We just can’t get away from it. AI continues to take the oxygen out of every edtech conversation. Even the Trump administration, while actively destroying federal involvement in public education, jumped on the bandwagon this week.
Who better to puncture this overused acronym than edtech legend Gary Stager. In this conversation, he offers a pragmatic perspective on AI in education, cutting through both fear and hype. Gary argues that educators should view AI as simply another useful technology rather than something to either fear or blindly embrace. He criticizes the rush to create AI policies and curricula by administrators with limited understanding of the technology, suggesting instead that schools adopt minimal, flexible policies while encouraging hands-on experimentation. Have a listen:
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Simply put, AI can do a lot–it can personalize learning, help students expand on ideas for assignments, and reduce time spent on administrative tasks, freeing up educators to spend more time on instruction.
A recent survey found that 88 percent of U.S. parents believe AI is essential to their children’s education, but most aren’t even sure whether the technology is being used in their child’s classroom.
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Teaching K-12 coding without computers may seem like a daunting task, but it can be a powerful way to introduce students to the fundamental concepts of computer science and problem-solving without the distraction of technology.
The most effective way for students to learn career-ready skills in fields such as advanced manufacturing and robotics is by applying these skills in the context of authentic projects and real-world scenarios.
In the Future of Jobs 2025 report, the World Economic Forum predicts that 60 percent of jobs will require upskilling or retraining, or they’ll be threatened. The skills we have today may not keep us secure for long.
Middle and high school counselors juggle overwhelming caseloads, expanded mental health duties, and additional administrative burdens–all of which limit their ability to provide individualized support for students.
When Adrienne Staten’s fellow teachers first started talking about using artificial intelligence tools in their classrooms, Staten was not on board.
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