Saver program has been profound. To date, the program has saved students more than $270 million in tuition costs and empowered thousands of learners to earn over 400,000 college credits. These are not just numbers—they represent breakthrough moments for individuals who may have struggled academically or financially to further their education.
Take, for instance, Tiaka Hyatt-Geter, a San Francisco Bay Area single mom of three kids and an HR analyst, who completed her college degree while balancing work and family responsibilities. Her success is a testament to the life-changing potential of affordable and flexible education. Or, the son of migrant workers who spent his youth in Stockton, California balancing school with working in the fields. Like me, he is the first in his family to complete a college degree and has plans to continue his education by earning a master’s degree. Because of his determination and with the support of my company’s flexible online College Saver course library, he could continue his education while working and caring for his four-year-old son.
Transformative for Many
This program has been transformative for many, particularly women and people of color. Among a subset of College Saver students surveyed that received additional coaching support from Study.com tutors, 68% of graduates are women, and 77% identify as non-white. The findings underscore that technology can serve as a bridge to further education, but it can’t replace the importance of personal connection with a coach to provide motivation, accountability and support. Moreover, 67% of graduates report income growth, and 87% report increased confidence and skills in the job market. One such graduate, a working mother from the San Francisco Bay area, said the program helped her achieve her dreams without sacrificing her family’s well-being.
My company has always been guided by a mission to ensure that all learners, especially first-generation and non-traditional students, have access to the life-changing impact of education. As we look to the future, our vision is to continue innovating and scaling our efforts to provide alternative educational pathways that build a more diverse and inclusive workforce.
Together with community-based organizations and higher education institutions, we can fuel initiatives like Keys to College that offer on-ramps to success for all learners, regardless of where they start, to ensure everyone has the opportunity to achieve their full potential.
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Adrián Ridner is CEO and Co-Founder of Study.com, a leading online learning platform helping over 30 million learners and educators monthly, on a mission to open the door to the life-changing impact of education for all. Connect with Adrián on LinkedIn.
Given the flood of photorealistic AI-generated images washing over social media networks like X and Facebook these days, we're seemingly entering a new age of media skepticism: the era of what I'm calling "deep doubt." While questioning the authenticity of digital content stretches back decades—and analog media long before that—easy access to tools that generate convincing fake content has led to a new wave of liars using AI-generated scenes to deny real documentary evidence. Along the way, people's existing skepticism toward online content from strangers may be reaching new heights.
Deep doubt is skepticism of real media that stems from the existence of generative AI. This manifests as broad public skepticism toward the veracity of media artifacts, which in turn leads to a notable consequence: People can now more credibly claim that real events did not happen and suggest that documentary evidence was fabricated using AI tools.
The concept behind "deep doubt" isn't new, but its real-world impact is becoming increasingly apparent. Since the term "deepfake" first surfaced in 2017, we've seen a rapid evolution in AI-generated media capabilities. This has led to recent examples of deep doubt in action, such as conspiracy theorists claiming that President Joe Biden has been replaced by an AI-powered hologram and former President Donald Trump's baseless accusation in August that Vice President Kamala Harris used AI to fake crowd sizes at her rallies. And on Friday, Trump cried "AI" again at a photo of him with E. Jean Carroll, a writer who successfully sued him for sexual assault, that contradicts his claim of never having met her.
College students around the world have deep-seated fears, if not despair about the existential threat of climate change — fears they may have harbored since childhood. As the frequency of severe weather events increases and the Earth’s temperature inches upward, emotions have intensified for a lot of students in the United States and it turns out that many keep their concerns about living on a warming planet to themselves.
At Project Information Literacy (PIL), the nonprofit independent research institute I lead, a group of library and information science and new media researchers — including myself — conduct national research about the information seeking behavior of college students and recent graduates. As the director and a principal investigator at PIL with 25 years of experience as a professor of new media and communication theory, I'm focused on investigating what it’s like to be a student in the digital age.
Earlier this year, we surveyed nearly 1,600 undergraduate students from nine U.S. colleges and universities as part of a larger study on how people living in America encounter and respond to climate change news and information. Our survey delved into why some students are distrustful or ambivalent while others still have hope in the midst of gloom. This research was part of a yearlong study we led, examining how our sharply divergent attitudes and beliefs about climate change are shaped by news and information we encounter, curate, engage with and share.
According to our survey data, 78 percent of the students who responded indicated that climate change made them anxious about their future and 88 percent reported that they are anxious for future generations. As one respondent put it in an open response question, “This is our future, and we’re watching it be destroyed.” Another wrote: “There has been so much damage and loss of life as a result of climate change that I feel as though I’m becoming numb to it — it’s just the new normal, especially for my generation.”
Amid the anxiety, however, are notable glimmers of hope. Of our survey respondents, 90 percent agreed that humanity has the ability to mitigate climate change, 78 percent believed in the power of individual action and more than 80 percent were motivated to be part of the climate change solution.
There’s good news in findings like these for educators looking for opportunities to affect change. Even if students say they are “sad,” “worried,” “anxious” and “angry” about living on a planet in peril, many are taking individual steps to fight climate change, no matter how small they seem. Hannah Ritchie, senior researcher in the Programme for Global Development at the University of Oxford and deputy editor at “Our World in Data” refers to the growing attention to do something about climate change as “urgent optimism.” Ritchie suggests reframing how we talk about climate change and that developing a sense of optimism and hope can be steps toward collective action.
In an opinion essay published by “Scientific American,” Matthew Schneider-Mayerson, associate professor at Colby College wrote that the key to talking with students about climate change is letting them express their feelings and fears before introducing any scientific facts. That’s when discussions can happen and students can see how community climate action amplifies solutions, which can then counter despair, inform policy making and spark hope.
If faculty, librarians and administrators at colleges and universities want to bring more attention to climate change, it’s critical to understand not just what students know about the climate crisis but how they know it and how this shapes their beliefs and attitudes. How do students encounter and respond to the topic of climate change in the media, in conversations with others, and in relation to themselves?
When analyzing our survey data, we found that most student respondents curate information streams that include climate change news, but they are not consumed by it. While they followed news of all kinds, most said they had read, listened to, or heard only “some” or “a little” climate change news during the past week.
One reason for this may be the bleak tone of climate change coverage by the media. More than three-quarters of the student sample agreed with the statement, “The media focuses more on the negative impacts of climate change rather than solutions.” What appears lacking in most climate coverage from left- or right-leaning sources alike is not so much a sense of urgency, but possible solutions and adaptations offering a way forward.
An earlier PIL study about how students engage with the news involved a survey of 5,844 undergraduates at 11 American colleges, found that the college classroom is an influential incubator for discussing news and interpreting current events. In that study, seven in 10 respondents to our survey said they had learned of news about a range of topics in discussions with professors during the preceding week.
From open responses to our current survey, we learned that the college classroom is also a crucial source of information for helping students learn about climate change and what role they might play in doing something about it. As one student put it, “hearing about climate change makes me want to be part of a solution, it’s why I’m studying environmental science.”
While a majority of students say they had similar opinions about climate change as people in their orbit, including family and friends, their participation in the public square was notably limited. Only 26 percent of students said they shared ideas or links to climate change news and information through in-person conversations or on social media in the month prior to taking the survey.
This contradiction is one of the complexities that surfaced from our findings about climate change discourse: Students are motivated to be part of the solution but they’re not actively talking with like-minded people in their lives about how they could collectively take action.
Surprisingly, many of the students we surveyed say they trust the veracity of climate scientists. This kind of trust gets parlayed into making efficient decisions about truthfulness of climate information: A significant majority (82 percent) agreed scientists understand the causes of climate change, and more than half believed most news about the climate crisis was credible.
Many students also expressed that they combined their innate trust with other methods of verifying the reliability of news, like comparing one source with another for fact-checking. While growing up, many say they’ve learned about media and information literacy and have made source evaluation a habitual practice. This finding confirms the success of librarians’ research instruction with students.
Since the rising generation of college students will be the ones to live with the consequences of climate change decisions we make now, knowing their perspective is vital for addressing climate change today. Given that many feel overwhelmed by anxiety and despair, we must figure out how to transform their concerns and fears into a sense that we are not doomed and that collective action is still possible and desperately needed.
The snapshot of our survey about how college students respond to climate change tells us they have devoted considerably more attention to thinking about climate change than their counterparts in the general population have. Higher education faculty and administrators have a critical role to play in helping students gain a sense of agency as we confront a global climate challenge.
The classroom may be the best place for faculty to start. Class discussions about climate change news can help students see connections between their news practices and their academic work, while showing that familiarity with news is a social practice and a form of civic engagement. Several studies in the social sciences and sciences have shown discussions like these can build critical thinking and disciplinary knowledge.
There is still much work to be done to help students translate climate anxiety into shared action. But as one student wrote: “It’s very easy to feel hopeless about a situation you don’t directly have control over, but progress always starts from the bottom.”
Enlarge/ Under C2PA, this stock image would be labeled as a real photograph if the camera used to take it, and the toolchain for retouching it, supported the C2PA. But even as a real photo, does it actually represent reality, and is there a technological solution to that problem? (credit: Smile via Getty Images)
On Tuesday, Google announced plans to implement content authentication technology across its products to help users distinguish between human-created and AI-generated images. Over several upcoming months, the tech giant will integrate the Coalition for Content Provenance and Authenticity (C2PA) standard, a system designed to track the origin and editing history of digital content, into its search, ads, and potentially YouTube services. However, it's an open question of whether a technological solution can address the ancient social issue of trust in recorded media produced by strangers.
A group of tech companies created the C2PA system beginning in 2019 in an attempt to combat misleading, realistic synthetic media online. As AI-generated content becomes more prevalent and realistic, experts have worried that it may be difficult for users to determine the authenticity of images they encounter. The C2PA standard creates a digital trail for content, backed by an online signing authority, that includes metadata information about where images originate and how they've been modified.
Google will incorporate this C2PA standard into its search results, allowing users to see if an image was created or edited using AI tools. The tech giant's "About this image" feature in Google Search, Lens, and Circle to Search will display this information when available.
Maybe you’ve read about Gary Marcus’s testimony before the Senate in May of 2023, when he sat next to Sam Altman and called for strict regulation of Altman’s company, OpenAI, as well as the other tech companies that were suddenly all-in on generative AI. Maybe you’ve caught some of his arguments on Twitter with Geoffrey Hinton and Yann LeCun, two of the so-called “godfathers of AI.” One way or another, most people who are paying attention to artificial intelligence today know Gary Marcus’s name, and know that he is not happy with the current state of AI.
He lays out his concerns in full in his new book, Taming Silicon Valley: How We Can Ensure That AI Works for Us, which was published today by MIT Press. Marcus goes through the immediate dangers posed by generative AI, which include things like mass-produced disinformation, the easy creation of deepfake pornography, and the theft of creative intellectual property to train new models (he doesn’t include an AI apocalypse as a danger, he’s not a doomer). He also takes issue with how Silicon Valley has manipulated public opinion and government policy, and explains his ideas for regulating AI companies.
Marcus studied cognitive science under the legendary Steven Pinker, was a professor at New York University for many years, and co-founded two AI companies, Geometric Intelligence and Robust.AI. He spoke with IEEE Spectrum about his path to this point.
What was your first introduction to AI?
Gary MarcusBen Wong
Gary Marcus: Well, I started coding when I was eight years old. One of the reasons I was able to skip the last two years of high school was because I wrote a Latin-to-English translator in the programming language Logo on my Commodore 64. So I was already, by the time I was 16, in college and working on AI and cognitive science.
So you were already interested in AI, but you studied cognitive science both in undergrad and for your Ph.D. at MIT.
Marcus: Part of why I went into cognitive science is I thought maybe if I understood how people think, it might lead to new approaches to AI. I suspect we need to take a broad view of how the human mind works if we’re to build really advanced AI. As a scientist and a philosopher, I would say it’s still unknown how we will build artificial general intelligence or even just trustworthy general AI. But we have not been able to do that with these big statistical models, and we have given them a huge chance. There’s basically been $75 billion spent on generative AI, another $100 billion on driverless cars. And neither of them has really yielded stable AI that we can trust. We don’t know for sure what we need to do, but we have very good reason to think that merely scaling things up will not work. The current approach keeps coming up against the same problems over and over again.
What do you see as the main problems it keeps coming up against?
Marcus: Number one is hallucinations. These systems smear together a lot of words, and they come up with things that are true sometimes and not others. Like saying that I have a pet chicken named Henrietta is just not true. And they do this a lot. We’ve seen this play out, for example, in lawyers writing briefs with made-up cases.
Second, their reasoning is very poor. My favorite examples lately are these river-crossing word problems where you have a man and a cabbage and a wolf and a goat that have to get across. The system has a lot of memorized examples, but it doesn’t really understand what’s going on. If you give it a simpler problem, like one Doug Hofstadter sent to me, like: “A man and a woman have a boat and want to get across the river. What do they do?” It comes up with this crazy solution where the man goes across the river, leaves the boat there, swims back, something or other happens.
Sometimes he brings a cabbage along, just for fun.
Marcus: So those are boneheaded errors of reasoning where there’s something obviously amiss. Every time we point these errors out somebody says, “Yeah, but we’ll get more data. We’ll get it fixed.” Well, I’ve been hearing that for almost 30 years. And although there is some progress, the core problems have not changed.
Let’s go back to 2014 when you founded your first AI company, Geometric Intelligence. At that time, I imagine you were feeling more bullish on AI?
Marcus: Yeah, I was a lot more bullish. I was not only more bullish on the technical side. I was also more bullish about people using AI for good. AI used to feel like a small research community of people that really wanted to help the world.
So when did the disillusionment and doubt creep in?
Marcus: In 2018 I already thought deep learning was getting overhyped. That year I wrote this piece called “Deep Learning, a Critical Appraisal,” which Yann LeCun really hated at the time. I already wasn’t happy with this approach and I didn’t think it was likely to succeed. But that’s not the same as being disillusioned, right?
Then when large language models became popular [around 2019], I immediately thought they were a bad idea. I just thought this is the wrong way to pursue AI from a philosophical and technical perspective. And it became clear that the media and some people in machine learning were getting seduced by hype. That bothered me. So I was writing pieces about GPT-3 [an early version of OpenAI's large language model] being a bullshit artist in 2020. As a scientist, I was pretty disappointed in the field at that point. And then things got much worse when ChatGPT came out in 2022, and most of the world lost all perspective. I began to get more and more concerned about misinformation and how large language models were going to potentiate that.
You’ve been concerned not just about the startups, but also the big entrenched tech companies that jumped on the generative AI bandwagon, right? Like Microsoft, which has partnered with OpenAI?
Marcus: The last straw that made me move from doing research in AI to working on policy was when it became clear that Microsoft was going to race ahead no matter what. That was very different from 2016 when they released [an early chatbot named] Tay. It was bad, they took it off the market 12 hours later, and then Brad Smith wrote a book about responsible AI and what they had learned. But by the end of the month of February 2023, it was clear that Microsoft had really changed how they were thinking about this. And then they had this ridiculous “Sparks of AGI” paper, which I think was the ultimate in hype. And they didn’t take down Sydney after the crazy Kevin Roose conversation where [the chatbot] Sydney told him to get a divorce and all this stuff. It just became clear to me that the mood and the values of Silicon Valley had really changed, and not in a good way.
I also became disillusioned with the U.S. government. I think the Biden administration did a good job with its executive order. But it became clear that the Senate was not going to take the action that it needed. I spoke at the Senate in May 2023. At the time, I felt like both parties recognized that we can’t just leave all this to self-regulation. And then I became disillusioned [with Congress] over the course of the last year, and that’s what led to writing this book.
You talk a lot about the risks inherent in today’s generative AI technology. But then you also say, “It doesn’t work very well.” Are those two views coherent?
Marcus: There was a headline: “Gary Marcus Used to Call AI Stupid, Now He Calls It Dangerous.” The implication was that those two things can’t coexist. But in fact, they do coexist. I still think gen AI is stupid, and certainly cannot be trusted or counted on. And yet it is dangerous. And some of the danger actually stems from its stupidity. So for example, it’s not well-grounded in the world, so it’s easy for a bad actor to manipulate it into saying all kinds of garbage. Now, there might be a future AI that might be dangerous for a different reason, because it’s so smart and wily that it outfoxes the humans. But that’s not the current state of affairs.
Marcus: Let’s clarify: I don’t think generative AI is going to disappear. For some purposes, it is a fine method. You want to build autocomplete, it is the best method ever invented. But there’s a financial bubble because people are valuing AI companies as if they’re going to solve artificial general intelligence. In my view, it’s not realistic. I don’t think we’re anywhere near AGI. So then you’re left with, “Okay, what can you do with generative AI?”
Last year, because Sam Altman was such a good salesman, everybody fantasized that we were about to have AGI and that you could use this tool in every aspect of every corporation. And a whole bunch of companies spent a bunch of money testing generative AI out on all kinds of different things. So they spent 2023 doing that. And then what you’ve seen in 2024 are reports where researchers go to the users of Microsoft’s Copilot—not the coding tool, but the more general AI tool—and they’re like, “Yeah, it doesn’t really work that well.” There’s been a lot of reviews like that this last year.
The reality is, right now, the gen AI companies are actually losing money. OpenAI had an operating loss of something like $5 billion last year. Maybe you can sell $2 billion worth of gen AI to people who are experimenting. But unless they adopt it on a permanent basis and pay you a lot more money, it’s not going to work. I started calling OpenAI the possible WeWork of AI after it was valued at $86 billion. The math just didn’t make sense to me.
What would it take to convince you that you’re wrong? What would be the head-spinning moment?
Marcus: Well, I’ve made a lot of different claims, and all of them could be wrong. On the technical side, if someone could get a pure large language model to not hallucinate and to reason reliably all the time, I would be wrong about that very core claim that I have made about how these things work. So that would be one way of refuting me. It hasn’t happened yet, but it’s at least logically possible.
On the financial side, I could easily be wrong. But the thing about bubbles is that they’re mostly a function of psychology. Do I think the market is rational? No. So even if the stuff doesn’t make money for the next five years, people could keep pouring money into it.
The place that I’d like to prove me wrong is the U.S. Senate. They could get their act together, right? I’m running around saying, “They’re not moving fast enough,” but I would love to be proven wrong on that. In the book, I have a list of the 12 biggest risks of generative AI. If the Senate passed something that actually addressed all 12, then my cynicism would have been mislaid. I would feel like I’d wasted a year writing the book, and I would be very, very happy.
Four years ago this month, one of the most devastating wildfires in Oregon’s history erupted across the southern portion of the state.
As the COVID pandemic raged, leaving children out of schools and away from regular routines and social interactions, the fire only magnified the disruption. It destroyed thousands of homes in the agricultural towns that make up the Phoenix-Talent School District, displacing hundreds of families and closing as many businesses.
The wildfire, as with any natural disaster, had many ripple effects throughout the region. One that the district is still grappling with is the impact on young children. For the last few years, children have been entering kindergarten without some of the basic skills and abilities that had once been commonplace.
“It’s hard to separate the fire and pandemic,” says Tiffanie Lambert, assistant superintendent of teaching and learning at Phoenix-Talent School District. “The fire really exaggerated the learning losses and learning gaps of the pandemic. It made them even more visible, and it made them last longer.”
During the pandemic, many early learning programs and preschools — already a scarce resource in the area, Lambert says — shuttered temporarily. Then the fire, which damaged some early learning facilities, forced further closures. The two events prevented many children from accessing high-quality, in-person early care and education opportunities before kindergarten.
Plus, Lambert says, some of their families lost work, hurting them economically. Many of their parents were experiencing mental health challenges. Their households were filled with stress.
The combination of all of these factors helps explain the state of the district’s recent cohorts of incoming kindergarteners, she says. Many have lacked the social skills to interact with their peers, the ability to follow instructions and stick to a routine, the attention spans to sit through an entire story read aloud in class, Lambert says. Few had early learning experiences prior to starting school, she adds, and even concepts like which direction to turn the pages in a book are foreign to many of them.
Phoenix-Talent may be a more dramatic example, given the added impacts of the wildfire in 2020, but it is far from an anomaly. Across the country, elementary school teachers and leaders report that children are entering kindergarten worse off than their peers of the past. They have underdeveloped social-emotional and fine motor skills. Some are not yet able to use the restroom independently.
“The news is sobering,” says Kristen Huff, vice president of assessment and research at Curriculum Associates, an assessment company that recently published research showing that the nation’s youngest learners, especially, are still struggling to rebound from the pandemic’s disruption to learning and development. “The impact of the pandemic is lasting way longer than we anticipated.”
The differences are hard to miss. More children are having trouble separating from their parents or caregivers when they go to school, for example, because maybe they haven’t had much or any time apart from them until now.
“We see a lot of concern from parents and from teachers,” says Rachel Robertson, chief academic officer at Bright Horizons, which operates more than 600 early care and education centers in the U.S.
Many educators and researchers, in interviews, point out that these developmental differences may not all be a result of the pandemic and the lower rates of preschool enrollment that followed it. Children’s reliance on screens, including very young children — even infants and toddlers — is likely a factor.
Robertson believes screens are responsible for much of the disruption to fine motor development. Rather than reading physical books, some children are having stories read aloud to them from a phone. Rather than doing arts and craft activities, which give them a chance to practice holding a crayon or using scissors, they’re swiping on tablets.
“We’re having consequences of screens that we didn’t predict,” Robertson notes.
The good news is that even if children are “behind,” that can easily — and sometimes quickly — change. They pick up skills fast at such a young age, especially when learning is steeped in curiosity and wonder, Robertson says.
Children need certain skills and competencies to be ready to show up, participate and thrive in kindergarten, educators and child development experts say. But many kids — and an increasing number over the last four years — lack access to the resources and experiences that introduce those skills to them before they start elementary school. Noting this worrying downward trend, many school districts have stepped in with their own solutions to support early learners as they prepare to start school. We take a close look at two of them.
Oregon’s Jump Start Kindergarten
During the pandemic, leaders at the Oregon Department of Education understood that early learning programs were critical for preparing children to transition to kindergarten and that those programs were much less accessible and available to families at the time, creating a “critical need,” says Marc Siegel, communications director for the state’s department of education, in a written response to EdSurge.
Leaders “understood that additional support was necessary to ensure our youngest learners were prepared for the social, emotional and academic demands of public school environments after a prolonged period without in-person learning opportunities,” he adds.
Those sentiments led to the creation of Jump Start Kindergarten, a state-funded program that utilizes Elementary and Secondary School Emergency Relief (ESSER) funds from the federal pandemic-era American Rescue Plan Act to provide incoming kindergartners and their families with an “on-ramp” to kindergarten.
A teacher guides an incoming kindergartener through a matching activity during a Jump Start Kindergarten lesson. (Photo courtesy of Phoenix-Talent School District.)
The Jump Start program varies based on the needs of each school and community where it’s implemented, Siegel says, but all include a few key components. Every Jump Start program has a half-day classroom experience for at least two weeks, for a minimum of 30 hours total, characterized by hands-on activities, establishing classroom routines, and building relationships with other children and educators. Additionally, each program offers partnerships with community-based organizations and provides experiences to promote family engagement, such as playground meet-and-greets, a school-based scavenger hunt or an opportunity to meet school staff.
Phoenix-Talent School District has offered the Jump Start Kindergarten program during the last three summers, with noticeable results, Lambert says. It has also expanded the program in a few ways.
The first year — summer 2022 — the district’s program prioritized children with special needs who had limited access to early special education services. During those few weeks, they learned to follow a routine, to line up as a class, to use a paper towel dispenser, Lambert recalls.
In the second and third year, the district expanded the program by opening it up to any child who didn’t attend preschool or another early learning program and increased the duration to five or six weeks. This summer, the program enrolled 34 kids. (Phoenix-Talent was estimating 140 kindergarteners this fall, and Lambert says 50 or 60 slots would’ve been ideal.)
Children sit and listen during story time in two classes of the Jump Start Kindergarten program. (Photo courtesy of Phoenix-Talent School District.)
The children who attended Jump Start Kindergarten seem to be “much more prepared” and more committed to showing up to school each day, Lambert shares. “We saw a big difference in attendance. That impacts academics, too. Students don’t learn if they’re not at school.”
Overall, kindergarteners in the district had an attendance rate of 59 percent in the 2023-24 school year, whereas the students that had attended Jump Start the prior summer came 78 percent of the time. (It’s too early to collect data for the 2024-25 school year.)
The Jump Start program has been a boon at Phoenix-Talent, especially now that staff have figured out how best to run it. Its future, however, hangs in the balance, with ESSER funding expiring at the end of this month and replacement funding from the state uncertain.
“We’re pretty sad about it,” Lambert says. “It helps kids — and their parents — be more comfortable starting school. … I think we’re going to need that for many, many years.”
Baby Bags, Badging and Beyond
Without a designated program from the state, other districts have had to be a bit more scrappy.
Leaders in Manheim Central School District, in Manheim, Pennsylvania, realized that the pandemic would impact even the children not yet in school, and that they would need extra support.
“We knew we had to do things differently,” says Tracy Fasick, the recently retired director of curriculum and instruction for the small, rural district.
They came up with a multi-pronged strategy that would engage families early — as early as possible, in fact — and would create better communication and consistency with local early learning programs.
One of those strategies was “baby bags.” When a baby was born in the district — somewhere on the order of 210 to 240 times per year, Fasick says — she would drop off a bag that included resources on local programs and early intervention services, some toys and learning materials, and a sippy cup and bib with the district’s mascot.
“Right away, it establishes that this is a future child who will come to our school,” Fasick says of the bags. “It’s welcoming.”
In the district’s kindergarten, first and second grade classrooms, teachers use “badging,” where kids don’t get letter grades but badges for different skills and competencies they’ve mastered. For example, in those early elementary grades, a child can earn a badge if they achieve certain literacy and numeracy goals.
Fasick wanted to get the district’s future students more accustomed to that system, so she met with all of the preschool leaders in the area and helped them develop age- and developmentally-appropriate badges for the preschoolers, working backwards from the badges available for kindergarteners. Now, those programs offer badging, too. Kids can earn them for gross motor skills — if they can hop and skip — and for zipping or buttoning their own coats, for sitting still and following directions.
The preschool programs now, Fasick says, “are very aware of what we’re teaching in kindergarten, so they can prepare [the children] for what is going to be happening in kindergarten.”
She adds: “Kids like the badging. It’s something tangible. … Learning is celebrated, which helps a lot.”
As a final push in the lead-up to kindergarten, Manheim Central provides families with “Countdown to Kindergarten” boxes at their kindergarten registration.
Aimee Ketchum, a pediatric occupational therapist and professor of early childhood development at the nearby Cedar Crest College, created the boxes to give families a crash course in everything their child would be expected to know by the time they start kindergarten.
Ideally, the kids have six months to work through all the activities in their box, which includes a planner (detailing two activities to do each month), a pencil box with fine motor manipulatives, seed packets for planting, a ruler to measure the growth of those seeds and eventual flowers, activities and scissors for developing cutting skills, note cards to practice writing their names and an index card and string with which to practice tying a shoe.
Ketchum, who assembles the boxes in her garage with her family, clarifies that they are not intended to replace more formal early learning experiences, but rather to supplement it for those who don’t have access.
“Children need access to high-quality early childhood education, and too many of them aren’t getting it,” she says. “This is an attempt to provide some tools [and] some hands-on activities, and give parents an awareness of what is expected and an opportunity to practice” those skills with their children.
Pretty much every parent and caregiver wants the best for their child, Fasick notes, but many don’t know where to begin. The boxes offer guidance.
“Families are grateful for anything they can get that will help their kid,” Fasick says. “This is an easy way to help them.”
OpenAI truly does not want you to know what its latest AI model is "thinking." Since the company launched its "Strawberry" AI model family last week, touting so-called reasoning abilities with o1-preview and o1-mini, OpenAI has been sending out warning emails and threats of bans to any user who tries to probe how the model works.
Unlike previous AI models from OpenAI, such as GPT-4o, the company trained o1 specifically to work through a step-by-step problem-solving process before generating an answer. When users ask an "o1" model a question in ChatGPT, users have the option of seeing this chain-of-thought process written out in the ChatGPT interface. However, by design, OpenAI hides the raw chain of thought from users, instead presenting a filtered interpretation created by a second AI model.
Nothing is more enticing to enthusiasts than information obscured, so the race has been on among hackers and red-teamers to try to uncover o1's raw chain of thought using jailbreaking or prompt injection techniques that attempt to trick the model into spilling its secrets. There have been early reports of some successes, but nothing has yet been strongly confirmed.
Since the pandemic, the urgency of designing and scaling evidence-based products to support learning recovery has become more pronounced. Educational institutions are grappling with unprecedented disruptions and widening achievement gaps, making the need for effective, research-backed interventions critical. The focus is not only on creating these products but also ensuring they are adopted and effectively implemented in schools and classrooms across the country.
The Leveraging Evidence to Accelerate Recovery Nationwide (LEARN) Network, funded by the U.S. Department of Education's Institute of Education Sciences, is at the forefront of this effort. Led by SRI International, a nonprofit with a strong track record of bringing innovations to market, the LEARN Network focuses on promoting learning growth by enhancing the use of evidence-based educational products.
The Network also comprises four product teams dedicated to adapting and positioning evidence-based products that boost literacy and math learning to make them more useful and accessible for educators. By providing learning and coaching opportunities, the LEARN Network aims to build the capacity of these teams and others in the field to equitably and sustainably scale educational products. This involves understanding educators’ problems of practice and needs and systems decision-making processes in product procurement, and developing tools for researchers, developers and educators to support the widespread adoption of effective solutions.
Jessica Mislevy Director of Digital Learning and Technology Policy, SRI Education
Recently, EdSurge spoke with education researchers Kerry Friedman and Jessica Mislevy about the importance of integrating evidence-based practices, educator input and a systems lens from the earliest stages of product development. Friedman, a former teacher with 12 years of experience in research and technical assistance, focuses on strengthening educators' and system leaders' ability to use evidence in practice. As the project director for the LEARN Network, she works with researchers and developers on capacity building and design of evidence-based products and programs. Mislevy is the director of digital learning and technology policy at SRI Education, specializing in mixed-methods evaluations of products designed to improve student outcomes in K-12 and post-secondary education. She is a co-principal investigator with the LEARN Network, focusing on educators’ effective adoption and scaling of evidence-based practices and programs.
EdSurge: Why are evidence-based products and programs so vital, especially at this point in time in America’s schools?
Mislevy: We've all seen how the COVID-19 pandemic upended education systems across the country, interrupting learning for students and exacerbating existing inequalities in education. We're seeing this reflected in the 2022 data from the National Assessment of Educational Progress with the first-ever decline recorded in mathematics and the largest average score decline in reading in decades. Research shows that the quality of learning products and programs matters for student outcomes. Now more than ever, it's important to get those products that can improve education outcomes for all learners and eliminate persistent achievement gaps in districts and schools. Unfortunately, many effective products don't reach educators due to an overwhelming supply of products. It can be hard to select products that are effective and well-matched to students' needs and contexts, as well as affordable and easy to use.
What key considerations should researchers and developers keep in mind while designing and scaling products and programs?
Friedman: When considering scale, researchers often view it as the final step. However, designing a scalable innovation begins with the initial idea. This is where our framework for the LEARN Network starts. We adapted SRI International's Invent-Apply-Transition (I-A-T) framework to better fit the education sector, incorporating Liberatory Design principles focused on equity and systems thinking.
Kerry Friedman Senior Researcher, SRI Education
Both the I-A-T framework and Liberatory Design emphasize the importance of understanding users' needs from the start. This understanding forms the foundation of the Invent stage of the I-A-T framework. In the Apply stage, you assess the broader market, identifying key players, infrastructure, policies, and competition to refine your innovation. Finally, in the Transition phase, you consider how to scale your product, envisioning it at a systems level and exploring pathways to create a financially viable approach.
We created the Learn to Scale Toolkit to guide researchers through these stages and support the scaling process. We also profiled various products on their journeys from development to scale in our Stories of Scaling.
How is the Network working to increase the use of evidence-based products and programs in schools?
Mislevy: We're coming at it from both the supply and the demand side. On the supply side, the LEARN Network provides capacity building to researchers and developers in scaling their evidence-based products. So we support them in adapting their products while considering educator context, decision-making processes and usability. This has included a mix of one-on-one and cross-team coaching and consultation sessions to provide tools and training while also supporting and promoting team building and collaboration. In addition to SRI scaling experts, we also bring together other expert voices to contribute to these conversations. Then on the demand side, we're working to better understand the needs and barriers that educators face in adopting and scaling evidence-based products. We translate these findings into actionable takeaways for developers to ensure their products are more likely to be adopted and scaled.
Does the Network have any insights into school and district needs or how they select programs and products?
Free LEARN Network resources for researchers, developers and educators:
The LEARN to Scale Toolkit: a comprehensive resource for researchers and developers based on the Invent-Apply-Transition framework
Stories of Scaling: a profile series highlighting impactful researchers, entrepreneurs and evidence-based products
The LEARN Network Blog: articles, podcasts and Q&As featuring experts and thought leaders from across the U.S.
LEARN Network Research: action-oriented research briefs focused on product development, procurement and more
Mislevy: The LEARN Network conducted a focused study on K-12 education procurement practices to better understand how decision-makers determine which products to adopt in their schools and districts and how evidence is used in those decisions. We conducted in-depth interviews with a broad array of education leaders and other education stakeholders, and also conducted nationally representative surveys of public school and district leaders through the RAND American Educator Panels. We examined what motivates schools and districts to procure products, who is involved in the decision-making process and what sources of information leaders look to when selecting products. For example, we found that routine curriculum review cycles often motivated educators to procure core curriculum materials, whereas reviews of student outcome data more often led to the procurement of supplemental materials.
We also saw that teachers are reported as most involved in identifying and evaluating prospective products for their schools and districts, while school and district leaders are more involved in making final decisions about which products to select. In terms of usage, research and evidence were amongst the more influential sources for informing procurement decisions, though we found that recommendations from fellow education leaders and end users actually ranked higher. Our research has important implications for product developers so they really understand the systemic forces that influence when and why products are procured, as well as who is involved throughout that procurement process to increase the likelihood of product uptake and scale. We recently published on the LEARN Network website the first of several planned research briefs, which features lessons for developers ready to bring their products to market or scale to broader audiences.
The information reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305N220012 to SRI International. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
On Thursday, Oracle co-founder Larry Ellison shared his vision for an AI-powered surveillance future during a company financial meeting, reports Business Insider. During an investor Q&A, Ellison described a world where artificial intelligence systems would constantly monitor citizens through an extensive network of cameras and drones, stating this would ensure both police and citizens don't break the law.
Ellison, who briefly became the world's second-wealthiest person last week when his net worth surpassed Jeff Bezos' for a short time, outlined a scenario where AI models would analyze footage from security cameras, police body cams, doorbell cameras, and vehicle dash cams.
"Citizens will be on their best behavior because we are constantly recording and reporting everything that's going on," Ellison said, describing what he sees as the benefits from automated oversight from AI and automated alerts for when crime takes place. "We're going to have supervision," he continued. "Every police officer is going to be supervised at all times, and if there's a problem, AI will report the problem and report it to the appropriate person."
On Thursday, Google made Gemini Live, its voice-based AI chatbot feature, available for free to all Android users. The feature allows users to interact with Gemini through voice commands on their Android devices. That's notable because competitor OpenAI's Advanced Voice Mode feature of ChatGPT, which is similar to Gemini Live, has not yet fully shipped.
Google unveiled Gemini Live during its Pixel 9 launch event last month. Initially, the feature was exclusive to Gemini Advanced subscribers, but now it's accessible to anyone using the Gemini app or its overlay on Android.
Gemini Live enables users to ask questions aloud and even interrupt the AI's responses mid-sentence. Users can choose from several voice options for Gemini's responses, adding a level of customization to the interaction.
One of the country’s richest nonprofits focused on online education has been giving out grants for more than a year. But so far, the group, known as Axim Collaborative, has done so slowly — and pretty quietly.
“There has been little buzz about them in digital learning circles,” says Russ Poulin, executive director of WCET, a nonprofit focused on digital learning in higher education. “They are not absent from the conversation, but their name is not raised very often.”
Late last month, an article in the online course review site Class Central put it more starkly, calling the promise of the nonprofit “hollow.” The op-ed, by longtime online education watcher Dhawal Shah, noted that according to the group’s most recent tax return, Axim is sitting on $735 million and had expenses of just $9 million in tax year 2023, with $15 million in revenue from investment income. “Instead of being an innovator, Axim Collaborative seems to be a non-entity in the edtech space, its promises of innovation and equity advancement largely unfulfilled,” Shah wrote.
The group was formed with the money made when Harvard University and MIT sold their edX online platform to for-profit company 2U in 2021 for about $800 million. At the time many online learning leaders criticized the move, since edX had long touted its nonprofit status as differentiating it from competitors like Coursera. The purchase did not end up working out as planned for 2U, which this summer filed for bankruptcy.
So what is Axim investing in? And what are its future plans?
EdSurge reached out to Axim’s CEO, Stephanie Khurana, to get an update.
Not surprisingly, she pushed back on the idea that the group is not doing much.
“We’ve launched 18 partnerships over the past year,” she says, noting that many grants Axim has awarded were issued since its most recent tax return was filed. “It’s a start, and it’s seeding a lot of innovations. And that to me is very powerful.”
One of the projects she says she is most proud of is Axim’s work with HBCUv, a collaboration by several historically Black colleges to create a shared technology platform and framework to share online courses across their campuses. While money was part of that, Khurana says she is also proud of the work her group did helping set up a course-sharing framework. Axim also plans to help with “incorporating student success metrics in the platform itself,” she says, “so people can see where they might be able to support students with different kinds of advising and different kinds of student supports.”
The example embodies the group’s philosophy of trying to provide expertise and convening power, rather than just cash, to help promising ideas scale to support underserved learners in higher education.
Listening Tour
When EdSurge talked with Khurana last year, she stressed that her first step would be to listen and learn across the online learning community to see where the group could best make a difference.
One thing that struck her as she did that, she says, is “hearing what barriers students are facing, and what's keeping them from persisting through their programs and finding jobs that match with their skills and being able to actually realize better outcomes.”
Grant amounts the group has given out so far range from around $500,000 for what she called “demonstration projects” to as much as $3 million.
Artificial intelligence has emerged as a key focus of Axim’s work, though Khurana says the group is treading gingerly.
“We are looking very carefully at how and where AI is beneficial, and where it might be problematic, especially for these underserved learners,” she says. “And so trying to be clear-eyed about what those possibilities are, and then bring to bear the most promising opportunities for the students and institutions that we're supporting.”
One specific AI project the group has supported is a collaboration between Axim, Campus Evolve, University of Central Florida and Indiana Tech to explore research-based approaches to using AI to improve student advising. “They're developing an AI tool to have a student-facing approach to understanding, ‘What are my academic resources? What are career-based resources?,’” she says. “A lot of times those are hard to discern.”
Another key work of Axim involves keeping up an old system rather than starting new ones. The Axim Collaborative manages the Open edX platform, the open-source system that hosts edX courses and can also be used by any institution with the tech know-how and the computer servers to run it. The platform is used by thousands of colleges and organizations around the world, including a growing number of governments, who use it to offer online courses.
Anant Agarwal, who helped found edX and now works at 2U to coordinate its use, is also on a technical committee for Open edX.
He says the structure of supporting Open edX through Axim is modeled on the way the Linux open-source operating system is managed.
While edX continues to rely on the platform, the software is community-run. “There has to be somebody that maintains the repositories, maintains the release schedule and provides funding for certain projects,” Agarwal says. And that group is now Axim.
When the war in Ukraine broke out, Agarwal says, the country “turned on a dime and the universities and schools started offering courses on Open edX.”
Poulin, of WCET, says that it’s too early to say whether Axim’s model is working.
“While their profile and impact may not be great to this point, I am willing to give startups some runway time to determine if they will take off,” he says, noting that “Axim is, essentially, still a startup.”
His advice: “A creative, philanthropic organization should take some risks if they are working in the ‘innovation’ sphere. We learn as much from failures as successes.”
For Khurana, Axim’s CEO, the goal is not to find a magic answer to deep-seated problems facing higher education.
“I know some people want something that will be a silver bullet,” she says. “And I think it's just hard to come by in a space where there's a lot of different ways to solve problems. Starting with people on the ground who are doing the work — [with] humility — is probably one of the best ways to seed innovations and to start.”
OpenAI finally unveiled its rumored "Strawberry" AI language model on Thursday, claiming significant improvements in what it calls "reasoning" and problem-solving capabilities over previous large language models (LLMs). Formally named "OpenAI o1," the model family will initially launch in two forms, o1-preview and o1-mini, available today for ChatGPT Plus and certain API users.
OpenAI claims that o1-preview outperforms its predecessor, GPT-4o, on multiple benchmarks, including competitive programming, mathematics, and "scientific reasoning." However, people who have used the model say it does not yet outclass GPT-4o in every metric. Other users have criticized the delay in receiving a response from the model, owing to the multi-step processing occurring behind the scenes before answering a query.
In a rare display of public hype-busting, OpenAI product manager Joanne Jang tweeted, "There's a lot of o1 hype on my feed, so I'm worried that it might be setting the wrong expectations. what o1 is: the first reasoning model that shines in really hard tasks, and it'll only get better. (I'm personally psyched about the model's potential & trajectory!) what o1 isn't (yet!): a miracle model that does everything better than previous models. you might be disappointed if this is your expectation for today's launch—but we're working to get there!"
In close with a dedicated force in our field who believes in the power of education to shape lives.
INTERVIEW | by Victor Rivero
As CEO ofSavvas Learning Company, Bethlam Forsa leads up a global next-generation K-12 learning solutions provider that recently acquired Outlier, an edtech startup that has created a portfolio of high-quality online college-level courses enabling high school students to earn dual credit while never having to leave their school building. A leader whose career in education and publishing spans over two decades, Bethlam has guided Savvas to deliver award-winning product lines. The Savvas Realize digital platform won the 2024 EdTech Digest Cool Tool Award for Learning Management System Solution. The company’s enVision Mathematics and SuccessMaker: Foundations of High School Math were named EdTech Cool Tool Award finalists in the Math Solution and the Personalized Learning Solution categories, respectively. Bethlam was also recently named the Most Influential Thought Leader in EdTech by the 2024 CODiE Awards. In this EdTech Digest exclusive, hear why she first became drawn to the work of education, how she defines an oft-used phrase, and her thoughts on technology’s role in—and what the future of—learning might look like.
What prompted you to first become involved with technology and learning?
I was drawn to this work because I fundamentally believe in the power of education to shape lives. The best way to make a difference in the world is through a quality education. To do this, all of us at Savvas have dedicated ourselves to supporting educators by developing innovative, high-quality learning solutions that enable all students to succeed. Early in my career, I realized that education technology, when leveraged effectively, could revolutionize the way students learn, just as it has empowered us in our everyday lives. We’ve long been a leader in the digital transformation of K-12 education, including our pioneering use of adaptive technology to provide personalized learning solutions that help educators meet the needs of all learners. Our learning management system, Savvas Realize, — it’s earned more than a dozen edtech innovation awards, including one from EdTech Digest — has been widely recognized as a game-changing platform known for driving innovation and exemplifying the best in edtech solutions. It’s an exciting time to be in the edtech industry. Technology will continue to significantly impact education, especially with the advent of generative AI and the possibility of it taking personalized learning to new heights.
‘It’s an exciting time to be in the edtech industry. Technology will continue to significantly impact education, especially with the advent of generative AI and the possibility of it taking personalized learning to new heights.’
How do you define “next-generation learning,” and why?
There is a simple truth in education that student engagement leads to student achievement. For us, next-generation learning is about combining the power of advanced technology with research-based pedagogy and compelling content to deliver interactive, real-world learning experiences that spark student engagement and drive student achievement. Another important aspect of next-generation learning is enabling differentiated instruction to meet the needs, skills, and interests of individual learners, making education personalized, relevant and engaging to each student. We know that the traditional, one-size-fits-all approach doesn’t work for all learners. That is why at Savvas we make it our mission to design flexible learning solutions that enable teachers to tailor instruction to each student’s distinct learning style and pace, ensuring that they receive personalized support and challenges that align with their abilities and goals. The educators and students who use our learning solutions deserve nothing less.
What does “proven pedagogy” mean to you and the team behind Savvas?
We take great pride in developing the highest-quality instructional materials available in today’s educational marketplace. Proven pedagogy is the very foundation of this. What it means to me, and all of us at Savvas, is that we develop research-based, standards-aligned learning solutions that incorporate the most current educational best practices coupled with compelling, relevant, and accurate content — all developed by dedicated teams of authors who are experts in their fields, working in conjunction with top editors, academic consultants, and teacher reviewers. In order to create our high-quality, evidence-based curriculum, we adhere to strict editorial standards and a rigorous product development process.
‘In order to create our high-quality, evidence-based curriculum, we adhere to strict editorial standards and a rigorous product development process.’
In the end, the gold standard for us is ensuring that the educational solutions we provide our customers prove to be efficacious and improve the educational outcomes and opportunities for all learners. As such, we believe that rigorous research should include multiple studies, creating a large body of research supporting an educational solution. For us, this involves continuously conducting research to measure the effectiveness of a product, as well as gain insights into educators’ experiences in the classroom. We partner with educators and school districts nationwide to constantly evaluate and test our instructional materials and drive development of evidence-based learning solutions. Our extensive research, combined with the feedback we receive from educators and teachers who use our programs, helps inform every step of our product development process, from pedagogy and instructional design to usability and efficacy in the classroom. Our goal is to ensure we deliver the most effective learning solutions that make a positive impact so that every student — no matter where they come from or which school they are in — has an opportunity to achieve their full potential.
What are some important guiding elements involved in helping students become productive contributing adults?
I believe it is important that we impart in young students the skills to help them thrive not just in the classroom but in life. Critical thinking, problem-solving, collaboration, teamwork, and other soft skills are essential for preparing students to navigate the complexities of adulthood. Likewise, encouraging curiosity and a love for lifelong learning can equip students with the mindset they’ll need to continuously adapt and grow.
As a next-generation K-12 education leader, Savvas develops instructional materials that make learning relevant to students’ lives and prepare them for college and career. Our programs challenge students to think more deeply and analytically about what they’ve read, giving them the tools to become critical thinkers and effective communicators, which is especially important in today’s fast-paced digital world. I think it’s important to also provide educators solutions that build upon the strong foundation of knowledge and life skills that they’ve taught their students by delivering personalized pathways to support college and career readiness for their high schoolers. Giving students the ability to “try on” college and earn valuable credit through dual-enrollment courses or take career technical education (CTE) classes to launch their careers is a critical next step to helping high school students become productive adults.
‘Giving students the ability to “try on” college and earn valuable credit through dual-enrollment courses or take career technical education (CTE) classes to launch their careers is a critical next step to helping high school students become productive adults.’
What trends are you looking at (AI, others) with the ‘future of learning’ in mind? And what does that look like to you—what do you see in the next couple of years for Savvas, for learning generally?
We are actively developing ways to use generative AI to create time-saving tools for teachers to reduce their burdensome administrative tasks, such as grading assignments and lesson planning. This will help make their jobs easier and alleviate some of the causes that have led to teacher burnout, allowing them to do what they love most: instructing students.
We are also leveraging AI to generate even more robust data-driven insights to differentiate instruction and enhance the adaptivity of our learning solutions. Another major focus of ours is using AI-powered tools to develop highly sophisticated and, most importantly, reliable “tutorbots” or “coaches” that can provide real-time feedback to students to improve their writing and math skills. The idea is that we want students to get better at literacy and math, and with machine-learning capabilities we can now give them in-the-moment, constructive critiques of their work that can guide them to become stronger at writing and math.
These are just some of the ways we are incorporating AI into our learning solutions. The use of generative AI in K-12 education is going to grow rapidly as more use cases are identified. Looking ahead, I think generative AI offers the potential to provide a deeply personalized learning experience like we’ve never seen before. It will bring to market new solutions to solve real world problems for teachers and learners in ways that were not previously possible. However, like with any new technology, the use of AI’s capabilities as a classroom tool must be pedagogically sound and implemented responsibly, with clear guardrails for its use that prioritize safety, integrity, and efficacy, above all else. Lastly, we must ensure that we keep teachers and students at the center of whatever learning solutions we create. AI may help revolutionize learning but it will never replace the teacher.
Anything you care to add or emphasize concerning edtech, the future of learning, or anything else regarding tech’s role in learning?
Edtech will continue to have a significant role in the future of learning. There’s no doubt about that. However, what I think is really important to point out is that edtech is also now reimagining learning for the future.
‘Edtech will continue to have a significant role in the future of learning. There’s no doubt about that. However, what I think is really important to point out is that edtech is also now reimagining learning for the future.’
We all know it’s vitally important that we prepare today’s students with the skills they will need to be successful in college and the workforce. According to the U.S. Department of Education, 70 percent of jobs will soon require education or training beyond high school. Yet only two in 10 high school students believe they are career-ready, according to a 2021 survey by the Ewing Marion Kauffman Foundation.
Dual-enrollment courses can help fill the gap in college and career readiness by allowing students to simultaneously earn course credit for both high school and college while also exploring career pathways and learning skills needed in the job market. However, logistical challenges in the way these courses have been traditionally offered have often posed barriers to students. For example, in many cases students have long needed to travel to a nearby college — if one even exists in their community — to take a college-level dual-enrollment course.
By utilizing technology, we can eliminate those barriers. Through our acquisition of Outlier, we are now able to offer the millions of students we serve the opportunity to experience the rigor of college courses through high-quality, online dual enrollment courses. Credit for these courses come from the University of Pittsburgh, a top 50 school, and are highly transferable. Since Outlier’s cinematically produced courses are offered asynchronously, students can take them virtually — in the comfort of their own school, at a time that fits conveniently into their high school schedule. What’s really exciting about these state-of-the-art Outlier offerings is that students, no matter where they live, can experience college-level courses taught by professors from Harvard, MIT, NYU and other first-rate institutions without the hassle of leaving their building or missing other classes. There’s nothing else like it on the market that makes earning college credit while in high school so accessible for students, jump-starting learning for their future. Outlier technology is the future of learning, happening now.
AI-powered conversations can reduce belief in conspiracy theories by 20%. Researchers found that AI provided tailored, fact-based rebuttals to participants' conspiracy claims, leading to a lasting change in their beliefs. In one out of four cases, participants disavowed the conspiracy entirely. The study suggests that AI has the potential to combat misinformation by engaging people directly and personally.
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