The speed of recent innovation is head spinning. Here’s some help. 

GUEST COLUMN | by Delia DeCourcy

“As artificial intelligence proliferates, users who intimately understand the nuances, limitations, and abilities of AI tools are uniquely positioned to unlock AI’s full innovative potential.” 

Ethan Mollick’s insight from his recent book Co-Intelligence: Living and Working with AI, is a great argument for why AI literacy is crucial for our students and faculty right now. To understand AI, you have to use it – a lot – not only so you know how AI can assist you, but also, as Mollick explains, so you know how AI will impact you and your current job–or in the case of students, the job they’ll eventually have. 

What is AI Literacy?

Definitions of AI literacy abound but most have a few characteristics in common:

• AI literacy doesn’t mean deep technical knowledge or the skill to develop AI tools.
• AI literacy does mean being able to “identify, understand, and interact with AI responsibly and effectively.” 

Deeper dimensions of that second bullet could include knowing the difference between AI and generative AI; understanding the biases and ethical implications of large language model training; and mastering prompting strategies to name a few.

AI Literacy and Future Readiness

If the two-year generative AI tidal wave originating with ChatGPT going live isn’t enough to stoke your belief in the need for AI literacy, consider these facts and statistics:

• Studies from the National Artificial Intelligence Advisory Committee (NAIAC) in 2023 show that 80% of the US workforce do some tasks that will be affected by large language models, and 20% of jobs will see about half their daily tasks affected by AI. 
• A poll conducted by Impact Research for the Walton Family Foundation revealed that as of June 2024, about half of K-12 students and teachers said they use ChatGPT at least weekly. 
• According to a June report from Pearson, 56% of higher education students said that generative AI tools made them more efficient in the spring semester, while only 14% of faculty were confident about using AI in their teaching. 
• AI is already integrated into many of the devices and platforms we use every day. That’s now true in education as well with the integration of the Gemini chatbot in Google Workspace for Education and Microsoft’s offering of Copilot to education users.

Supporting institutions, educators, and students with AI literacy

Institutions – Assess, Plan, Implement

Assessing institutional readiness for generative AI integration, planning, and implementation means looking not only at curriculum integration and professional development for educators, but also how this technology can be used to personalize the student experience, streamline administration, and improve operating costs – not to mention the critical step of developing institutional policies for responsible and ethical AI use. This complex planning process assumes a certain level of AI literacy for the stakeholders contributing to the planning. So some foundational learning might be in order prior to the “assess” stage.

‘This complex planning process assumes a certain level of AI literacy for the stakeholders contributing to the planning. So some foundational learning might be in order prior to the “assess” stage.’

Fortunately for K-12 leaders, The Council of the Great City Schools and CoSN have developed a Gen AI Readiness Checklist, which helps districts think through implementation necessities from executive leadership to security and risk management to ensure a roll out aligns with existing instructional and operational objectives. It’s also helpful to look at model districts like Gwinnett County Schools in Georgia that have been integrating AI into their curriculum since before ChatGPT’s launch.

Similarly, in higher education, Educause provides a framework for AI governance, operations, and pedagogy and has also published the 2024 Educause AI Landscape Study that helps colleges and universities better understand the promise and pitfalls of AI implementation. For an example of what AI assessment and planning looks like at a leading institution, see The Report of the Yale Task Force on Artificial Intelligence published in June of this year. The document explains how AI is already in use across campus, provides a vision for moving forward, and suggests actions to take.

Educators – Support Innovation through Collaboration

Whether teaching or administrating, in university or K12, educators need to upskill and develop a generative AI toolbox. The more we use the technology, the better we will understand its power and potential. Fortunately, both Google Gemini and Microsoft Copilot have virtual PD courses that educators can use to get started. From there, it’s all about integrating these productivity platforms into our day to day work to “understand the nuances, limitations, and abilities” of the tools. And for self-paced AI literacy learning, Common Sense Education’s AI Foundations for Educators course introduces the basics of AI and ethical considerations for integrating this technology into teaching.

The best learning is inherently social, so working with a team or department to share discoveries about how generative AI can help with personalizing learning materials, lesson plan development, formative assessment, and daily productivity is ideal. For more formalized implementation of this new technology, consider regular coaching and modeling for new adopters. At Hillsborough Township Public Schools in New Jersey, the district has identified a pilot group of intermediate and middle school teachers, technology coaches, and administrators who are exploring how Google Gemini can help with teaching and learning this year. With an initial pre-school year PD workshop followed by regular touch points, coaching, and modeling, the pilot will provide the district a view of if and how they want to scale generative AI with faculty across all schools.

‘The best learning is inherently social, so working with a team or department to share discoveries about how generative AI can help with personalizing learning materials, lesson plan development, formative assessment, and daily productivity is ideal.’

In higher education, many institutions are providing specific guidance to faculty about how generative AI should and should not be used in the classroom as well as how to address it in their syllabi with regard to academic integrity and acceptable use. At the University of North Carolina at Chapel Hill, faculty are engaging in communities of practice that examine how generative AI is being used in their discipline and the instructional issues surrounding gen AI’s use, as well as re-designing curriculum to integrate this new technology. These critical AI literacy efforts are led by the Center for Faculty Excellence and funded by Lenovo’s Instructional Innovation Grants program at UNC. This early work on generative AI integration will support future scaling across campus. 

Students – Integrate AI Literacy into the Curriculum

The time to initiate student AI literacy is now. Generative AI platforms are plentiful and students are using them. In the work world, this powerful technology is being embraced across industries. We want students to be knowledgeable, skilled, and prepared. They need to understand not only how to use AI responsibly, but also how it works and how it can be harmful. 

‘We want students to be knowledgeable, skilled, and prepared. They need to understand not only how to use AI responsibly, but also how it works and how it can be harmful.’

The AI literacy students need will vary based on age. Fortunately, expert organizations like ISTE have already made recommendations about the vocabulary and concepts K12 educators can integrate at which grades to help students understand and use AI responsibly. AI literacy must be integrated across the curriculum in ways that are relevant for each discipline. But this is one more thing to add to educators’ already full plates as they themselves develop their own AI literacy. Fortunately, MIT, Stanford, and Common Sense Education have developed AI literacy materials that can be integrated into existing curriculum. And Microsoft has an AI classroom toolkit that includes materials on teaching prompting. 

The speed of recent innovation is head spinning. Remaining technologically literate in the face of that innovation is no small task. It will be critical for educators and institutions to assess and implement AI in ways that matter, ensuring it is helping them achieve their goals. Just as importantly, educators and institutions play an essential role in activating students’ AI literacy as they take the necessary steps into this new technology landscape and ultimately embark on their first professional jobs outside of school. 

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Delia DeCourcy is a Senior Strategist for the Lenovo Worldwide Education Portfolio. Prior to joining Lenovo she had a 25-year career in education as a teacher, consultant, and administrator, most recently as the Executive Director of Digital Teaching and Learning for a district in North Carolina. Previously, she was a literacy consultant serving 28 school districts in Michigan focusing on best practices in reading and writing instruction. Delia has also been a writing instructor at the University of Michigan where she was awarded the Moscow Prize for Excellence in Teaching Composition. In addition, she served as a middle and high school English teacher, assistant principal, and non-profit director. She is the co-author of the curriculum text Teaching Romeo & Juliet: A Differentiated Approach published by the National Council for the Teachers of English. Connect with Delia on LinkedIn. 

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NextWave STEM is a leader in K-12 STEM education. Using the “five essentials” (leadership, self-development, team development, strategic thinking, civic-mindedness and innovation), the company’s vision is to empower students and educators to excel in a continuously changing world. Since its founding in 2017, NextWave STEM has partnered with more than 500 schools and community organizations nationally, served more than 200,000 students, and created award-winning STEM programs in emerging technologies. Schools and community organizations who have partnered with NextWave STEM report improved student attendance, increased student interest in STEM-related courses and careers, and increased teacher confidence in teaching STEM and emerging technologies.

NextWave STEM is a visionary leader that understands the needs of tomorrow and how to best equip and inspire the leaders of tomorrow with the tools and skills to be successful. By combining the project-based learning of STEM with innovative, emerging technologies, the company works to improve academic outcomes, close the achievement gap, and open new opportunities post high school and throughout one’s career.

The company makes STEM education engaging for students, easy for teachers and affordable for partners. Their solutions include award-winning curricula, hands-on exploration kits, and professional development. Courses cover: robotics and artificial intelligence, drones and coding, 3D printing and modeling, cybersecurity, entrepreneurship, and solar and renewable energy, and more. Courses are designed to help students develop the 21st Century skills needed to master problem solving and critical thinking, and be prepared for the influx of STEM-related careers, while professional development helps teachers master the facilitation of STEM education.

NextWaveSTEM® was born in Chicago as the brainchild of our founder, Udit Agarwal (pictured). While working as an IT analyst for Chicago Public Schools, Udit saw the need for excellent and easy-to-implement STEM education. He knew the importance of the education system and the economy at large to empower students with the 21st-century skills of Science, Technology, Engineering, and Math as well as Critical Thinking, Problem Solving, and Innovation. Nonetheless, he didn’t see it being taught in a way that was fun for kids—while also meeting state and national standards.

As Udit learned more and became more interested in robotics, he started researching how to bring robotics classes to schools. He started putting the pieces together to start NextWaveSTEM. In 2017, Udit launched NextWaveSTEM® by offering after-school programming in Chicago. Today, at NextWaveSTEM, Udit’s company offers in-person and virtual courses for schools and turn-key curricula in Robotics, Drone Coding, Artificial Intelligence, 3D Printing, and more at K-12 schools nationwide.

“For our students, we hope to spark a new way of learning using real-world applications and inquiry-based learning,” says Udit. “For our fellow educators, we offer authentic support from our own educators, curriculum developers, and executive team.”

For these reasons and more, Udit Agarwal of NextWaveSTEM earned an EdTech Leadership Award for his visionary work in our field as part of The EdTech Awards from EdTech Digest. Learn more.

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Which tools, platforms, and technologies are worth keeping? More importantly, how can we ensure they’re used in ways that truly benefit student learning and achievement?

GUEST COLUMN | by Shannon LaFargue, PhD

In my youth, I was fortunate to be exposed to perspectives that challenged conventional wisdom. While most people adhere to the phrase, “If it ain’t broke, don’t fix it,” my father introduced me to Robert Kriegel and Louis Patler’s book, If It Ain’t Broke, Break It. That provocative message has shaped my approach to many aspects of life, especially education. It’s a mindset that invites us to examine the systems we assume are working, break them down, and rebuild them in a way that promotes true innovation.

‘…a mindset that invites us to examine the systems we assume are working, break them down, and rebuild them in a way that promotes true innovation.’

This approach is especially timely in education today, where technology’s role has dramatically evolved, particularly in the last four years. Prior to 2020, technology was making steady inroads into classrooms worldwide. It was seen as a tool for efficiency, better communication, personalized instruction, data aggregation, and student engagement. However, adoption remained cautious and incremental, often hindered by uncertainty and systemic barriers. That all changed in the spring of 2020.

Exposing the Weakness

COVID-19 didn’t just disrupt our lives; it exposed the weaknesses in almost every system we depend on, especially education. School systems around the globe were thrown into disarray, and with little preparation, the universal response was to lean heavily on technology to bridge the gap between teachers and students. The result? Mixed, at best. The consensus is often that virtual education was a failure during the pandemic. But was it the technology that failed, or was it our systems and our lack of preparedness?

Billions of dollars were spent to deploy technological solutions rapidly, and the aftermath has left educators and administrators questioning what was truly effective. As the financial influx subsides, school systems are now faced with a critical decision: Which tools, platforms, and technologies are worth keeping? More importantly, how can we ensure they’re used in ways that truly benefit student learning and achievement?

What Went Right

Rather than focusing on what went wrong, I believe we should be looking at what went right. Yes, there were failures, but those failures offered valuable lessons. Now, post-pandemic, the question of “What now?” can be answered with optimism. Educational stakeholders—teachers, students, and parents—are now equipped with technological skills they didn’t have before. That’s an advantage we should seize, rather than retreating to outdated systems.

The challenge we face is change itself. Education has always been slow to adopt new ideas, and this hesitation can sometimes be justified. However, without embracing technological advancements, we risk stagnation. Without innovation, creativity, and growth, our systems could become relics of the past, unable to serve the evolving needs of today’s learners.

As a former coach, teacher, administrator, and superintendent, I have always lived by the mantra, “Take advantage of your advantage.” Now is the time to apply that mindset to education. We are at a crossroads where technology, skills, mindsets, and achievements are converging in a way that allows for unprecedented growth. But to fully capitalize on this opportunity, we need to shift from a “Gotcha” mentality—where accountability systems are punitive and regressive—to a “Growth” mindset.

Historically, accountability in education has often been about catching mistakes, pointing out shortcomings, and holding educators to sometimes unrealistic expectations. This “Gotcha” culture creates an environment of distress (negative stress), which stifles innovation and creativity. What we need instead is a system that fosters eustress—positive stress that motivates and encourages growth. Technology should enhance instruction, not replace it, and when done right, it can transform classrooms into spaces where teachers are more engaged, students are more motivated, and learning becomes dynamic.

More Than Fixing What’s Broken

A “Growth, Not Gotcha” approach would mean embracing technology as a tool that supports the differentiated needs of all learners, allowing for real-time feedback, strategic planning, and personalized instruction. It would also mean empowering teachers to use these tools without fear of punitive measures but rather with the confidence that they are creating meaningful learning experiences.

The pandemic forced us to break what we thought was working in education. Now, we have the opportunity to rebuild it better. Technology, in the right hands and with the right mindset, can do more than just fix what’s broken—it can push us forward into a future where education is truly personalized, innovative, and, most importantly, effective.

Let’s not waste this moment by retreating into old habits. Instead, let’s take advantage of the tools and skills we now have and use them to create an education system that’s not only equipped for today’s challenges but ready to meet the needs of tomorrow.

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Shannon LaFargue, Ph.D., is a retired educational leader with experience as a coach, teacher, principal, COO, CAO, and superintendent. He currently serves as the Director of Coaching & Research at Bullseye For Schools. Bullseye is a customizable teacher coaching and walkthrough platform used by schools and districts around the US to support teacher growth. Connect with Shannon on LinkedIn.

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From teacher to leader, a founder shares his inspiring way forward.

GUEST COLUMN | by Philip Bowman

For too long, the role of teachers and school staff has been narrowly defined—focused primarily on individual student success, with only peripheral attention given to the broader structural changes shaping education. Our schools and educational systems need more than just capable administrators as leaders; they need classroom innovators who understand the evolving educational landscape at ground level and can drive the necessary changes for our students and staff to truly thrive.

‘Our schools and educational systems need more than just capable administrators as leaders; they need classroom innovators who understand the evolving educational landscape at ground level and can drive the necessary changes for our students and staff to truly thrive.’

The Urgent Need for Change

Our schools face unprecedented challenges. The global pandemic disrupted traditional learning models, and the rise in mental health concerns over the past decade has only increased the pressures on educators. Many have been stretched to their limits, leading to burnout for some. Yet, others have been tirelessly searching for solutions, experimenting with new approaches in their classrooms.

In my own teaching experience, I felt compelled to develop an effective pedagogical approach that facilitated short, meaningful one-to-one learning conversations, placing students at the center of their educational journey. A six-year retrospective study, led by UDL & MTSS expert Katie Novak and published in NASEN’s Support for Learning Journal, revealed that when implemented consistently, these reproducible five-to-seven-minute conversations have a significant impact, with an effect size of Cohen’s coefficient .91—ranking it in the top 5% of educational interventions.

Encouraged by my wife, also an educator, I began sharing this approach with colleagues, administrators, and eventually at international conferences. My head of school, principals, and supervisors recognized the positive change within our school and supported my decision to form an edtech company to extend impact beyond the walls of International School Bangkok.

Technology as a Tool for Enhancing Relationships

As we work to transform our schools, it’s crucial to recognize the role that technology can play—not as a replacement for human connection, but as a powerful tool for enhancing it. Technology has the potential to engage students in new ways, personalize learning experiences, and streamline administrative tasks. However, the true value of edtech lies in its ability to strengthen the relationships that form the foundation of effective education.

The most successful edtech solutions are those that prioritize relationships within the school community. Platforms like the one I’ve worked to build empower educators to track student progress in real time, offering insights into both academic performance and wellbeing. This data-driven approach allows teachers to respond more effectively to each student’s needs, ensuring that interventions are timely and targeted. These tools do not replace the personal connections between teachers and students; rather, they enhance them by providing educators with the resources to be more attuned and responsive.

In our schools, we must continually ask ourselves whether we are using technology to foster deeper, more meaningful interactions. Are we freeing up time for teachers to engage with students on a personal level? Are we leveraging the insights provided by edtech to better understand and support each student’s journey? The goal should always be to reinforce the human connections at the heart of education, not to replace them.

‘The goal should always be to reinforce the human connections at the heart of education, not to replace them.’

Embracing Leadership by Sharing Your Vision

As we look to the future, I urge all teachers and school staff to see themselves as leaders, both inside and outside the classroom. Each of us has the potential to drive significant change, but the true impact of our work can only be realized when we share our initiatives with others. Whether you’ve developed a new approach to student engagement, created a wellbeing program that’s making a difference, or harnessed technology in a way that transforms learning—don’t keep it to yourself. Share it with your colleagues, present it at conferences, publish your findings, and collaborate with educators worldwide.

When I first developed my pedagogical approach to one-to-one learning conversations, I had no intention of creating a company. I simply wanted to share something that works. But in doing so, I discovered that many others were looking for similar solutions and wanted to contribute to and improve upon what I had started. Less than two years after our beta platform launched, we are now in nearly 50 schools, helping to ensure that students are safe, ready to learn, and thriving. In multiple schools, we’ve already been credited with saving students’ lives.

By stepping forward and sharing your innovations, you too can contribute to a collective effort to reshape education for the better. In the process, you might see your impact grow larger than ever expected and inspire others to do the same. 

—

Philip Bowman is co-founder and CEO of MARIO Education and a highly experienced special educator with a career that started in the U.S. and took him to the International School Bangkok, where he worked for 13 more years until the founding and rapid growth of MARIO Education necessitated his full-time leadership and a departure from the classroom. Philip has been named EdTech Digest’s School Leader of the Year for 2024. Connect with Philip on LinkedIn.

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Cignition delivers high-impact K-12 virtual tutoring, led by experienced educators who produce proven, repeatable results in student success. Tutors complete internal assessments, broken down by grade level, to validate their qualifications. Using classroom data, students are initially matched for tutoring. Teachers and tutors then utilize data from mastery progress, surveys, and online activities to continuously track and enhance student progress within the established groups.

Cignition’s research-based approach focuses on data-informed instruction and collaborative learning, encouraging student-to-student interaction to build deep conceptual understanding. Instead of the traditional model of learning through repetition, Cignition tutors focus on the conceptual goals of each topic. Teachers tell Cignition they can see the change in their students’ engagement and participation after receiving tutoring.

Making dashboards and tools available to help tutors understand each student’s most immediate needs also contributes to the success of the thousands of virtual tutoring sessions delivered by Cignition. Research on Cignition’s learning model, backed by the Bill & Melinda Gates and Overdeck Family Foundations, shows an effect size indicating dramatic student growth. The amount of growth shown in the study suggests that students complementing their learning with a year of Cignition tutoring would advance by up to two years’ learning gain with their robust intervention model.

In addition to the collaborative learning model, Cignition is committed to connecting students with certified educators who have experience crafting personalized learning experiences. Keeping instruction inquiry-focused empowers students to build academic confidence and critical 21st-century skills.

For these reasons and more, Cignition was named “Best Collaborative Learning Solution” as part of The EdTech Awards 2024 from EdTech Digest. Learn more.  

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