With a new school year now in full swing, educators are in a bind. They want to implement innovative edtech tools in the classroom but don’t necessarily have the time to research and evaluate solutions before procurement and classroom implementation.
Enter the concept of curated online marketplaces — a potential game-changer in the edtech landscape. These platforms aim to streamline the discovery and evaluation process, putting efficient search capabilities at educators’ fingertips.
To explore this further, EdSurge spoke with Shannie Yeoh, Senior Manager, EdTech Partnerships, Worldwide Public Sector, at Amazon Web Services (AWS). After leading business strategy transformation efforts for systems integrators, Yeoh joined AWS two years ago and now manages go-to-market strategies for edtech partners, helping them drive both growth and revenue. Yeoh shares her excitement about enabling educators to have easy access to tools they need to simplify their day-to-day tasks while creating a stimulating learning environment.
EdSurge: What challenges do you think educators face when they’re researching, evaluating and procuring the right edtech tools?
Yeoh: Finding the right edtech tools, especially in the current environment, is never easy. A recent study from LearnPlatform by Instructure found that school districts access an average of 2,739 distinct tech tools annually. On top of that, an MDR study also shows that teachers are spending an average of seven hours per week just looking for instructional resources to use in classrooms!
There are three main challenges we hear from educators today. One is the rapid pace of innovation in this space. Security and privacy concerns are also a major hurdle since tools must protect the student data and comply with the relevant regulations. Then, obviously, the budget is always a top concern. Finding high-quality, cost-effective solutions that demonstrate clear evidence of their impact is also very crucial.
How are online marketplaces changing the way that educators can discover and access edtech resources?
In the past, educators often had to rely on word of mouth, conferences and their own extensive research to even learn about the new edtech tools; it was a very scattered and fragmented process. But now, with centralized online marketplaces, educators can actually browse and explore a vast catalog of vetted, curated resources in one place.
On top of that, the ability for educators to read the reviews, comparing the different options side by side, has been incredibly valuable. It allows them to make much more informed decisions about what will work best for their students. The fact that many of these platforms, including the AWS Marketplace, also handle procurement and deployment makes the whole process so much easier.
What resources are available to help educators stay informed about emerging edtech trends, and how can those educators maximize their use?
At the end of the day, staying informed and engaged with a tech landscape is vital, but it’s not just about keeping up. It’s about embracing these innovations and figuring out how to leverage them to drive meaningful, transformative change in education.
— Shannie Yeoh
First, I recommend tapping into information and insights available through online communities and professional organizations like ISTE and CoSN. We at AWS have worked closely with CoSN and the Council of Great City Schools to develop the generative AI readiness checklists. For higher education institutions, we have partnered with EDUCAUSE to create a similar checklist specific to colleges and universities.
I also encourage educators to use the EdTech Index in various ways. Teachers can check the Index before requesting products through the district approval process to identify trusted third-party validators. A district-level edtech specialist can use the “My List” feature to compare existing tools with teacher-requested ones that offer similar functionality, providing side-by-side comparisons of critical edtech information.
At the end of the day, staying informed and engaged with a tech landscape is vital, but it’s not just about keeping up. It’s about embracing these innovations and figuring out how to leverage them to drive meaningful, transformative change in education. I think that’s where all the true impact lies.
What emerging technologies or trends do you see as having the greatest potential to transform edtech in the next five years?
I think the first one would be personalized learning powered by generative AI. The ability to leverage AI-driven recommendations and seamless integrations with classroom management systems will allow us to create a truly personalized experience.
I’m also really bullish on the continued evolution of data-driven decision-making, empowering educators to make much more informed, evidence-based choices about the tools and approaches they use.
I’m also excited about the continued advancement of immersive technologies like augmented and virtual realities. These platforms have become more accessible and user-friendly, and I think the potential to create a truly engaging, contextualized educational experience will skyrocket. Imagine being able to explore the surface of Mars or witness historical events firsthand! That level of interactivity and depth of learning is unparalleled.
I think underpinning all this is the growing emphasis on accessibility, equity and inclusivity in edtech. I believe that we’ll see a much stronger focus on designing the products and platforms that serve the needs of all learners regardless of their background and ability. Accessibility can no longer be an afterthought; it has to be a core design principle.
How does AWS gather information about the impact of edtech tools and trends in the education sector, and how does that inform your approach to supporting the edtech industry?
We place a huge emphasis on measuring the real-world impact of the edtech tools and solutions available on our platforms. Areas like chronic absenteeism, staffing shortages and mental health are the three key themes that we have been hearing about, and not just from our own customer base.
We also collaborate extensively with a wide range of industry partners to get a more holistic understanding of the tech landscape. We host regular CEO roundtables and community forums where we can learn directly from education leaders and industry stakeholders about the challenges they are facing and the emerging trends they are seeing.
Groups like HolonIQ provide us with invaluable market research and data that we use to inform our decisions. This comprehensive impact data are then fed directly back into edtech future offerings, allowing us to identify the most effective and transformative tech solutions and double down on what’s working or fix what’s not — really filling in the gaps in this marketplace. Our goal is to continuously evolve and expand our ed tech ecosystem to ensure educators have access to the cutting-edge resources they need to drive student success.
Last year, I presented a paper on using technology in my Arabic class at the Ohio Foreign Language Association summer conference. At the end of my session, a Spanish language teacher opened the discussion by talking about students dismissing her work because it is not an essential subject in the state. This hurt her teaching time, and she wanted to know if I experienced the same phenomenon in my teaching career; without hesitation, I admitted to facing the same problem. As attendees from various languages that Ohio schools shared their experiences, we vented about how often we had to stand up to colleagues to prevent them from pulling students out of our classes and how that devalued our teaching.
In my fifth year of teaching Arabic as a second language, I often reflect on how frequently my subject is undervalued. Sitting at my desk at the end of the day, I recall numerous instances where colleagues said my work was either easy or unimportant because it wasn't a state-tested subject or graduation requirement. They see my class as a convenient time for students to be pulled out for extra assignments in core subjects like math and science. This perception undermines my efforts and sends a troubling message to my students—that learning Arabic, or any subject outside traditional school disciplines, is less meaningful to their learning experience. This also reflects a broader issue that sends a damaging message to students about what’s truly important in their education.
When we devalue the subject areas on the margins of our state-mandated curriculum, we fail to recognize the full range of skills students need for a well-rounded education.
The Struggle for Recognition and Its Impact on Student Identity
In my school, untested and non-mandated subjects face specific constraints and limitations. For example, after reading through the Ohio Department of Education standards, I noticed disparities in budget allocations that limit the availability of Arabic textbooks and materials. This forced me to find creative solutions to provide quality education with limited resources, especially considering that the standards determined by the state of Ohio are united for all the world languages, although each language has its characteristics.
This neglect affects both my teaching and the opportunities available to my students, of which a large majority identify with Arabic heritage or Muslim faith. Because of their identities, parents are motivated to enroll their kids in our school because we offer an Arabic language program; they see the value in learning Arabic to understand their holy scriptures, the Quran and Hadith.
This lack of recognition extends to subjects not tested by the state, like Arabic, which are often undervalued compared to core subjects. In this case, devaluing untested subjects like Arabic in favor of core subjects confuses students about the importance of their heritage and identity. This dismissal can lead students to internalize that their cultural background and language are less valuable, causing a ripple effect on their self-esteem and engagement in school.
Despite all the challenges of teaching Arabic as a subject not tested by the state, I never lose faith in its value for my students. The importance of learning Arabic extends far beyond just language skills; it connects students with their cultural roots, enhances their global awareness and opens doors to opportunities that might otherwise be closed.
The Importance of Learning World Languages
When I first started teaching Arabic, I was so excited about the professional benefits that learning a world language could bring to my students. It wasn't just about them getting a better grade or future job prospects, though that's certainly a big part. As someone who is also bilingual, I’ve experienced firsthand how being fluent in multiple languages can open doors to diverse career opportunities. Speaking Arabic and English has allowed me to connect with people from various backgrounds, enhancing my professional network and expanding my job prospects.
One time, about six years into my teaching career, a former student reached out to share wonderful news. I taught him Arabic in high school, and he had since been admitted to medical school after graduating college. While looking for a side job, he was offered a position in patient outreach — and the reason he stood out among other candidates was his ability to speak both Arabic and English. His bilingual skills made him an asset to the healthcare team, allowing him to connect with and assist a broader range of patients, especially those who spoke Arabic.
This experience not only highlights the personal benefits of learning a world language but the critical role these skills play in real-world scenarios. For him, knowing Arabic wasn’t just an academic achievement; it became a key factor in his professional growth and his ability to serve his community.
Beyond their future careers after high school, I want my students to experience the educational benefits of learning a new language. I've seen how it can enhance cognitive skills, boost cultural awareness, and improve critical thinking. These crucial skills help students become well-rounded individuals, capable of navigating our multicultural world with ease and empathy. When I see my students engage in learning Arabic, they gain not only language skills but also a deeper understanding of their cultural heritage, which is essential for their identity and academic motivation.
The focus on core subjects only means that students miss out on exploring diverse fields of knowledge, limiting their future career options and cultural understanding. The missed opportunities are significant, and it's frustrating to see them when I know how enriching learning a new language can be.
Embracing and Valuing Every Subject Equally
Recognizing and valuing the benefits of learning subjects not tested by the state, such as Arabic, is crucial for creating an enriching educational environment. My personal experience as a bilingual educator highlights how vital it is to support all subjects, including those that are not a part of state testing requirements. To address this issue, we need a shift toward a more holistic educational approach that values all subjects equally. This means advocating for policies that provide resources and recognition for untested subjects, ensuring they are treated with the same importance and resources as core subjects.
Administrators should champion this change by promoting the significance of these subjects and integrating them more fully into the curriculum. Schools could develop initiatives to highlight the value of untested subjects, ensuring they are given adequate time and resources, which would help students and teachers alike appreciate their worth.
This issue is deeply personal to me, not just as an educator but also as a mother who wants her children to grow up in a school system that values all subjects equally, not just those deemed worthy by state standards. I want my children and all students to experience an education where every subject is given the importance it deserves, allowing them to develop a well-rounded understanding of the world.
By embracing and supporting all subjects, we can bridge the gap between students' diverse needs and the rigid academic priorities often set by the system. This is not just about education—it's about shaping students who feel seen, respected and empowered in their learning journey.
Unlike North Carolina’s K-12 schools or community colleges, child care programs aren’t consolidated under a public system. That makes it harder for early childhood programs to acquire funding and coordinate recovery from disasters such as Hurricane Helene, creating short- and long-term effects on children, families and communities.
The longer it takes for young learners to return to their early care and learning settings, the longer it takes for their families to resume regular working schedules. Young children thrive on that regularity, and their healthy development depends on trusted and caring relationships with caregivers and educators during this critical period.
Without a unified public system for early care and learning, local, state and national organizations — as well as individuals in communities across Western North Carolina — are providing resources and ways to address short-term needs and long-term recovery of the early childhood community.
Here are some of the models, strategies and resources supporting the recovery of young children, families and child care programs in Western North Carolina.
Reopening Without Water, Usual Requirements
The state has loosened child care licensing requirements for affected counties, both through relief legislation and Gov. Roy Cooper’s Oct. 9 executive order.
Programs that sustained damage or lack access to services are working with licensed child care consultants from the Division of Child Development and Early Education (DCDEE) to create emergency plans to reopen without meeting usual requirements but still maintain safety for children.
In Buncombe County, programs have been navigating how to open without access to drinking water. In larger centers with large kitchens, boiling water has been an option. For smaller centers and home-based programs, providers are using bottled water for hand-washing and drinking.
And starting at the end of October, FEMA and the National Guard are delivering potable water to licensed programs in the county, said Jenny Vial, director of child care resources at Buncombe Partnership for Children.
About a third of programs in the county have reopened, Vial said. Another third were planning to open by the end of October. Programs are creating emergency plans that are reviewed by local environmental health staff. If a plan is approved, child care consultants have allowed programs to reopen, Vial said.
“We’re seeing lots of creative solutions,” Vial said.
Water has come in donations of pallets from community members and businesses. One center figured out how to connect large containers of water to their plumbing so they could use their sinks. Most have been dumping water bottles into dispensers.
She said resources for future emergencies, including plans to ensure child care can reopen after disasters, are needed so families can rebuild.
“Early childhood education is an essential part of infrastructure,” Vial said. “As much as we want to be considered educators, and we are educators, we are also a basic service.”
Reopening in School Buildings
Hurricane Helene destroyed Burke County’s two largest child care centers, displacing about 250 children from their learning environments and impeding parents from working. In the weeks after Helene, Burke County Public Schools was able to provide classroom space for about 170 of those students on the campuses of Salem Elementary and Oak Hill Elementary.
One reason Burke County Public Schools could help so quickly was the strength of the district’s relationship with Burke County Smart Start, a nonprofit that supports licensed child care programs and early childhood development.
Working with a DCDEE licensing consultant, Burke County Smart Start determined that the school setting didn’t meet the criteria for serving infants and toddlers, but could accommodate children 3 years and older under temporary licenses without some of the usual regulatory requirements. A local church plans to provide classroom space for displaced infants and toddlers.
The child care programs signed memorandums of understanding with the district for 90 days, during which the district will not charge for rent or utilities. The programs are buying food from the district for children to eat at the cafeteria through the federal Community Eligibility Provision program.
Emergency Child Care Sending Volunteers
The National Emergency Child Care Network is a corps of volunteers who are vetted and trained to respond to child care emergencies. The network is sending volunteers to Western North Carolina to respond to short-term child care needs for families.
“We want to be the 911 for child care,” said Silke Knebel, founder and CEO of the organization, who lives in Durham and is building the model in North Carolina for everyday emergencies before expanding it across the country.
The network is deploying volunteers to help with such short-term needs as a few hours of care for displaced families as they navigate paperwork, jobs or clean-up, or extra support for child care programs, schools and other organizations as they reopen without their usual staff.
State Assistance via Smart Start
The legislature allocated $10 million for child care recovery in its second Helene relief package released on Oct. 24. The funds are allocated to the Department of Health and Human Services to be disbursed through the local Smart Start partnerships for affected child care centers and family child care homes.
The committee report says the funds should be used “to provide assistance in reopening and maintaining operations, including, but not limited to, cleaning, repairs, and relocating.”
“We are deeply grateful for the $10 million from the NC General Assembly to the western Smart Start local partnerships to provide crucial support to the unsung heroes, our dedicated providers and teachers at child care centers and family child care homes affected by Hurricane Helene,” said Amy Cubbage, president of the North Carolina Partnership for Children (NCPC), in an emailed statement.
The bill directs NCPC, Smart Start’s statewide umbrella organization, to give the funding to the local partnerships in affected communities.
“This funding is critical to restore services and ensure that children and families can return to stable early care and education environments,” Cubbage said. “Together, with many others in the private and public sectors, we can rebuild and strengthen our communities.”
Gov. Roy Cooper’s relief package, released one day before the state’s bill, included $36 million for child care relief.
Smart Start partnerships throughout the region have coordinated to assess needs, distribute donations, and connect providers with funding and temporary locations.
At the beginning of October, the Boone Area Chamber of Commerce Foundation allocated $125,000 to go toward tuition payments for licensed child care programs in Watauga County. The funds are being distributed to centers and family child care homes by the Children’s Council of Watauga County, the local Smart Start partner.
“Our foundation board felt this was a direct way to ensure stability in the critical early childhood industry, while also freeing up cash for families to cover other storm-related expenses,” said David Jackson, president and CEO of the Boone Area Chamber of Commerce.
Disaster Relief Grants and Funds
Child care nonprofits, including Smart Start partnerships, are eligible to apply for grants from the Emergency and Disaster Response Fund (EDRF) being administered by the Community Foundation of Western North Carolina (CFWNC).
These $25,000 grants are being awarded on a rolling basis and should be for “frontline human service needs,” according to the CFWNC website. That includes nonprofit early care and learning programs.
There is also specific funding support available to home-based providers. Home Grown, a national collaborative of funders committed to improving the quality of and access to home-based child care, has seeded a fund with $150,000 to make direct payments of $800 to $1,500 to home-based educators who were operating or offering care as of mid-September. Eligible caregivers include:
Licensed family child care homes.
Licensed centers in residence.
Family, friend and neighbor caregivers.
Grandparents who provide regular child care.
Providers and caregivers can access support via an invitation and application link from a partnering child care network, including Smart Start of Transylvania County, El Telar, and the Family Childcare and Center Enrichment Foundation (which is is also conducting a needs assessment for home-based providers in Western North Carolina). For more information about the Home Grown fund, email: EmergencyFund@homegrownchildcare.org.
Save the Children Funding, Training on Child Care Recovery
Save the Children, a global humanitarian aid nonprofit, has specialized in early childhood disaster recovery since Hurricane Katrina. The organization is raising funds and providing support to families, child care providers and local early childhood organizations in the region.
“Our North Star is really to mitigate that learning loss,” said Militza Mezquita, senior adviser for education in emergencies at the organization. “Kids from Hurricane Katrina; they did a longitudinal study, and they just never recovered educationally.”
Mezquita said the organization is assessing hundreds of programs across the region with varying needs. The organization provides a train-the-trainer program to early childhood leaders like licensing consultants to help child care programs through the recovery process, including how to determine relief funding eligibility and access funds.
Their priority is for-profit centers and home-based providers that are ineligible for FEMA assistance and often don’t have consistent funding streams.
“Ten to 15 percent of child care providers after a disaster will close forever, and then you’re talking about kids that don’t have seats, kids that are now without quality care, and it just creates a downward spiral, economically and educationally for these kids,” Mezquita said. “Our for-profit child care centers are the most vulnerable in a disaster because they don’t have as many resources as one would think, and so we really work with them to understand where to go.”
In addition, the organization provides trainings that support providers and early childhood leaders in psychosocial recovery, and how best to support the children they serve in the months and years ahead.
“What we do know is that we’re going to be there for the long term,” Mezquita said.
Veteran multimedia producer and professor Lynn Rogoff has long experimented with ways to bring history alive for young people. So as she saw the rise of AI tools, she was quick to try them.
In her latest film, “Bird Woman: Sacagawea,” viewers not only watch the story of Sacagawea — the young woman from the Soshone tribe who helped guide the Lewis and Clark Expedition back in 1804 — they can chat with her and ask questions about her life.
At least, they can chat with an animated version of Sacagawea, as well as a series of other historical figures depicted. The film, which began as an audio documentary, is also animated with AI-generated characters.
The animation style is meant to look like something that might be in the latest consumer video game. “We wanted to go where the kids are, where they are on the computers with their games or on their PlayStations,” Rogoff told EdSurge.
Rogoff argues that just like in a video game, viewers will be more engaged when they are given the chance to interact with the animated versions themselves rather than just sit back and watch. “That's why gaming became such a big genre, is because you're in it. It's an interactive experience,” she adds.
But the film and chatbots also raise questions about whether AI chatbots are ready for the classroom, or whether they risk perpetuating stereotypes or stating incorrect facts due to the tendency for the technology to “hallucinate.”
And some educators worry that as more companies offer chatbot stand-ins for historical figures, students will spend less time diving into the raw materials of history themselves to draw their own conclusions.
“I want to see people looking at primary resources. I don't want to see it going through a filter,” says Jared Ten Brink, a doctoral student in education at the University of Michigan and a member of the Nottawaseppi Huron Band of the Potawatomi. “If this is for a high school audience, I definitely want them reading journals and looking at primary resources more, and not engaging through the filter of a chatbot.”
For Rogoff, though, the goal is to inspire young people to get interested enough in the subject matter to want to engage with primary materials.
“The Lewis and Clark journals are not easy reading,” she says, noting that the language can feel stilted or out of context to today’s readers. “If you can capture a student’s imagination, and for them to be interested in discovering the stories of American history or any other history, then I think you have a lifelong learner.”
Hear more from both Rogoff and Ten Brink on the pros and cons of chatbots in teaching on this week’s EdSurge Podcast.
Walberto Flores EdTech Coordinator, Highlands International School San Salvador
Artificial intelligence has entered our classrooms — sometimes invited and other times not — leaving educators to ask essential questions about its implementation and impact. Teachers are exploring how AI can be used to redefine learning experiences, strengthen student-teacher relationships and support students as ethical AI users and creators.
Recently, I spoke with several teachers regarding their primary questions and reflections on using AI in teaching and learning. Their thought-provoking responses challenge us to consider not only what AI can do but what it means for meaningful and equitable learning environments. Keeping in mind these reflections, we can better understand how we move forward toward meaningful AI integration in education.
Walberto Flores: How might we redefine teaching and learning?
The real question is not just about what tasks AI can help us do faster or more easily, but rather, what educators should be doing — and how AI can assist us in achieving those goals.
Ann David Associate Professor, University of the Incarnate Word, Teacher Education Program
Using AI is not about repeating what we already do but about challenging ourselves to do what we should. It’s not about doing things faster but about doing the essentials and doing them well. The innovation AI offers isn’t found in the technology itself but in how much better it can help us become as educators.
We should be asking how AI can help us provide more meaningful time for our students, foster authentic relationships and serve as role models for them to become better people.
Ann David: What about teacher and student relationships?
Whatever the next/newest technology, from paper to AI, the relationship between students and teachers has always been central to learning. As AI begins to take on more tasks, like lesson plans, worksheets and emails to parents, this is an opportunity to refocus on what AI can’t replicate: the rapport between a teacher and student that is essential for learning.
Hue-An Wren Teacher, Garden Grove Unified School District
New technologies often pull teachers, administrators and schools away from that focus. I piloted a smart board in the early 2000s. Did it do more than my chalkboard? Yes, but I still needed to know my students. Relationships are often the solution to real challenges. If AI can make more space for teacher-student relationships in the learning process, that’s an unquestionable good.
Hue-An Wren: How can we use AI to create student-centered practices?
This technology gives us the opportunity to shift away from outdated teaching practices that no longer serve today’s students and better prepare them for the future. Student-centered learning allows us to guide all learners at the pace they need and want, and AI can help us overcome existing hurdles so that we can move toward a more personalized learning experience.
AI tools have already proven useful for improving teacher productivity and fostering student creativity. We need to encourage more conversations about these benefits in ways that are not intimidating. ISTE’s infographic on using AI in the classroom can be a handy resource to facilitate discussion among educators.
Pattie Morales Instructional Technology Specialist, Indian Community School
Pattie Morales: How can we empower students to use AI ethically within and beyond the classroom?
To ensure that students are empowered not only to ethically use AI but also to understand how it’s made, we have to start with a focus on creating a progression of skills from Kindergarten to 12th grade that covers understanding and exploring machine learning and key concepts around student AI use, such as ethics and data privacy. This progression should also include real-world scenarios and design thinking projects where students build AI tools using code.
Hannah Davis Ketteman: As we dive head-first into a future where generative AI answers our questions, our students — though tech-savvy — often overlook what happens behind the scenes, such as where their data goes and who owns it. While AI is useful, it’s important to remember that these interactions are driven by data and lack empathy, compassion and human understanding. As information increasingly becomes currency, we must stay mindful of our humanity, knowing that our values and connections truly make us whole.
Hannah Davis Ketteman Digital Learning Coach, Temple ISD
Schools need to create intentional, acceptable use policies and explicitly teach students about data privacy, digital citizenship, technology biases and the power of critical thinking. If we can address these questions, I think we are really doing our jobs: engaging students in real-world experiences while guiding them through difficult issues.
Betzabe Orenos: How can students make the case for AI use in the classroom?
It’s a valid question that even my high school students ask. They observe teachers using AI for lesson planning, providing feedback and generating project ideas. This raises a question of fairness: If teachers rely on AI, why can’t students? It prompts educators to personalize AI-generated content and foster an open dialogue on AI use. It’s exciting to see students eager to engage in these conversations. They want to advocate for AI in the classroom but also understand how to use it ethically, responsibly and productively.
Betzabe Orenos High School Technology Teacher and Instructional Coach, Colegio Decroly Americano
Mentoring both teachers and students in ethical and responsible AI use is key. Teachers need to model best practices and allow students to explore AI’s potential and ethical implications. Without this space, AI might continue to be seen as just a cheating tool rather than an opportunity for students to learn and innovate under guidance.
Empowering the Next Generation With Responsible AI Practices
As teachers and students explore the world of AI together, how we handle this technology in classrooms today will have a lasting impact on society. By encouraging ethical use, responsible choices and a focus on relationships, we’re preparing students to interact thoughtfully with AI, both now and in the future.
Teachers play a key role in showing how AI can be used in learning while still keeping fairness, empathy and ethics at the center. As students start advocating for AI in their education, they’re also learning to think about its broader impact. Through these classroom experiences, we can make sure AI is used for good — helping not just individuals but entire communities.
The discussions we’re having with students today will empower them to create a future where AI improves learning, encourages creativity and supports responsible digital habits. By embracing AI in thoughtful ways, both teachers and students are laying the foundation for a more equitable and compassionate technological world.
In 2024, if you want to make a dinner reservation, you’re very likely to open an app on your phone, input a few details and then filter your results to see which restaurants have availability for your party size, date and time.
If you want to find child care, on the other hand, good luck.
In most states, you can visit a website and see a map of providers in your area, along with some basic information about them — ages served, operating hours, quality rating — but details about their enrollment availability is often either not listed or long out-of-date.
A quick search on Colorado’s state-run child care dashboard, for example, populates a number of quality-rated providers who accept infants within five miles of this author’s home address. Yet some of those providers haven’t updated their openings since June 2023, or even August 2022. The infants who were enrolled, when that availability was posted, are not even infants anymore.
That’s about as useful as perusing Google Maps to find a restaurant that, fingers crossed, may take a reservation for a party of four next Friday night at 7 p.m. It’s one thing to know that a restaurant exists; it’s another for that restaurant to be able to accommodate you when and how you need it.
This is a trend that many in early care and education have noted and admonished. Today, people can buy a car online. They can find their next house on Zillow. But they can’t search for available child care near them.
Why is it a fist fight to find child care? It shouldn’t be that hard. Technology should make this easier.
— Amy Smigielski
“Why is it a fist fight to find child care?” asks Amy Smigielski, early care and education manager at Resultant, a data analytics firm that recently led a major overhaul of Iowa’s child care search function. “It shouldn’t be that hard. Technology should make this easier.”
In August, after $5 million and a couple of years of behind-the-scenes development, Iowa launched Child Care Connect (C3), a free tool that offers families “near-real-time” insight into child care providers’ availability.
The goal was to create a dashboard that is about as simple and effective as Resy or OpenTable — but for families seeking child care, explains Smigielski.
Iowa’s new system is a recent and sophisticated example of what modern technology can do to improve families’ experience of finding child care. It’s far from the only one, though. Maryland, Arizona and a handful of other states have also invested in refreshes of their child care search systems, making for a smoother user experience for families.
But even better, according to those involved, is that these new systems, on the backend, give local and state officials more insight into the true supply-side challenges and realities of the early care and education sector. They’re able to drill down and determine if a certain community lacks, say, any licensed programs at all, or has a severe shortage of infant care but a surplus of toddler slots. State and business leaders hope that, with this information, they can make more targeted investments in the field.
Making Connections
Iowa’s old search system could tell families where early care and education programs were. That wasn’t the issue, says Ryan Page, director of child care for the Iowa Department of Health and Human Services. The problem was families couldn’t see availability.
“I can give you a list of 20 providers, but if 19 don’t have slots, that’s time off you as a parent,” she says, meaning that parents were having to call and check in with all 20 providers only to find that most didn’t have openings.
The idea to create a better statewide platform to aid families in finding care came out of recommendations released in fall 2021 from a task force created by Iowa Gov. Kim Reynolds, according to Page.
The platform would also benefit providers, adds Tami Foley, a policy program manager at Iowa’s HHS who has overseen the C3 project. Child care programs suffer when they have prolonged vacancies. And sometimes that’s just an information gap. There may be families seeking care and providers seeking children to fill empty slots, but they just aren’t finding each other.
“If they don’t have every seat or slot available filled,” Foley says of providers, “that really impacts their bottom line.”
Iowa HHS began working with Resultant and Iowa State University to build out a solution.
“The magic of all of this,” Smigielski of Resultant says, “was all of this information exists already. The secret was connecting everybody.”
Many early care and education providers were already using child care management systems (CCMSs) for tasks such as tracking enrollment, keeping up with daily attendance and submitting invoices. Leaders in Iowa decided to build pathways (mostly through application programming interfaces, or APIs) to two major CCMS vendors, which would in turn allow the state to receive aggregate information about how many seats are available in a given program each day. It was the state’s solution to integrating public and private systems and getting them to share information with one another, but without placing an additional burden on providers.
The data refreshes every night and is immediately reflected on the C3 website, giving families insights into which programs can accommodate them right now.
For providers who use a different CCMS or none at all, the state sends out a digital form every month asking them to update their availability. (Iowa is also working on building data bridges to more CCMS vendors, to increase provider participation, Page says.)
Paige Smothers, the owner and director of Sprouts Early Learning Academy in Carlisle, Iowa, has been filling out the vacancy form every month since May, she says. When she opens the form, it shows her her answers from last month’s check-in and asks if the information is still accurate, with responses broken down by children’s ages. If the answer is yes, she says so and submits the form. If the answer is no, it directs her to update the numbers, based on ages and full-time/part-time status.
“It probably takes me three to five minutes to do,” she says. “It’s very, very user-friendly.”
Smothers’ program, in Carlisle, is about 10 minutes outside of Des Moines by car and less than a mile off the main highway. Child Care Connect allows families to search for care along their route to work — which, for many, includes going from a suburb into the city. That function helps families look for care in a larger geographic area, without adding time to their commute.
It’s also quite helpful for programs like Sprouts.
“This opens up a lot of opportunities for us as a business,” says Smothers. “[Families] are able to see smaller communities like Carlisle where there may be more vacancy for their child. … They can literally make a two-minute pit stop, hop back on the highway and get to work.”
With Iowa Child Care Connect, families can search for early care and education programs nearby and along their route to work.
‘Momentum Is Growing’
Because Iowa’s Child Care Connect just launched, it’s still early to know how parents are using and benefiting from the platform.
In Maryland, however, a refreshed child care portal has been up and running for about two years.
The Maryland Family Network, a statewide nonprofit that provides resources to families during a child’s first five years, partnered with technology platform Upfront to update the state’s child care search tool, called LOCATE.
Today, LOCATE looks like a child care search function built for the modern age. As of February, Upfront has been requesting vacancy data once a month from the more than 6,000 providers who are listed on the platform. Their responses are integrated into what families see.
Kaitlyn Wilson, a mother of six living in Rosedale, Maryland, just outside of Baltimore, used LOCATE at the end of the summer to find child care for her two youngest, ages 2 and 4.
She had a few criteria in her search, so she set filters accordingly: her children’s ages, within a certain distance from her home, and accepting state child care subsidies.
The results populated, and she could see in the preview, marked by a green icon next to “Open Spots,” which programs had current availability. (Providers who have not responded to the latest monthly vacancy prompt will not show “Open Spots,” to keep data as up-to-date as possible, according to Upfront founder and CEO Dana Levin-Robinson.)
Earlier this year, Upfront began collecting vacancy data from more than 6,000 Maryland child care providers. It allows families to see which programs have "open spots" during their search.
Wilson describes the platform as “super easy to use.”
She contacted a few of the programs that fit her needs, and just a few weeks ago, her children started preschool at one of the options she found through LOCATE.
“I really, really love it,” she says. “Their teachers are wonderful. The facility is great.”
Upfront has also been working with Arizona, whose new child care search will launch in November, and a state on the East Coast that is not yet named publicly, says Levin-Robinson.
Resultant, too, is working with two other states at the moment — a midwestern state and one in New England, Smigielski says.
If you think about how much easier it is to do things the way it’s always been done, versus changing and trying new things, the fact that this is happening in all these different states is awesome.
— Mia Pritts
That’s on top of a number of other companies that offer similar early care and education services and are working with a handful of other states right now, says Mia Pritts, an early childhood consultant working with Opportunities Exchange, an organization that is helping to drive this work forward.
“Momentum is growing,” says Pritts. “If you think about how much easier it is to do things the way it’s always been done, versus changing and trying new things, the fact that this is happening in all these different states is awesome.”
Benefits of Better Data
The public-facing side of these efforts is all about creating a smoother experience for families seeking out child care. But the work behind the scenes, those involved say, is arguably even more important and promising.
All of the information funneling through these new backend data systems, like Upfront and Resultant, is helping state leaders better understand the gaps in their child care systems.
“One of the biggest deficits we have in addressing the child care shortage is an utter lack of information about what we need,” says Smigielski of Resultant.
Maps showing child care shortages — or the popularly termed “child care deserts” — are based on old census data, Smigielski and others explain. They are rough estimates, at best.
Pritts predicts that what states will find, from these data-driven views into their state care capacities, is that some communities dubbed “child care deserts” are far from it, and others that have been overlooked may finally get some attention.
In just the first couple of months after Upfront began collecting vacancy data from providers, Levin-Robinson says, the company identified 2,000 child care slots the state had not previously known existed.
“I jokingly call us a supply optimizer,” she says.
These systems could also, Smigielski points out, help state leaders make an argument to the federal government that they need more funding. And they could help states distribute the funds they get every year from the federal government in a more intentional way, making sure that dollars are flowing in the direction of need.
“This is a tool for lawmakers [and] communities to look and say, ‘My gosh, we need 100 infant slots in our community,’” explains Page of Iowa HHS. It can also drive decision-making in the case of an employer who is, say, looking to open a new branch in a different part of the state, she adds. Because labor participation and child care are so intertwined, it’s helpful for employers to be able to ask and answer, If I plan to hire 200 employees in this mid-sized town, will there be enough child care slots to accommodate all of them?
Sheri Penney, employer engagement director at the Iowa Women’s Foundation, says the new database is able to “get into the weeds” in a way that wasn’t possible previously. “It gives us this more accurate picture.” In the short time that the data has been available, Penney has been introducing it to community leaders, saying it’s her “first stop” now in every meeting.
Some of this supply-side work is still somewhat theoretical — these projects are in their infancy, after all — but there’s plenty of potential. And in the meantime, families and providers are already benefiting from the new front-facing experience.
In fact, says Smigielski, for families in Iowa, now finding available child care is almost as easy as making a dinner reservation.
Once upon a time, educators worried about the dangers of CliffsNotes — study guides that rendered great works of literature as a series of bullet points that many students used as a replacement for actually doing the reading.
Today, that sure seems quaint.
Suddenly, new consumer AI tools have hit the market that can take any piece of text, audio or video and provide that same kind of simplified summary. And those summaries aren’t just a series of quippy text in bullet points. These days students can have tools like Google’s NotebookLM turn their lecture notes into a podcast, where sunny-sounding AI bots banter and riff on key points. Most of the tools are free, and do their work in seconds with the click of a button.
Naturally, all this is causing concern among some educators, who see students off-loading the hard work of synthesizing information to AI at a pace never before possible.
But the overall picture is more complicated, especially as these tools become more mainstream and their use starts to become standard in business and other contexts beyond the classroom.
And the tools serve as a particular lifeline for neurodivergent students, who suddenly have access to services that can help them get organized and support their reading comprehension, teaching experts say.
“There’s no universal answer,” says Alexis Peirce Caudell, a lecturer in informatics at Indiana University at Bloomington who recently did an assignment where many students shared their experience and concerns about AI tools. “Students in biology are going to be using it in one way, chemistry students are going to be using it in another. My students are all using it in different ways.”
It’s not as simple as assuming that students are all cheaters, the instructor stresses.
“Some students were concerned about pressure to engage with tools — if all of their peers were doing it that they should be doing it even if they felt it was getting in the way of their authentically learning,” she says. They are asking themselves questions like, “Is this helping me get through this specific assignment or this specific test because I’m trying to navigate five classes and applications for internships” — but at the cost of learning?
It all adds new challenges to schools and colleges as they attempt to set boundaries and policies for AI use in their classrooms.
Need for ‘Friction’
It seems like just about every week -— or even every day — tech companies announce new features that students are adopting in their studies.
Just last week, for instance, Apple released Apple Intelligence features for iPhones, and one of the features can recraft any piece of text to different tones, such as casual or professional. And last month ChatGPT-maker OpenAI released a feature called Canvas that includes slider bars for users to instantly change the reading level of a text.
Marc Watkins, a lecturer of writing and rhetoric at the University of Mississippi, says he is worried that students are lured by the time-saving promises of these tools and may not realize that using them can mean skipping the actual work it takes to internalize and remember the material.
“From a teaching, learning standpoint, that's pretty concerning to me,” he says. “Because we want our students to struggle a little bit, to have a little bit of friction, because that's important for their learning.”
And he says new features are making it harder for teachers to encourage students to use AI in helpful ways — like teaching them how to craft prompts to change the writing level of something: “It removes that last level of desirable difficulty when they can just button mash and get a final draft and get feedback on the final draft, too.”
Even professors and colleges that have adopted AI policies may need to rethink them in light of these new types of capabilities.
As two professors put it in a recent op-ed, “Your AI Policy Is Already Obsolete.”
“A student who reads an article you uploaded, but who cannot remember a key point, uses the AI assistant to summarize or remind them where they read something. Has this person used AI when there was a ban in the class?” ask the authors, Zach Justus, director of faculty development at California State University, Chico, and Nik Janos, a professor of sociology there. They note that popular tools like Adobe Acrobat now have “AI assistant” features that can summarize documents with the push of a button. “Even when we are evaluating our colleagues in tenure and promotion files,” the professors write, “do you need to promise not to hit the button when you are plowing through hundreds of pages of student evaluations of teaching?”
Instead of drafting and redrafting AI policies, the professors argue that educators should work out broad frameworks for what is acceptable help from chatbots.
“It is very good at making two-dimensional bureaucracy more approachable."
— Bonni Stachowiak
But Watkins calls on the makers of AI tools to do more to mitigate the misuse of their systems in academic settings, or as he put it when EdSurge talked with him, “to make sure that this tool that is being used so prominently by students [is] actually effective for their learning and not just as a tool to offload it.”
Uneven Accuracy
These new AI tools raise a host of new challenges beyond those at play when printed CliffsNotes were the study tool du jour.
One is that AI summarizing tools don’t always provide accurate information, due to a phenomenon of large language models known as “hallucinations,” when chatbots guess at facts but present them to users as sure things.
When Bonni Stachowiak first tried the podcast feature on Google’s NotebookLM, for instance, she said she was blown away by how lifelike the robot voices sounded and how well they seemed to summarize the documents she fed it. Stachowiak is the host of the long-running podcast, Teaching in Higher Ed, and dean of teaching and learning at Vanguard University of Southern California, and she regularly experiments with new AI tools in her teaching.
But as she tried the tool more, and put in documents on complex subjects that she knew well, she noticed occasional errors or misunderstandings. “It just flattens it — it misses all of this nuance,” she says. “It sounds so intimate because it’s a voice and audio is such an intimate medium. But as soon as it was something that you knew a lot about it’s going to fall flat.”
Even so, she says she has found the podcasting feature of NotebookLM useful in helping her understand and communicate bureaucratic issues at her university — such as turning part of the faculty handbook into a podcast summary. When she checked it with colleagues who knew the policies well, she says they felt it did a “perfectly good job.” “It is very good at making two-dimensional bureaucracy more approachable,” she says.
Peirce Caudell, of Indiana University, says her students have raised ethical issues with using AI tools as well.
Others, she adds, worry about how much data users end up giving AI companies, especially when students use free versions of the tools.
“We're not having that conversation,” she says. “We're not having conversations about what does it mean to actively resist the use of generative AI?”
Even so, the instructor is seeing positive impacts for students, such as when they use a tool to help make flashcards to study.
And she heard about a student with ADHD who had always found reading a large text “overwhelming,” but was using ChatGPT “to get over the hurdle of that initial engagement with the reading and then they were checking their understanding with the use of ChatGPT.”
And Stachowiak says she has heard of other AI tools that students with intellectual disabilities are using, such as one that helps users break down large tasks into smaller, more manageable sub-tasks.
“This is not cheating,” she stresses. “It’s breaking things down and estimating how long something is going to take. That is not something that comes naturally for a lot of people.”
How often do you come in contact with a conspiracy theory?
Maybe on occasion, when you flip through TV channels and land on an episode of “Ancient Aliens.” Or perhaps when a friend from high school shares a questionable meme on Facebook.
How confident are you in your ability to tell fact from fiction?
If you’re a teen, you could be exposed to conspiracy theories and a host of other pieces of misinformation as frequently as every day while scrolling through your social media feeds.
That’s according to a new study by the News Literacy Project, which also found that teens struggle with identifying false information online. This comes at a time when media literacy education isn’t available to most students, the report finds, and their ability to distinguish between objective and biased information sources is weak. The findings are based on responses from more than 1,000 teens ages 13 to 18.
“News literacy is fundamental to preparing students to become active, critically thinking members of our civic life — which should be one of the primary goals of a public education,” Kim Bowman, News Literacy Project senior research manager and author of the report, said in an email interview. “If we don’t teach young people the skills they need to evaluate information, they will be left at a civic and personal disadvantage their entire lives. News literacy instruction is as important as core subjects like reading and math.”
Telling Fact from Fiction
About 80 percent of teens who use social media say they see content about conspiracy theories in their online feeds, with 20 percent seeing conspiracy content every day.
“They include narratives such as the Earth being flat, the 2020 election being rigged or stolen, and COVID-19 vaccines being dangerous,” the News Literacy Project’s report found.
While teens don’t believe every conspiracy theory they see, 81 percent who see such content online said they believe one or more.
Bowman noted, “As dangerous or harmful as they can be, these narratives are designed to be engaging and satisfy deep psychological needs, such as the need for community and understanding. Being a conspiracy theorist or believing in a conspiracy theory can become a part of someone’s identity. It’s not necessarily a label an individual is going to shy away from sharing with others.”
At the same time, the report found that the bar for offering media literacy is low. Just six states have guidelines for how to teach media literacy, and only three make it a requirement in public schools.
Less than 40 percent of teens surveyed reported having any media literacy instruction during the 2023-24 school year, according to the analysis.
Credible Sources
As part of gathering data for the report, teens were asked to try their hand at distinguishing between different types of information they might encounter online. They were also challenged to identify real or fake photos and judge whether an information source is credible.
The study asked participants to identify a series of articles as advertisements, opinion or news pieces.
More than half of teens failed to identify branded content — a newsy-looking piece on plant-based meat in the Washington Post news app — as an advertisement. About the same amount didn’t realize that an article with “commentary” in the headline was about the author’s opinion.
They did better at recognizing Google’s “sponsored” results as ads, but about 40 percent of teens said they thought it meant those results were popular or of high quality. Only 18 percent of teens correctly categorized the information in all three examples.
In another exercise, teens were asked to identify which of two pieces of content about Coca-Cola’s plastic waste was more credible: a press release from Coca-Cola or an article from Reuters. The results were too close for comfort for the report, with only 56 percent of teens choosing the Reuters article as more trustworthy.
Brand recognition could have played a role in teens’ decision to choose Coca-Cola over Reuters, Bowman says, a feeling that a more-recognizable company was more credible.
“Whatever the reason, I do think news organizations engaging young people on social media and building up trust and recognition there could have the potential to move the needle on a question like this in the future,” Bowman said.
Checking the Facts
Where teens did feel confident spotting hoaxes was with visuals.
Two-thirds of study participants said they could do a reverse Google image search to find the original source of an image. About 70 percent of teens could correctly distinguish between an AI-generated image and a real photograph.
To test teens’ ability to spot misinformation, they were asked whether a social media photo of a melting traffic light was “strong evidence that hot temperatures in Texas melted traffic lights in July 2023.”
Most teens answered correctly, but about one-third still believed the photo alone was strong evidence that the claim about melting traffic lights was true.
Bowman said that the fact that there was no difference in students’ performance when results were analyzed by their age leaves her wondering if teens “of all ages have received the message that they can’t always believe their eyes when it comes to the images they see online.”
“Their radars seem to be up when it comes to identifying manipulated, misrepresented, or completely fabricated images,” Bowman continued. “Especially with the recent advancements and availability of generative AI technologies, I wonder if it may be harder to convince them of the authenticity of a photo that is actually real and verified than to convince them that an image is false in some way.”
When it came to sharing on social media, teens expressed a strong desire to make sure their posts contained correct information. So how are they fact-checking themselves, given a minority of teens actively follow news or have taken media literacy classes?
Among teens who said they verify news before sharing, Bowman said they’re engaged in lateral reading, which she described as “a quick internet search to investigate the post’s source” and a method employed by professional fact-checkers.
Given a random group of teens, Bowman posited they would most likely use much less effective ways of judging a source’s credibility, based on factors like a website’s design or URL.
“In other words, previous research shows that young people tend to rely on outdated techniques or surface-level criteria to determine a source’s credibility,” Bowman explained. “If schools across the country implemented high-quality news literacy instruction, I am confident we can debunk old notions of how to determine credibility that are no longer effective in today’s information landscape and, instead, teach young people research-backed verification techniques that we know work.”
Actively Staying Informed
While conspiracy theories surface commonly for teens, they’re not necessarily arming themselves with information to stave them off.
Teens are split on whether they trust the news. Just over half of teens said that journalists do more to protect society than to harm it. Nearly 70 percent said news organizations are biased, and 80 percent believe news organizations are either more biased or about the same as other online content creators.
A minority of teens — just 15 percent — actively seek out news to stay informed.
The study also asked teens to list news sources they trusted to provide accurate and fair information.
CNN and Fox News received the most endorsements, with 178 and 133 mentions respectively. TMZ, NPR and the Associated Press were equally matched with 12 mentions each.
Local TV news was the most trusted news medium, followed by TikTok.
Teens agree on at least one thing: A whopping 94 percent said schools should be required to offer some degree of media literacy.
“Young people know better than anyone how much they are expected to learn before graduation so, for so many teens to say they would welcome yet another requirement to their already overfull plate, is a huge deal and a big endorsement for the importance of a media literacy education,” Bowman said.
Throughout the study, students who had any amount of media literacy education did better on the study’s test questions than their peers. They were more likely to be active news seekers, trust news outlets and feel more confident in their ability to fact-check what they see online.
And, in a strange twist, students who get media literacy in school report seeing more conspiracy theories on social media — perhaps precisely because they have sharper media literacy skills.
“Teens with at least some media literacy instruction, who keep up with news, and who have high trust in news media are all more likely to report seeing conspiracy theory posts on social media at least once a week,” according to the report. “These differences could indicate that teens in these subgroups are more adept at spotting these kinds of posts or that their social media algorithms are more likely to serve them these kinds of posts, or both.”
With all the talk of the downsides of smartphones for teenagers, parents have looked to smartwatches as a way to stay in contact with their young children while avoiding the full internet and social media access of a phone.
At least that was the narrative a couple of years ago. But more recently, more companies have been marketing smartwatches to kids as young as 4 and 5 years old. And at younger ages, it’s not the kids asking for the devices, but parents looking to keep tabs on their children out of concern for their safety.
That’s what EdSurge senior reporter Emily Tate Sullivan found when she spent months researching the recent boom in smartwatches for kids, for a feature story that EdSurge co-published with WIRED magazine last week.
“The worst case scenario in the minds of the parents I talked to is just always looming,” she says. “These parents think, ‘If there's a school shooting, if there's a lockdown, I want to be able to communicate with my child in that locked down classroom. If they are abducted, I want to be able to know exactly where they are. Maybe there's still a watch on their wrist and I can track them.’ I mean, these are things that are so improbable, but it doesn't really matter. The fear is pervasive. It's a really powerful force.”
But while parents focus on physical safety as they hand kids smartwatches, they may not be considering the downsides of starting a digital life so early, according to digital media experts. And schools are increasingly seeing the devices as a distraction — sometimes from parents texting their kids during the school day. Yet watches are often not included in school bans on smartphones, and they’re not always mentioned in the conversation about the effects of digital devices on children.
For this week’s EdSurge Podcast, we go behind the story with an interview with Tate Sullivan, including details that she wasn’t able to fit into the final piece. And in the second half of the episode, the author reads the full article, so you can catch this story in podcast form.
What difference did $190 billion make for student success coming out of the COVID-19 health crisis?
Not as much as you might think.
An ESSER spending analysis by Edunomics Lab at Georgetown University found some puzzling instances where funneling more money into a pandemic-worsened problem didn’t help schools recover.
The data ultimately points to no “silver bullet” in spending aimed at improving students’ academic performance since the pandemic, says Marguerite Roza, director of Edunomics Lab.
Return on Investment
A crunch of the numbers found that states varied widely when it came to the return on investment of their ESSER dollars. Both reading and math scores increased in districts in states like Mississippi, North Carolina and Tennessee, where the rate of ESSER spending per student was relatively high (over $1,000) from 2022 to 2023.
States like Nevada, California and South Dakota were also high spenders, but they saw some of the lowest gains in reading and math during the same time period.
Analysts said the difference likely came down to leadership in some states being “simply more effective at steering districts to focus on student learning” in the face of vague spending guidelines from the federal government. Leaders in Mississippi, North Carolina and Tennessee focused on setting clear goals and checking progress for reading and math performance.
Each chart shows the ESSER funds each district spent per student during the 2022-23 school year compared to the average years of learning gains or losses in reading and math. Source: Edunomics Lab.
It is the weekend before my students arrive for the new school year. I am in my classroom listening to Lofi beats, pondering what has been and what is to come. All around my room are reminders of my identity as a 6’2, 280-pound Black and Puerto Rican man, husband, father, math teacher and basketball coach. I have come to find solace here; yes, these are part of my identity, which I hold dear to my heart — but as I have grown older, I have learned that few people ever see beyond them, including those who I call colleagues and peers in this education system.
In these moments, I frequently return to my favorite book, “Invisible Man” by Ralph Ellison. The novel’s exploration of invisibility, identity and the struggle for recognition resonates deeply with my experiences in education. Much like Ellison’s protagonist, I feel I have only been viewed as other people's definition of who I am supposed to be. When my students arrive, I feel I am expected to perform certain duties outside my job description simply because of my identity. My ability as a leader is hardly recognized. The struggles of being a husband and father are ignored. My existence as a person feels like an afterthought. These are the challenges I’ve faced. I want to feel seen for the many contributions I make in my classroom, school and community. This work is not easy, and feeling invisible at the same time is exhausting.
Ellison’s “Invisible Man” resonates deeply with my experiences and those of many teachers of color face in education. The novel’s themes of invisibility and identity crisis mirror the struggles I have faced in a system that frequently fails to properly acknowledge my presence and contributions. I hope that making my story of invisibility visible to those who may understand my struggle will help fellow educators of color feel seen, heard, valued, and, more importantly, retained in the classroom.
Who Am I in Education?
My career in teaching began in the fall of 2017, right after I completed the first summer semester of my graduate program. Soon after, I began my first summer professional development at a school in the neighborhood I grew up in. One of the first things I noticed was that all the students had to abide by a strict uniform policy, including shoes, belts and school colors, and middle school-aged children were walking in straight lines through silent hallways. I don’t remember middle school ever being like this, and the fact that it was mostly students of color gave me pause.
After my first three months as a teaching resident, the master teacher I shadowed went on maternity leave and never returned. Our principal also left a couple of months into the year, which prompted a takeover by central office leadership — all of whom were unfamiliar white faces in a school full of Black and Latino children. Before I knew it, I was teaching a seventh grade math class with little support on a tiny salary and barely any teaching experience.
Needless to say, I was not prepared for the unrealized stress. I quickly learned that teachers needed to play many different roles, wear numerous hats and complete far too many additional duties. I would be pulled from teaching almost routinely to address students with whom leadership in the building could not reach; that is when I earned the nickname child whisperer. Instead of a badge of honor, it felt like another invisible tax associated with being a Black teacher. It felt like my value was dependent on my ability to maintain order. From fist fights to classroom struggles, I felt limited and held within a box of preconceived notions about my role as the enforcer of system norms, the very things I despise about discipline-first school systems. It was as though I was a puppet and Geppetto at the same time. I felt like I was upholding a lie, having my students believe this is how things should be. I questioned my place inside the school, wondering what role I was really playing in students' lives.
I pressed on, hoping to still unlock our children's brilliance. Still, the beginning of my teaching career indicated that sometimes you need more than hope to make it in this profession as a person of color and education leader.
The Journey to Inspire Change
In the last five years of my career, the pandemic put a spotlight on the needs of our schools, teachers and students as conversations around what and how our children deserve to learn became divisive and critical race theory, and DEI became the debates of the time. Motivated to change this conversation and influence policy at the state and local levels, I ran for school board in 2021. It seemed like a great opportunity to try and create true change for our children while also creating an identity for myself in education that didn’t just center on how I enforce school policy for children who look like me.
Before I decided to run, I spoke with a few close advisors and the amount of immediate support was validating; however, I quickly learned that politics are not for the faint of heart. Narratives about my values and who I was were being established by everyone else. I was being accused of becoming Puerto Rican for the sake of the campaign, completely ignoring my upbringing and familial ties. The feeling I had when my wife was cropped out of an advertisement outside my campaign was infuriating. The lies about my allegiances and intentions were draining. It did not take very long for me to feel like I was just a name and face — and everyone created their idea of who I was behind it.
The campaign became draining for my family and tested the values that I chose to uphold and run on. Still, I hoped that being the only teacher on the ballot and having a commitment to my community through service would push me to victory, regardless. Unfortunately, it was not enough, and I would lose the race by a very slim margin.
A crushing defeat in many ways that made me feel like a failure. Watching others — white men, in particular — get the same opportunity after achieving less than me made me not only question my ability but also further reinforced the role the system wants me to uphold. At that moment, it all made sense. People see me how they want to see me. They prefer to keep me in a box. So, I choose to stay in the box that I’m most comfortable in —my classroom.
Making Peace with Reality
It is here in my classroom that I contemplate how to fight against a system that upholds injustice, a system that fights against the brilliance of diversity. This system does not allow everyone a seat at the table.
Nearly a decade in education, and I still wonder if I’ve truly existed. Does anyone see past my physical appearance? Do my titles of husband, father, teacher or coach even matter? Have I left an impact on anyone or anything? Am I invisible? I just maybe, and over the years, I’ve become ok with that feeling of invisibility.
Like the protagonist in Invisible Man, I may have been “looking for myself and asking everyone except myself questions which I, and only I, could answer.” It took me a long time and a painful adjustment of my expectations to realize that I am nobody but myself.
I do not need your eyes in order to be seen, and I do not need your validation to continue fighting for what I believe. I am everything and nothing of what you think I am, and I will move as I see fit.
Do new AI tools like ChatGPT actually understand language the same way that humans do?
It turns out that even the inventors of these new large language models are debating that very question — and the answer will have huge implications for education and for all aspects of society if this technology can get to a point where it achieves what is known as Artificial General Intelligence, or AGI.
A new book by one of those AI pioneers digs into the origins of ChatGPT and the intersection of research on how the brain works and building new large language models for AI. It’s called “ChatGPT and the Future of AI,” and the author is Terrence Sejnowski, a professor of biology at the University of California, San Diego, where he co-directs the Institute for Neural Computation and the NSF Temporal Dynamics of Learning Center. He is also the Francis Crick Chair at the Salk Institute for Biological Studies.
Sejnowski started out as a physicist working on the origins of black holes, but early in his career he says he realized that it would be decades before new instruments could be built that could adequately measure the kinds of gravitational waves he was studying. So he switched to neuroscience, hoping to “pop the hood” on the human brain to better understand how it works.
“It seemed to me that the brain was just as mysterious as the cosmos,” he tells EdSurge. “And the advantage is you can do experiments in your own lab, and you don’t have to have a satellite.”
“What has really been revealed is that we don't understand what ‘understanding’ is,”
— Terrence Sejnowski
For decades, Sejnowski has focused on applying findings from brain science to building computer models, working closely at times with the two researchers who just won the Nobel Prize this year for their work on AI, John Hopfield and Geoffrey Hinton.
These days, computing power and algorithms have advanced to the level where neuroscience and AI are helping to inform each other, and even challenge our traditional understanding of what thinking is all about, he says.
“What has really been revealed is that we don't understand what ‘understanding’ is,” says Sejnowski. “We use the word, and we think we understand what it means, but we don't know how the brain understands something. We can record from neurons, but that doesn't really tell you how it functions and what’s really going on when you’re thinking.”
He says that new chatbots have the potential to revolutionize learning if they can deliver on the promise of being personal tutors to students. One drawback of the current approach, he says, is that LLMs focus on only one aspect of how the human brain organizes information, whereas “there are a hundred brain parts that are left out that are important for survival, autonomy for being able to maintain activity and awareness.” And it’s possible that those other parts of what makes us human may need to be simulated as well for something like tutoring to be most effective, he suggests.
The researcher warns that there are likely to be negative unintended consequences to ChatGPT and other technologies, just as social media led to the rise of misinformation and other challenges. He says there will need to be regulation, but that “we won't really know what to regulate until it really is out there and it's being used and we see what the impact is, how it's used.”
But he predicts that soon most of us will no longer use keyboards to interact with computers, instead using voice commands to have dialogues with all kinds of devices in our lives. “You’ll be able to go into your car and talk to the car and say, ‘How are you feeling today?’ [and it might say,] ‘Well, we're running low on gas.’ Oh, OK, where's the nearest gas station? Here, let me take you there.”
Listen to our conversation with Sejnowski on this week’s EdSurge Podcast, where he describes research to more fully simulate human brains. He also talks about his previous project in education, a free online course he co-teaches called “Learning How to Learn,” which is one of the most popular courses ever made, with more than 4 million students signed up over the past 10 years.
As Jennifer Hill’s eldest child was heading into fifth grade, she began to wonder how she would communicate with him in the hour between his school bus drop-off and her arrival home from work in downtown Cleveland.
“There’s no phone in this house if something goes wrong,” she remembers thinking. “It’s not safe.”
When Hill was a kid, there were no cellphones, sure, but there were landlines. And friendly neighbors keeping an eye out. And close-knit communities where everyone knew each other.
“It’s not the way it is anymore,” she says. “I can’t imagine my kid walking up to somebody’s house, knocking on a door, and saying, ‘My friend fell off his bike. Can I use your phone?’ We teach kids not to do that anymore.”
She wasn’t ready to get her 10-year-old a smartphone, not by a long shot. Nor did she intend to install a home phone. She wanted her son to be able to ride his bike around the neighborhood in the afternoons, too—not just be cooped up in their house.
She quickly whittled her options down to just one: a smartwatch.
Hill knew of another family that had just purchased their child one of these high-tech wearables. Back then, in 2018, the kid-focused options were fairly limited, as were their capabilities. Hill got her son a Verizon Gizmo watch, which, at the time, had only rudimentary features, storing up to 10 parent-approved phone numbers and allowing the user to send only a handful of preset text messages (think: “Where are you?” and “Call me”). The smartwatch also had some simple location-tracking capabilities.
Fast-forward six years, and Hill’s two oldest children, now high schoolers, both have graduated to smartphones. Her youngest, a 10-year-old daughter, wears a Gizmo watch, only hers comes with all the technological advancements and upgrades accumulated over the prior years: photo and video capture, video calling, access to a full keyboard for texting, voice messaging, group chats, geofencing, and up to 20 parent-approved phone numbers.
Today, says George Koroneos, a spokesperson for Verizon, the smartwatch is “truly a phone replacement on their wrist.”
And the product category is booming. A decade ago, only a few tech companies made smartwatches for kids. Today, the market is bloated with players, new and veteran, vying for kids’ and parents’ loyalty—and advertising smartwatches to children as young as 5.
[Smartwatches] are becoming a child's first device.
— Kris Perry
“They are becoming increasingly popular,” says Kris Perry, executive director of Children and Screens: Institute of Digital Media and Child Development. “They are becoming a child’s first device.”
Families are noticing, too—after all, they’re the ones driving this “explosion,” as Shelley Pasnik, former director of the Center for Children and Technology, describes it.
Hill has seen the evolution since her first watch purchase. When her sons were younger, she says, only a handful of their friends and classmates had smartwatches. Now, the devices are “huge” in her affluent suburban community of Westlake, Ohio.
“With my daughter, everyone’s got them. They’re as popular as Stanleys and Owalas,” she says, referring to the colorful, reusable water bottles that children have helped popularize. “All the little girls have watches.”
Kids clamoring for their first digital device are easily winning over adults who, let’s face it, aren’t putting up much of a fight in the first place, when always-on communication and precise location-tracking are part of the package that comes with modern parenting.
In fact, parent fears may be the real force propelling smartwatch proliferation.
The T-Mobile SyncUp is a kid-focused smartwatch that first launched in 2020. The company targets children ages 5 through 12 for the device. Photo courtesy of T-Mobile.
T-Mobile, which makes the SyncUp watch, conducted a consumer insights study and found that 92 percent of parents of children ages 4 through 12 felt it was important to “always know where their child was,” says Clint Patterson, senior vice president of product marketing at T-Mobile.
Today’s tools make such tracking possible.
“The way that parents monitor their kids has changed dramatically in just a generation or two,” says Mitch Prinstein, chief science officer at the American Psychological Association. “Parents are monitoring their kids far more closely, really wanting to be aware of their location [and] concerned about their safety.”
This heightened surveillance has trade-offs. The trend has seeped into schools, where teachers and leaders have grown frustrated by the introduction of yet another digital distraction to students’ learning, even as more districts enact cellphone bans.
It’s possible there are ways in which smartwatches are creating an electronic umbilical cord. That has possible risks as well.
— Mitch Prinstein
Yet no one really knows where these gadgets fit into the larger conversation around children and screens. Research on kids and smartwatches is thin. Even data about adoption and use is lacking. This has left digital media and child development experts to extrapolate and hypothesize about the possible pitfalls and benefits.
“If this is a way of parents or kids achieving their goals and delaying their kids on social media, this might not be such a bad thing,” says Prinstein, who codirects the Winston National Center on Technology Use, Brain, and Psychological Development and whose research focuses on adolescents and younger children.
“On the other hand,” Prinstein adds, “we don’t have a lot of research yet. It’s possible there are ways in which smartwatches are creating an electronic umbilical cord. That has possible risks as well.”
Technology ‘Training Wheels’
When the Apple Watch was released in 2015, it was seen—and priced—as a luxury good, notes Girard Kelly, the head of privacy at Common Sense Media.
It was also, back then, marketed to adults. But as new generations of the Apple Watch came out, some parents handed down older models to their children, says Pasnik of the Center for Children and Technology.
“Naturally, kids like to do things adults are doing,” says Jon Watkins, senior product manager for Bounce, a kid-focused smartwatch made by Garmin. “There’s a natural tendency for kids to want a watch like they see Mom and Dad wearing.”
Garmin makes a smartwatch for kids called Bounce. "Let kids be kids," an online promotion for the device says. "Save the smartphone, and let them explore the world with the Bounce kids smartwatch." Photo courtesy of Garmin.
Noting the trend—and in some cases, helping to grow it—other companies began to release kid-specific smartwatches with more limitations than an adult device. Apple, too, released a version, the Apple Watch SE, in 2020, with restricted features and a lower price.
Around that time, demand for kids’ smartwatches spiked, says Perry of Children and Screens. Educators, too, note a bump in adoption around the pandemic—one that has been sustained in the years since. The smartwatch market for kids is estimated to be worth more than $1 billion in 2024—and it’s growing rapidly, Perry adds.
A typical kids’ smartwatch today costs around $150 up front, plus an ongoing monthly subscription fee of $10 to $15. That’s certainly no pack of bubble gum, but it does put the device within reach for many families, particularly those who view the product as one that enhances their child’s safety, says Kelly of Common Sense.
Parents are, like, halfway in between giving their child or teen a phone, and the watch makes sense. It’s cheaper.
— Girard Kelly
“Parents are, like, halfway in between giving their child or teen a phone, and the watch makes sense,” he says. “It’s cheaper.”
To adults feeling pressure to introduce their kids to technology, a smartwatch may feel like a safer starting point than a cellphone that grants exposure to the entire internet, argues Kelly’s colleague Laura Ordoñez, executive editor and head of digital media family advice at Common Sense.
“What is the low-hanging fruit that doesn’t feel like it’s doing the most damage?” Ordoñez asks. “I believe that’s what’s motivating these parents.”
Numerous people cited social psychologist Jonathan Haidt’s new book, “The Anxious Generation,” in interviews, noting the harm that smartphones and social media may be causing young people. Most smartwatches don’t have web browsers or social media applications. That in itself gives many parents an enormous sense of relief.
“Parents are increasingly aware of the problematic designs of smartphones and the troubling data on social media apps,” says Perry. “They want the connection, but they don’t want their child scrolling and online constantly.”
As the price of kids’ smartwatches has come down, though, it may have muddled how the wearable fits into a family’s overall technology goals. What started as a consolation prize offered to an older preteen or young teenager who craves technology, communication, and social inclusion has evolved into a sort of gateway device. Like bowling with bumpers.
“It’s a great way to ease into tech,” says Hill, the Ohio parent. “You can learn to take care of the technology in a small way before you are given it in a bigger way.”
That seems to be how the smartwatch makers view it, too. In interviews with executives at Verizon, Garmin, and T-Mobile, they describe their target users as ages 5 to 12, with the core customer base as parents of 8- to 10-year-olds.
“This is a very safe way to have a means of communication with a child,” claims Watkins of Garmin.
Patterson, at T-Mobile, describes kids’ smartwatches as “training wheels in the adoption of technology.”
“Just like you wouldn’t throw your kid on a bicycle, you don’t throw them at a smartphone or tablet with unfettered access,” Patterson adds.
What exactly are these training wheels preparing kids for? The bicycle metaphor suggests that someday, children will be allowed to zoom off on their own, liberated from their parents’ purview.
Yet untethering is not the trajectory families seem to have in mind when they buy their young kids entry-level digital tools. It’s not why Tim Huber, principal at Harris Creek Elementary School, part of North Carolina’s Wake County Public School System, is seeing more and more children in the early grades show up to school wearing smartwatches.
“It has been just a steady increase of kids, at younger grade levels, all the way down to kindergarten,” Huber notes.
To be sure, the reason that 5- and 6-year-olds—children who may not even be literate—have smartwatches is not to delay the purchase of their first smartphone or to ward off social media. For them, the watches are serving another purpose entirely.
‘Better Be Safe Than Sorry’
When Kristi Calderon’s daughter was in fifth grade, one of her classmates made a bomb threat.
“I rushed to them,” says Calderon, referring to her three school-age kids. “It was very scary.”
She saw only one of her children walk out of the building as the school was evacuated. In those next moments, she did not know where two of her children were or if they were OK.
“That’s what, like, killed me,” says Calderon, who lives in Long Beach, California.
The experience rattled her. Ever since, she says, she has ignored school policies around devices. She would rather know where her kids are and be able to communicate with them, to know that they are safe, than to be left to wonder and worry.
The youngest of her four children, now an 8-year-old in third grade, wears a smartwatch. He’s had one since he was in first grade.
Kristi Calderon with her family. The youngest of her four children, an 8-year-old, has worn a smartwatch since first grade. Photo courtesy of Calderon.
Experiences like Calderon’s—and the seemingly ever-present possibility of children encountering violence in schools—have driven parents to seek out location-tracking devices for their kids. Some settle for a simple AirTag fastened to a child’s backpack, but many also want the ability to communicate with their child, as Calderon does with her son during and outside of school hours.
Tina Laudando, a parent of two in Park Ridge, Illinois, just outside of Chicago, says she got her older son a smartwatch when he was 11 “so we could stay in touch with him and give him a little bit more freedom.”
Tina Laudando with her 12-year-old son. He was 11 when he got a smartwatch. Photo courtesy of Laudando.
His friends were getting together at the park, and she wanted him to be able to join them. And at his age, she didn’t want him to have to come with her every time she needed to make a trip to the grocery store. The watch, she figured, would allow him to stay home alone or meet his friends and communicate with his parents in case of an emergency.
Did she ever consider letting him join his friends at the park without a communication device? No, she says. That was never an option in her mind.
“The idea of him going to the park alone, going for a bike ride with his friends, without adult supervision, I think for me as an adult is scary,” Laudando says. “Being able to just, for myself, have that comfort level, knowing he’s OK, it gives me peace of mind.”
It’s a win-win, Laudando believes. Her son gets the feeling of more freedom and independence, and his parents feel confident giving that to him.
Laudando, like most of the parents interviewed for this story, grew up during a time when many kids would leave home on their bikes and be gone, unreachable, for hours, returning only for dinner. That was normal.
“It’s kind of sad, right? Because we lived without technology for so many years, and as I’m explaining this, I’m like, I don’t know what we would do without it,” Laudando says. “We’ve become reliant on it.”
But Laudando feels the world her children inhabit today is less safe than the one she was raised in.
Tina Laudando's older son, Nico, on his 12th birthday. He wears a smartwatch so his parents are comfortable letting him join his friends at the park and stay home alone. Photo courtesy of Laudando.
Tara Riggs, a parent of two in Livonia, Michigan, a suburb of Detroit, can relate. She sees videos on social media, hears stories from friends, reads the news. She feels “inundated” with negative information. It wears her down, she says.
“I’m constantly worrying,” Riggs admits.
Indeed, the internet—and social media in particular—can leave many with the sense that the physical world is more dangerous today than ever, when in fact, byanumberofmeasures, it is notably safer. (What has gotten worse, in the past few decades, is child and adolescent psychological and emotional well-being. Some researchers and leaders, including the US surgeon general, attribute this shift to high use of technology and social media among youth. Others cite intensive parenting practices that, ironically, seem to undermine the normal development of resilience in kids.)
“The perception of danger versus the actual danger is a distinction that’s probably important here,” says Prinstein, chief science officer at the American Psychological Association. “The perception of danger is heightened for a lot of parents.”
It’s a consequence of how much more connected our society is than it was a few decades ago, he adds. People can find out, in real time, about violent or disturbing events that happened many communities away. It leaves them with a sense that trouble—no matter how remote the possibility nor how many miles separate their families and the latest crisis making headlines—is looming.
Perhaps no tragedy feels more present and pernicious to a parent than a school shooting. One can take place on the other end of the United States, yet parents everywhere are reminded, viscerally, that their child, too, is at risk. It may have happened elsewhere, in Georgia, or Florida, or Texas, but the next one could be at their kid’s school.
“The psychology of fear—it’s extremely powerful,” says Huber, the elementary school principal. “We face that constantly. We are asking hundreds and hundreds of families every day to trust us with the safety and wellness of their child for seven to eight hours.”
Katie Joseph, assistant superintendent of Regional School Unit 1 in Bath, Maine, understands that school safety is a palpable concern for many families. Yet she urges those in her school community not to be overtaken by it.
I try to remind parents what I always tell myself: There is what is possible, and there is what is probable. Probably, all the things you’re worried about are not actually the things you should be worried about. You should be worried about the [device] in your child’s hand.
— Katie Joseph
“I try to remind parents what I always tell myself: There is what is possible, and there is what is probable. Probably, all the things you’re worried about are not actually the things you should be worried about. You should be worried about the [device] in your child’s hand.”
Joseph believes the kind of “independence” a child attains by donning a smartwatch only runs skin deep.
If a child’s parent is constantly monitoring them, in touch with their every move, then really they are not developing a strong sense of responsibility, she says. Everyday situations that might allow for a child to experience and overcome challenges, to take risks and build resilience, become virtually frictionless when their parents are just one tap away.
“If my child is riding his bike and something happens, he needs to be able to figure out, ‘What am I supposed to do in this situation?’” says Joseph, who has an 8-year-old. “The first thing we should want our kids to do is not to call us and have us do the thinking for them.”
Because of the relative affordability of the smartwatch, and its limitations, many families may not be asking themselves how likely it is that their child would be caught up in a violent event, Prinstein notes. Rather, they may be thinking, “Will I feel regret if I spend that 200 bucks on Starbucks versus just getting the device, just in case?” he says.
“I think the calculus there is a little bit like, ‘Better be safe than sorry,’ even though logic might follow that it’s not truly necessary,” he adds.
Yet Hill, the parent in Ohio, believes that her decision, years ago, to buy her kid a smartwatch as a safety precaution has been vindicated.
One afternoon, riding his bicycle home from swim practice, her oldest son was hit by a car. He wasn’t run over, Hill says, but the driver sideswiped him and he landed hard, with his bike toppling over him. With a few taps of his watch, he was able to make a quick call to his parents. Hill’s husband drove the mile to reach him and took him to the hospital.
“If that hadn’t been there,” Hill says of the watch, “I don’t know that he would have had the wherewithal to give my number to somebody with him. He was scared. He was 13. He was by himself. As much as we drill it into him, that’s a lot to ask of a kid.”
The smartwatch, in that moment, was a “resounding success,” she adds.
‘Opening Pandora’s Box’
Late last summer, Riggs, the parent who lives near Detroit, began to research smartwatches. She was considering buying one for her then 10-year-old daughter.
Riggs and her husband had recently caught their daughter disobeying them. One afternoon, their daughter was supposed to be at a friend’s house around the corner from their own, a block away. But when Riggs’ husband passed that friend’s house on his way home from work, he noticed their daughter’s bike wasn’t in the yard. Riggs sprang into action. She got in her car and drove around the neighborhood, going up and down each street until she found her daughter at another house.
“I didn’t like that feeling—that panicked feeling,” she says. “Where did they go? Did they cross the main road like they’re not supposed to? What are they getting up to?”
Her impulse was to prevent a similar situation by putting a tracker on her daughter. She spent months researching different smartwatch models, consulting other parents, scouring tech-focused parenting groups for insights. “I rabbit-holed that,” she says.
Then it occurred to her that maybe she was trying to solve the wrong problem. Riggs didn’t need a better strategy for monitoring her daughter. Rather, she needed to teach her child not to break the rules in the first place.
“It seemed like I was opening Pandora’s box, when it wasn’t absolutely necessary,” she says of purchasing a smartwatch. (Still, she didn’t forswear technology entirely. Her daughter now bikes with a Wi-Fi–only tablet, connects it to the internet when she arrives at a friend’s house, and sends her mom a message on Facebook Messenger Kids letting her know she arrived safely.)
The possible drawbacks of smartwatch use extend beyond stunting character growth. Even though smartwatches are virtually unexplored in academic research and will require further study before anyone can say, conclusively, how they may affect kids and childhood, it’s clear that screens, in general, can cause children harm, Perry of Children and Screens argues.
“They interfere with so many aspects of child development,” she says, rattling off some examples: cognitive development, language development, social emotional and behavioral development, mental health.
True, the screen of a smartwatch is much smaller than that of a phone. Its functionalities are more limited. Some of the “irresistible” qualities of other devices are missing from smartwatches, Perry concedes. And even though most kids’ smartwatches come with games, they can be difficult to use and may deter kids from playing for long, or at all.
Still, that doesn’t make smartwatches safe from some of the addictive, distracting tendencies of phones, experts say. Watches vibrate, chime, and ping with notifications. They, like other devices, are built with persuasive design.
“The evidence is really clear that the notifications—the visual cues to look at your watch—those things are really disruptive and provide a real distraction from something else the child should be doing,” Perry says.
Teachers and school leaders would vouch for that.
They’re disruptive, distracting. It all just gets in the way of what teachers are trying to do.
— Katie Joseph
“They’re disruptive, distracting,” says Joseph, the district leader in Maine. “It all just gets in the way of what teachers are trying to do.”
She doesn’t see watches and phones as being wholly different from one another, especially in middle and high school settings where, increasingly, students have both devices with them during the school day. A phone may be put away, out of sight, but the watch on a student’s wrist will still be buzzing with news alerts, incoming text messages and photos, social media notifications, and the like.
Joseph’s school district, RSU 1, encompassing a small coastal region of Maine, updated its device policy over the summer, at a time when many schools and districts opted to do the same. Except, unlike RSU 1, most districts are narrowly focused on the potential harms of smartphones, multiple people shared in interviews. Their revised policies may not even mention smartwatches, creating a loophole for those devices.
For leaders at RSU 1, whose school board voted to “eliminate” both smartphones and smartwatches in grades six to 12, it was an attempt to increase student connection—real-life, in-person connection—and by extension improve their mental health. They’ll enforce this by collecting all watches and phones at the start of the school day, placing them in lockable Yondr pouches, and distributing them at dismissal.
Huber, the elementary school principal in North Carolina, also recently wrote smartwatches into his school’s device policy, requiring that they be in airplane mode—functioning only as a watch, not as a connected device—during the school day. “The watch is considered a cellphone UNLESS airplane mode is activated,” the policy reads.
He would take the policy a step further if he felt he could. Airplane mode can be disabled with one touch, and truthfully he’d rather not see the devices in his elementary school at all.
“There has not been one time I have ever heard from anybody, ‘I’m so glad this kid had a smartwatch,’” he says. “I can’t think of any scenario where there is a need or benefit to having it.”
Still, he’s not sure how much additional harm they could be causing for a generation of children who “have already been raised on tablets,” glued to parents’ smartphones at the dinner table. What’s one more screen?
Perry invites parents and families to think about it another way. Once a child is given their own personal device, their digital life begins. The child’s data is collected. Algorithms are built around their preferences and practices. An online profile is developed.
That can seem relatively innocuous—it’s just a watch, right?—but what people may not realize is that smartwatches collect thousands of data points, “easily,” per day, per user, according to Kelly of Common Sense.
“The younger you’re connecting your child to that world, the more risk there is to them than if you didn’t,” Perry says. “That’s a tough calculation as a parent.”
Is it better to stay out of touch with a child, trusting that they’ll be safe enough as they move about the physical world? Or to invest in a tool that enables constant monitoring and communication, albeit through the shadows of the emerging digital world?
The big question today’s parents must wrestle with, Perry says, is, “Which risks can I tolerate?”
New federal survey data on the education workforce shows that a majority of schools had a tough time filling at least one fully certified teaching position this fall.
Parsing education data into snack-sized servings.
Public schools reported having six teacher vacancies on average in August, based on responses to the School Pulse Panel by the National Center for Education Statistics. About 20 percent of those positions remained unfilled when the school year started.
The two most common challenges schools said they faced in hiring were a lack of qualified candidates and too few applicants. Special education, physical science and English as a second language were some of the most difficult areas to fill.
NCES Commissioner Peggy Carr said in a news release that while the percentage of schools saying it was difficult to fill positions decreased — down 5 percentage points from 79 percent last year — “there’s still room for improvement.” Nearly 1,400 public K-12 schools from across the country responded to the survey.
While the comparison to previous years suggests that hiring is getting a bit easier, Megan Boren of the Southern Regional Education Board says the country is still mired in a teacher shortage.
Boren, who leads the organization’s teacher workforce data and policy work, says it would be a mistake to think of teacher shortages only in terms of positions filled versus vacant. Other factors to consider include the geographic regions of schools, academic subjects and student age groups where shortages are prevalent.
The organization also takes into account teacher demographics, the number of candidates graduating from teacher prep programs, alternative certification programs and their level of preparedness.
“When we think of it as merely a body count, we are not looking at the whole entire problem and to be honest, we're doing a disservice to our students and our educators themselves,” Boren says. “Of the utmost importance is the quality and the preparedness with which we are filling some of these vacancies, or that we have leading our classrooms, and the distribution of that talent.”
Boren expressed concern over schools turning to uncertified teachers to fill the staffing gaps, be they candidates with emergency certifications or long-term substitute teachers. Their inexperience can put strain on the more experienced teachers and administrators who support them, she explains, at a time when both administrators and traditional teacher prep graduates say even new fully certified teachers feel less prepared than those in years past.
Schools in high-poverty neighborhoods or with a student body that is mostly — 75 percent or more — students of color filled a lower percentage of their vacancies with fully certified teachers, according to the NCES data.
“It's a firestorm where folks are going, ‘What can we do to put out the fire and then rebuild?’” Boren says, “and unfortunately, we're seeing in some cases that the measures and strategies being taken to put out the fire are actually making it worse, and causing an exacerbation of the issues for our educators and leaders.”
She says there’s no single factor that has led to teacher shortages, but rather interplaying issues that include pandemic-related mental health strain, the pressure of filling in for vacant staff positions, and a lack of time for collaboration and planning.
Teacher shortages didn’t start with the pandemic, Boren explains, as her organization tracked a teacher turnover rate that hovered between 7 percent and 9 percent prior to 2020. But she says the pandemic did accelerate turnover, with some regions of the South now experiencing 18 percent turnover among teachers.
“Certain regions of states started to stem the tide, but by and large the turnover is increasing,” Boren says.
In recent years, a growing body of research has looked at the impact of college ‘deserts’ — sometimes defined as an area where people live more than a 30-minute drive to a campus — and found that those residing close to a college are more likely to attend. But a new study shows that these higher education deserts affect some groups of students much differently than others.
The study, which looked at a rich set of high school and college data in Texas, found that Black and Hispanic students and those in low-income families who lived more than 30 miles from a public two-year college were significantly less likely to attend college. But white and Asian students in those same communities were slightly more likely than other students in the state to complete four-year degrees, meaning that the lack of a nearby two-year option seemed to increase the likelihood of moving away to attend college.
“While all students who live in a community college desert are less likely to complete an associate’s degree, their alternative enrollment and degree completion outcomes vary sharply by race-ethnicity and [socioeconomic status],” the study finds. In other words, for low-income and underrepresented minority groups, living near a community college can be a crucial way to gain access to any higher education. Meanwhile, such proximity might lead students in other groups to attend two-year college rather than pursue a four-year degree.
The results are particularly important at a time when more colleges are struggling to remain open, says Riley Acton, an assistant professor of economics at Miami University in Ohio and one of the researchers who worked on the new study.
“If you don't have a car in rural Texas, that's going to be a very hard barrier to overcome” without some sort of help.
— Riley Acton, an assistant professor of economics at Miami University in Ohio
“If a public institution in particular, let's say a public community college, is thinking about closing, or is thinking about merging, or is thinking about opening a new campus or consolidating campuses,” she says, “they should be mindful about who the students are that live near those different campuses.”
The researchers also suggest that colleges should consider providing transportation options or credits to students living in college deserts. “If you don't have a car in rural Texas, that's going to be a very hard barrier to overcome” without some sort of help, Acton notes.
Novel Finding
Meanwhile, Black and Hispanic students are more likely than those in other groups to live in a college desert, according to research by Nicholas Hillman, a professor of educational policy at the University of Wisconsin at Madison who was one of the first researchers to draw attention to the effects of college location on educational attainment, back in 2016.
In an interview with EdSurge, Hillman says that the implications of Acton’s new study are “really interesting,” adding that it is probably the largest quantitative study to take on the question of how college deserts affect different groups differently.
“It makes clear that, ‘Wait a minute, distance is different for different groups of students,’” Hillman says.
One takeaway for Hillman is the importance of making the transfer process from two-year colleges to four-year institutions more frictionless, so that students who live near two-year colleges who are more likely to start there have ample opportunity to go on to get a four-year degree.
Hillman says that he began looking at geography out of frustration with an emphasis during the Obama administration on providing consumer information about higher education as a solution to college access. For instance, one major initiative started during that time was the College Scorecard, which provides information on college options based on various government datasets.
“The dominant narrative was, ‘If students just have better info about where to go to college, more would go,’” he says. “I said, ‘This is bananas. This is not how it works.’”
He grew up in northern Indiana, where the nearest college is 40 miles away. For people he knew there, information about college was not what was keeping them from enrolling. “If you don’t have a job, you’re not going to be spending all this money on gas to go to college,” he says.
Social-emotional learning (SEL) has become a primary focus in many school’s strategic plans. Fortunately, there is a long list of literature, articles and research that outline the importance of SEL and the positive impact that it can have on student development. Knowing this, teachers try to fit these lessons into their morning meetings, projects, special classes, birthday celebrations, snack times and lunch hours. They are attempting to adapt to both learn about and create space for SEL, but SEL requires more time and consistency, with a heavy emphasis on time.
As an early childhood counselor and educator, I work with children in their beginning years of development and the families that care for them. Knowing that SEL is valuable and requires dedicated time, my school has taken the approach of allowing me and my colleagues to stay with the same caseload of children for five years, which is a rare opportunity for counselors and educators to have in this field. During this time, it takes students about two years to understand my role as a “feelings teacher.” They go from asking me, “Who are you, and what are you doing here?” to telling me about their feelings the moment I step into their classroom. By the time they are in kindergarten, they are fully accustomed to my presence. Some of them introduce me to caregivers I have yet to meet, while others greet me with a hug as they enter the building on their own or hand in hand with friends. They have grown physically, but also emotionally as they are able to notice and deal with their emotions more readily.
As I’ve built these foundational skills with my students, my school has also given me enough time to build an expectation that students discuss their identities as a valuable component within the SEL curriculum. My teachers and administrators understand that this is imperative to the work that I do in creating systemic change and in building relationships with my students where they can feel comfortable discussing identity in an authentic, holistic and vulnerable way. The time I have been given to incorporate identity into SEL has allowed me to explore, experiment, and, most importantly, give my students new tools to navigate the world and their identities and grow and mature in their learning.
Bringing Identity to the Forefront
In her book “Unearthing Joy,” author Gholdy Muhammad speaks on the importance and impact of taking the time to get to know your students deeply. Specifically, Muhammad says, “It is important to get to know children in authentic, loving, and meaningful ways so that you learn who they are, who they’re not, and who they are destined to become on this earth.” I have learned that it is important to center identity as I learn more about my students. Acknowledging and affirming their identities creates opportunities to teach SEL on a deeper and more impactful level.
Although I work in a predominantly white institution, I work to focus on uplifting each child’s experience in the world while simultaneously acknowledging the role of prejudice, racism and oppression in our schools. My experiences over the years, when I have had the time to work with and collaborate with a diverse group of teachers, have taught me that teaching SEL without discussing these topics is often the easier and quicker route to take, but it also creates more opportunities for harm. Instead of settling for this, I challenge myself and my colleagues to lean into discomfort and expand our understanding of SEL. In doing so, I find joy in the incremental and marginal change we have created within our school because it creates an opportunity for continued growth.
As I enter first grade with my students, I notice that as much as I have learned about them, they have learned about me. They expect to hear my jokes and know that as a Black woman, my hair will look different almost every time they see me. We have developed a consistent and trusting relationship where they are holistically seen and valued, and it shows in their engagement with SEL lessons and their ability to problem-solve and express themselves.
One day, during our fourth year together, I was preparing to read the book "What Do You Do With a Problem?” for my SEL lesson, and I began by asking, “What problems do you see in your world?” Students began speaking about gun violence, robberies and people being treated unfairly. When one student spoke, another would add to their idea and tell the story from their perspective. Students also spoke about their families in India, experiencing harm and the effects of racism in America.
One child expressed grave concern that “Black and white people would always fight.” This became a focus of the conversation for a while until one of my students noted that the injustices Asian Americans experience are rarely discussed. He challenged me directly, telling me that we don’t talk about these things enough. Instead of reacting negatively or quickly moving on as we ran well over time, I listened, made time and space for the student to discuss his experience, and respectfully validated him as this conversation continued. I was unprepared for this conversation and looked to my teacher colleagues for help; they stayed present for the conversation, which went on for 45 minutes. We never even read the book.
The True Power of SEL
As I left that conversation, I felt many emotions. Mainly, I was proud of them for being capable of a conversation that was so dynamic and important. Using their self-advocacy skills, they were able to speak up and challenge me, centering experiences that matter the most to them and their families. In learning their personalities over the years, I created a safe space where they knew their voices would be heard, valued and amplified. I could get to know my students for who they are as individuals, and they understood that not only did I know them, but I also had a relationship with their teachers, which created a village of care they could lean on when needed.
Giving SEL the time and space it deserves allows children to become more self-aware and connected to their peers and adults in the school setting. This feeling of safety allows for learning environments that encourage challenging and expansive conversations and community building that values and respects the identity of all students. Doing this while also building consistent and real relationships with students creates the foundation for a uniquely safe educational environment. It creates opportunities for students to learn to be better citizens to one another. When our students are regulated, able to think critically, and encouraged to speak up about the things that are important to them, educators can better navigate students' concerns while honoring the identities and feelings that come along with them.
SEL is and should always be a part of our work as educators. However, to have a positive and lasting effect on our students' lives and relationships, we must create environments where more purposeful and intentional time is dedicated to SEL and understanding the role of identity.
Coming out of the pandemic, students had a hard time returning to in-person classes, and they found themselves struggling to tread water academically as declining test scores made many in the country worry that students were drowning.
For school districts desperate to find a life vest for students, one response was to rely on tutoring services. These services — particularly high-dose tutoring, an evidence-backed form of small group, intensive tutoring — had been identified as a way to fight against declining student performance. But at first, in the rush to jump-start tutoring programs, schools plunked federal relief dollars down on less-researched tutoring models and created a cash-grab for companies in the tutoring space. Since then, educators have reputedly gotten more sophisticated when evaluating tutoring programs, focusing their attention on evidence-backed options like high-dose services.
Yet, it’s also unclear that the ample spending of federal funds on tutors has effectively countered learning declines. Plus, schools have had to turn to alternative funding sources to pay for tutors as relief funding fizzles out. Some programs, for instance, have started creatively using federal work placement dollars to grow their tutoring forces, even conscripting college students in the hopes that it would both bolster the outcomes for K-12 students and create the next generation of teachers from today’s college cohort at the same time.
Some hoped that presidential involvement would help. During the 2022 State of the Union address, President Joe Biden called for hundreds of thousands of new tutors, coaches and mentors for programs around the country. And seemingly, this use of the bully pulpit was a success. Now, two years later, an analysis from Johns Hopkins and the RAND Corporation suggests that schools and organizations around the country have surpassed that goal a year early. The Biden plea asked for an additional 250,000 tutors by the summer of 2025. In all, around 323,000 new tutors, mentors or coaches have already joined.
At an event for the White House this month — only weeks before an election where education has seemed a relatively quiet campaign issue — the administration pitched it as a coup for their “laser-focus” on student success. Student support organizations also took it as an encouraging sign for students. “The surpassing of President Biden’s call is a clear indicator of the strength of the American spirit and our collective dedication to the future of our youth,” said Michael D. Smith, CEO of AmeriCorps, one of the organizations involved, in a written statement.
Those volunteers will provide extra muscle for districts trying to support students. But given slumping test scores and vanishing federal relief dollars, is a surge in volunteers enough to stabilize learning?
A Small Victory?
The administration was able to steer a lot of volunteers to tutoring organizations, says Antonio Gutierrez, co-founder of Saga Education, a nonprofit organization focused on high-dose tutoring. It’s a big part of meeting the urgent need of schools post-pandemic and it’s encouraging, he adds.
But what have been the outcomes?
The Johns Hopkins report notes that 12,700 schools increased high-intensity tutoring, suggesting that the administration’s plea helped. Thousands of schools also reported an increase in other support for students. What’s more, 34 percent of principals surveyed reported that more students had access to tutoring in 2023-2024 than in the previous year. Relatedly, 24 percent reported that more students had access to mentors.
But how much of a dent does that actually make in the country? It’s hard to say, according to Gutierrez. But there has been recent evidence concerning “high-impact” tutoring in general, which he thinks might speak to how useful this approach could be for supporting students.
For instance: Preliminary findings from the University of Chicago “Personalized Learning Initiative,” meant to stimulate attempts to expand tutoring in the country, found that high-dose tutoring is effective. According to the study, which inspected a couple thousand K-12 students in Chicago and Fulton County, these tutoring programs inspired gains in math learning. The study was meant to assess how effective tutoring programs are when schools design them on their own, in Gutierrez’s summary. Gutierrez’s organization, Saga Education, has tried to support schools in those efforts by spelling out the best practices districts should follow. The study also found that making sure tutoring occurs during the school day, rather than “on demand” after school or on weekends, was important for getting large increases in student performance.
But there are reasons to slightly tamper that enthusiasm. A meta-analysis from Brown University’s Annenberg Institute looked at 265 randomized controlled trials and found that as tutoring programs get larger, they get notably less effective. While they still helped lift student learning, the benefits of tutoring appeared smaller in large-scale programs, according to this study. To Gutierrez, who notes that the study still noted a positive effect, that’s not really surprising. In other words, because schools are experimenting with these programs themselves, how well any particular program boosts student achievement will vary.
For the movement to make personalized learning a permanent feature of American education, there have been other developments as well.
The most flashy has been AI. This year, the Los Angeles School District, the second largest in the country, launched a high-profile $6 million chatbot called “Ed,” a talking sun that was supposed to boost personalized instruction. But the company behind that chatbot collapsed this summer, raising concerns about what would happen to the student data it collected. Some have suggested the project had been simply too ambitious, and the company has become a cautionary tale.
That’s a good example of what not to do with these programs, according to observers like Gutierrez. But more promising, he says, are efforts like Khanmigo, the personalized instruction tool from Sal Khan, and other chat-based tutoring programs. Those sorts of chatbots should be developed because they could add value, Gutierrez says.
They likely won’t replace human tutors, Gutierrez says. Because of how students learn, tutoring is highly reliant on the relationship between tutor and student, he adds. That’s how tutors can nudge students in the right direction, pushing them to learn. Still, these tech products hold the promise of translating into any language and also fine-tuning to a district’s needs, though there are questions about engagement from students with these tools, he says. But so long as districts don’t depend entirely on these technologies for personalized instruction, it’s probably useful to explore how human and bot tutors can work together to assist students, Gutierrez says.
Ultimately, the drove of tutors from the Biden-Harris administration push was a step in the right direction, but there’s a lot more work ahead, Gutierrez admits.
Angela Fleck says this was the typical scene last year in the sixth grade social studies classes she teaches at Glover Middle School in Spokane, Washington: Nearly every student had a smartphone, and many of them would regularly sneak glances at the devices, which they kept tucked behind a book or just under their desks.
“They're pretty sneaky, so you wouldn't always know that that was the reason,” says Fleck. “But over time, I'd realize no matter how engaging my lesson was, when it was time to turn and do the group activity or the assignment — something that wasn't totally me directing the class — there would be a large number of students that had no idea what we were doing.”
What students were doing with their phones, she says, was most often using Snapchat or other social media or texting with students in other classrooms, which she described as creating drama: “And then it would just spread rapid-fire, whatever the situation was, and it would sometimes result in altercations — meeting up at a certain place, and they'd arrange it all day on the phone.”
This year, though, the vibe has changed. Spokane Public Schools issued a new districtwide policy that bans the use of smartphones or smartwatches in classrooms during instructional time. So now students in elementary and middle schools have to keep devices off and put away during the school day, though high school students can use their smartphones or watches between classes and at lunch.
Now, she says, she feels like she has most students’ attention during classes since she no longer has to compete with buzzing devices. “In general, students are ready to learn,” she says. “As a teacher, I need to make sure that I have an engaging lesson that will keep their attention and help them to learn and help them to continue to want to be engaged.” And she says there are fewer fights at the school, too.
The district is one of many across the country that have instituted new smartphone bans this year, in the name of increasing student engagement and counteracting the negative effects that social media has on youth mental health. And at least four states — Indiana, Louisiana, South Carolina and Florida — have enacted statewide bans limiting school smartphone access.
For this week’s EdSurge Podcast, we set out to get a sense of how the bans are going. To do that, we talked with Fleck, as well as a high school teacher in Indiana, where a new statewide law bans smartphones and other wireless devices in schools during instructional time.
Fleck is a fan of the ban, and says she hopes the school never goes back to the old approach. But she admits that she misses some aspects of having phones available to integrate in a lesson when needed.
In the past, for instance, she allowed students to take pictures with their phones of the slides she was showing. And she would often designate a student as a researcher during lessons who could look up related material online and share with the group. Now she’s finding ways to adapt to keep those positive aspects of online access, she says, such as having student researchers use a computer in the classroom, or to make more use of the school-issued laptops for some lessons.
Adam Swinyard, the superintendent of Spokane Public Schools, acknowledges that there are trade-offs to the new ban when it comes to the use of tech in instruction.
“We absolutely have lost some power of the opportunity that those devices provide, whether that's, ‘I can really quickly look something up,’ or ‘I can quickly participate in a class poll’ or ‘I can tune my music instrument,’” he told EdSurge. “But I think where we landed in our community, for our schools and for our kids, is what we gain in their level of engagement and ability to focus far outweighs what we're losing in a device being a powerful pedagogical tool inside of the classroom. But I think it's important to acknowledge.”
What they end up teaching students, he argues, is more important. The mantra for the district is that there is a “time and place” for smartphone use, says Swinyard, and that a classroom is not the right setting or occasion, just as he wouldn’t pull out his phone and write a text while he was being interviewed for this article, or sitting in an important meeting.
Some schools with new bans have faced pushback from students, especially where there has been a zero-tolerance for phones even during social time. At a Jasper High School in Plano, Texas, for instance, more than 250 people signed a petition calling on the principal to revise a new ban on smartphones, which forbids use of devices all day, even during lunch and in the halls between classes. “Before the restricted use of cellphones was prohibited, they were a social link, connecting students during lunch and hallway breaks,” the petition reads.
And some parents have complained about the new bans, out of concerns that they would not be able to reach their children in the event of an emergency, such as a school shooting. A new survey by the Pew Research Center found that about 7 in 10 Americans support cellphone bans during class, while only about a third favor an all-day ban.
So one takeaway is that how schools design their smartphone restrictions — and how they communicate the policies to students and parents — are important for how well they work in practice.
Hear more about the pros and cons of new smartphone bans on this week’s EdSurge Podcast on Spotify, Apple Podcasts, or on the player below.
One of Shane Woods’ favorite memories as executive director of Girlstart, a nonprofit that aims to empower girls in the sciences, was as a participant taking her own goddaughter to the organization’s back-to-school extravaganza.
Parsing education data into snack-sized servings.
They zipped through activities with rockets and robots, and Woods asked her goddaughter — named Sailor — what she thought of it all when they were heading home.
“She said, ‘I always liked science. Now I know I can do science,’” Woods recalls. “Unprompted — I didn't ask about careers. For her to have that connection lets us know that her perception is already there of, ‘I can do it.’”
The question for the adults who care about girls like Sailor, Woods says, then becomes: How do we sustain that interest?
That is one of the questions and challenges at the center of a recently released report based on the Girls’ Index, a survey of 17,500 girls in fifth through 12th grades that includes questions about their goals for the future and perception of science, technology, engineering and mathematics as potential careers.
While women are not just outpacing men in degrees — girls are doing better academically and completing high school on time more frequently than boys — the push for parity has been moving at a glacial pace in STEM. Though on the rise, women are still underrepresented in both degrees and employment in the sciences and technology.
Ruling Our Experiences — a nonprofit that studies the aspirations, behaviors and opinions of girls — compares results from the 2023 survey to those similarly gleaned in 2017.
Their researchers found that while girls who say they’re interested in STEM grew by 10 percentage points to 55 percent, compared to survey results five years prior, the number of girls who describe themselves as confident or smart enough to earn their dream job has plummeted.
“I want everybody who has a girl in their sphere of influence to be aware of this data, because I think that we all have a role in creating a generation of more confident, competent, and capable girls,” Lisa Hinkelman, founder and CEO of Ruling Our Experiences, says, “whether it's in the STEM arena, or in other spaces where girls’ voices and opinions are needed.”
High Interest, Lower Participation
Girls are interested in science and math. More than half of girls in every age group surveyed said they were considering a STEM career, according to the report, and overall interest is up by 10 percent since 2017 — something that holds steady among grade levels, income levels and ethnicities. Interest increased the most among the youngest girls, those in fifth and sixth grade, by 20 percent.
That doesn’t mean that girls are ready to dive into the field.
The report found a myriad of outside factors and social pressures that may be keeping girls from taking STEM classes or seeing themselves in science jobs.
The share of girls who say they are good at math and science fell sharply from 73 percent in 2017 to 59 percent in 2023, and that includes girls whose grades show they excel in those subjects.
“I think that should be especially concerning when we're thinking about the need to ensure that girls have increased representation in the STEM field, in that it's more than just exposing them to STEM opportunities,” Hinkelman says. “We also have to be simultaneously addressing these confidence challenges and their perceptions of their abilities that are simultaneously impacting what they might do next.”
Researchers also expressed concern that gender stereotypes and misconceptions about math and science could be deterring girls from taking those classes as they advance through school. About 28 percent of high school girls reported that they avoid classes with low female enrollment.
Overall, 56 percent of girls say they have felt excluded from an activity because of their gender, and the majority report feeling “pressured to fit into the specific stereotypes that are thought to be appropriate and expected for girls and women.” About the same amount said they avoided taking on leadership roles for fear of being seen as bossy.
In Girlstart’s work introducing girls in 24 school districts across three states to the world of STEM, which includes after-school programs, summer camps and an annual conference, Woods says that the organization strives to both provide role models and foster kinship. Girls already hear the message that there aren’t enough women in science and technology, she adds, and being the first or only girl in a science class isn’t necessarily attractive to them.
“Our girls like community, our girls like relationships, so what Girlstart does is provide that support network of peers who are like-minded,” Woods says. “You may be the only girl in your physics class at that high school, but hopefully through us you know of other girls in physics classes throughout the city, that you all have a network of support, that you are not doing this alone.”
STEM fields also have a messaging problem.
About 89 percent of girls said they want a career where they can help others, but they don’t necessarily see that happening in the sciences. Less than half of girls responded that they wanted both a service career and a STEM career.
“This gap may exist partly because of the stereotype that women are natural caregivers, steering girls towards traditional helping professions,” the report states. “However, STEM fields offer numerous ways to make a positive impact — from developing new medicines to solving environmental issues. By showing girls how STEM careers align with their desire to help, more diverse talent could be attracted to these fields.”
Crisis of Confidence
The data shows a troubling trend when it comes to how girls reported feeling about their abilities and potential.
The percentage of girls who consider themselves confident in 2023 dipped for nearly every grade level compared to 2017, with the largest drop among fifth and sixth graders. The share of girls who say they are not sure if they are smart enough for their dream career increased in every age group.
The confidence issues girls face extend beyond their perceptions of math and science. About 57 percent said they don’t feel cared for at school, and only 39 percent said they feel a sense of belonging at school.
Hinkelman says she was surprised by the particularly sharp drop in confidence reported by girls in fifth through seventh grades.
“I think girls are internalizing a lot of messages from the world that are telling them that they're not good enough, or they're not smart enough, or that there's certain kinds of jobs or careers that aren't really for them,” Hinkelman says. “For many girls, they have an overall low opinion of themselves and their opportunities and their abilities. I think we see that reflected when it comes to their perceptions of their abilities in STEM-specific areas as well.”
The education system on the whole needs to start building confidence in the sciences at the same time students are gaining competence in STEM subjects, she adds.
Woods says that in a digital world built on a system of “likes,” girls need environments where they know where they don’t have to be perfect so long as they are proud of what they’re doing.
The numbers support what Woods sees in her work. The study found that confident girls were 20 percent more likely than their peers to say they wanted a STEM career. The report found among girls who feel supported and accepted at school also showed more interest in STEM — 50 percent more than their peers.
Girls need to know “that they can take risks in that space, that it is safe to learn from one another, to fail in front of each other to get back up and take it as a lesson or a success,” Woods explains. “That is really what's critical in changing how girls see themselves in these careers and what they can do, so we have to reinforce that STEM will allow them to change the world.”
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