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"I love educational technology. When technologies were first available online, I was an early adopter, and often got brutally criticized by administrators and colleagues in my K-6 settings for having students use the internet for research, use web tools, create webpages in wikis, and work virtually with schools in other states and countries (for example, see their work from 2008 at http://weewebwonders.pbworks.com/). Now, similar work is often seen as innovative by colleagues. Boy, have times thankfully changed, but I have not. I still am an early adopter of technologies in that I believe many can benefit students in their learning. As many in education know, commentary about ChatGPT is appearing on the news, social media, and the internet. As I always do, I am exploring its use in my classes (elementary-level gifted education). This post describes its use in education from the perspectives of ChatGPT, itself, and from a handful of educators. Later, I describe and show the work of my students. I conclude with tools for detecting machine-generated text, and provide a parting shot."

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"Over a rushed lunch period the other day, my colleague took a much-needed breather as she described a pandemic-era staff meeting. "Everyone had masks on," she said, "but their eyes were screaming. I honestly don't know how many people are going to quit before the year is up." As the conversation continued, we discussed the increasing prevalence not just of teacher retention issues, but also of less visible gratitude from those in upper-level positions. Though administrators, department heads and team leaders are doubtless thankful for all teachers do, it doesn't hurt to be a little clearer about how much we wish to support and appreciate one another through these difficult times when everyone is beyond overwhelmed. For school leaders who already have so much on their plates, here are four simple ways to increase an overall sense of wellbeing for teachers without becoming burdened with yet another "one more thing" to do."

" Failure to graduate life-ready students is a societal issue, and it impacts all of us. The solution is a re-imagined education system that produces graduates who step confidently and purposefully from high school to post-secondary studies, employment, and other life roles. To achieve this, schools must not only be for students, but about them, and by them, guided by liberated teachers and administrators."

"A year into the pandemic, the instructional sands keep shifting from in-person, to remote, to concurrent (or hybrid) and back again. And almost every conversation I have with educators regardless of whether they are classroom teachers, instructional specialists or administrators is around student engagement. Sometimes these conversations are with administrators concerned about the increasing numbers of students on the schools D-F list or with teachers disconsolate about students who won't turn on their cameras, turn in work or participate in discussions and whose attendance (virtual or in-person) is sporadic at best. All of them are asking, with some urgency, about how we can boost student engagement under these difficult and fluctuating circumstances. From my vantage point, the causes and symptoms are multi-faceted. We need to partner with students-individually and collectively-to discover the root causes and empower them to be their own antidotes."

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"As educators, we hold a captive audience with our students. Our fear becomes our students' fear, and our calm becomes their calm. Of course this is a burden that we have to carry. When most of us signed up to be teachers or administrators, we didn't think that we would have to lead our students through events like 9/11, natural disasters, school shootings, and pandemics. But we do, and the reality is that this a burden we have to carry. We hold captive audiences whether we like it or not. But it is also an extraordinary gift that we can be an example of peace and calm in our students' lives. We can't control the hysteria they see on the news or experience at home. We cannot guarantee them safety and health. The superpowers of educators have limits. However, we can model what it means to be calm and collected. We can express our fears and vulnerabilities, but do it in a way that inspires hope and resolve for our students. "

"he Rigor and Relevance Framework-an action ­oriented continuum that describes putting knowledge to use-gives teachers and administrators a way to develop both instruction and assessment while providing students with a way a way to project learning goals. This framework, based on traditional elements of education yet encouraging movement from acquisition of knowledge to application of knowledge, charts learning along the two dimensions of higher standards and student achievement.  Capable teacher presence and teacher­ centered instruction always belong in the foreground and always underpin lasting student learning, no matter what digital tools are in use. Grounded in rigor and relevance, instruction and learning with digital tools are limitless. This is the foundation of uncommon learning."

"Last year, in the height of the election season, the Obama administration quietly released a national strategic plan for artificial intelligence (AI) research and development. The plan was the beginning of a national effort to prepare Americans for a future with AI-a future some computer scientist believe our nation is ill-equipped to handle. AI has become a part of the American fabric for some time. Siri and Alexa are already taking orders, self-driving cars have hit some streets, and the concept of interconnectivity is now a reality through the Internet of Things. But experts assert that in order for the society to fully embrace AI, learning machines should not replace human workers, but complement them. So to prepare the future workforce for a computer coworker, there must be a shift in teaching and learning-a change that should begin in the classroom."

"Ten years ago, seeing a drone zoom over a college campus would have been unusual, to say the least. Today, however, several institutions are using the technology to support learning, research and even administrative work, such as capturing footage for a marketing video. Unmanned aerial vehicles have been in use since the 1990s, primarily to support military, border security and other public operations, according to the Federal Aviation Administration. Consumer adoption began to accelerate a few years ago as hobby drones became more advanced and less expensive. From 2014 to 2017, consumer drone shipments jumped worldwide by 7 million units, according to a Business Insider Intelligence analysis. That's about when higher education institutions began to realize UAVs could play a role on campus, according to Venkata Krishnan Seshadri, industry lead at market research provider Technavio. "Drones facilitate application-based, practical learning, which helps students understand and remember key theoretical concepts," Seshadri says. "Using drones significantly reduces risks and costs. For instance, in archeological-related courses, drones are used to capture aerial imagery, which increases the quality of learning without safety issues.""

"Concussions are a serious public health concern. One in five Canadians report a sport-related concussion in their lifetime and an estimated one in 10 youth sustains a sport-related concussion each year. To improve concussion prevention, detection and management, the Faculty of Kinesiology at the University of Calgary has developed a course for parents, coaches, teachers and administrators of school and sport environments, health-care professionals and those who have experienced a concussion.  "This course demystifies concussion and explains how everyone can play a role to prevent, identify and manage this type of traumatic brain injury," says Dr. Kathryn Schneider, PT, PhD, an assistant professor and clinician scientist (physiotherapist) in the Sport Injury Prevention Research Centre in the kinesiology faculty. "This program also demonstrates how a concussion management protocol can be adapted to the characteristics and resources of different sports and settings." A concussion management protocol is a detailed process that outlines how to prevent, detect and manage concussions in a specific context."

"As I work with aspiring administrators, I often am asked about potential interview questions that might be asked during the hiring process.   I offer a list of typical-and not so typical-interview questions that might be asked by panels who are considering school leader candidates.  Of course, a hiring decision often boils down to the right fit, so questions can vary wildly depending on the needs of a particular school or the district.  While this is not by any means a complete list, it does encompass a few examples of what kind of questions might be asked.   As they say, there is no "right answer," so I have tried to include a bit of rationale of what the panel might be thinking as well as a possible approach one might take.  "Fit" is also an important consideration for the candidate; remember, you are interviewing them as well (though it may not feel like it!) and need to be sure that you are prepared for-and aware of-the specific leadership role that is involved."

"When the results of today's U.S. midterm elections are tallied, people will have a clearer sense of how the American people really feel about the current administration. Or at least, how they feel based on the information they've read leading up to the election - not all of which was factual. Alas, it's not just the temperature of the U.S. political climate that will be gauged; so too will the impact and reach of online misinformation. All the major social networks have made attempts to clamp down on fake news, but the trickery has only grown more insidious and pervasive, with new derivatives of fake news, such as fake fact-checkers. Indeed, it would appear that just as we outsmarted fake news, those pushing misinformation have outsmarted our outsmarting."

" TWEETSHAREEMAIL Over the summer, academics debated the impact of growth mindset, the belief that one's intelligence can be developed with hard work and effort, and whether it can move the needle on academic performance. Even Stanford psychology professor Carol Dweck, who is often credited with the term, chimed in with additional research supporting the efficacy of mindset interventions. An Education Week survey found that the vast majority of educators believe that a growth-oriented mindset can help improve students' motivation, commitment and engagement in learning. But the study found that applying those ideas to practice, and helping students shift their mindset around learning, remains an elusive challenge. Those findings largely coincide with my observations as an administrator, coach, technology implementer, and now founder of an education company. Over the summer, my team ran a series of professional learning community sessions with dozens of educators across the country, focused on instructional practices that foster and support growth mindset. At these events, almost all teachers said they get the big ideas around growth mindset, but over 80 percent said their schools don't implement them well."

"The Maker Movement continues to grow, and makerspaces have hit a point where they are clearly no longer just a passing fad. Academic universities are conducting research and gathering data on makerspaces' impact on learning, and dozens of books have already been published. More and more makerspaces are being created in schools, some in separate labs and some in corners of classrooms. And some makerspaces, of course, are in the library. In these last four years of speaking at conferences, chatting on Twitter and talking to colleagues, I've fielded a lot of questions from two camps. One camp is made up of hesitant librarians. They're not really sure that a makerspace belongs in the library. They're afraid of it taking over their whole program and replacing the books. Their school already has a STEM lab, so why do they need a makerspace in their library too? The other camp is made up of librarians who are ready and eager to start a makerspace, but who are meeting resistance from their administration. We already have an art studio; why do we need a makerspace in the library too? Aren't those kids just playing and messing around with LEGO® bricks? Shouldn't the library be a quiet, clean, studious environment? How would a space like this tie in with curriculum, improve test scores or create better experiences for our students? This article looks to address some of these concerns and to explain why makerspaces do belong in libraries."

"As makerspaces start to pop up in schools across the country, some educators, particularly those teaching non-STEM subjects, may be wondering what exactly they're supposed to do with them. Policymakers and administrators, meanwhile, want to make sure the spaces and resources are well utilized and are providing as much educational bang for the buck as possible. Luckily, integrating makerspaces throughout the curriculum is fairly easy with the right frame of mind."

"The inclusion on iPads in the physical education has great potential, although there are two main limitations for its use. The first limitation is the way that administrators and school district authorities overlook the technology needs of physical education(PE): they are either unaware of the technology possibilities within PE or they experiment financial restraints. In the study conducted by Gibbone, Rukavina and Silverman (2010), the authors reported budget restraints as the most profound barrier to technology integration in the physical education learning environment. The second limitation to the use of iPads in PE is that most physical educators may not know how to implement technology into the curriculum without taking away from activity time (Pyle, & Esslinger, 2014)."

"How do you ensure students who excel at math remain engaged? Heidi Williams intended to solve that challenge by starting an after-school coding club while she was a gifted-and-talented teacher at Bayside Middle School near Milwaukee. Instead of using pen and paper, her students created an interactive children's book on Scratch, the MIT Media Lab coding suite that lets users create games, stories and simulations. And the more of this kind of coding activity they did, the better their math test scores got. Now a computer science curriculum specialist at Marquette University in Milwaukee, Williams researches this correlation. One possibility is that the computational thinking skills developed while coding help students break down complicated problems-on and off computers, she says."

"We have designed a Mathematical Mindset Guide to help teachers create or strengthen a growth mindset culture. This guide contains five Mathematical Mindset Practices along with links to teaching videos.  The videos all show Jo and Cathy teaching middle school students. There are different stages described in each practice to help capture the journey of a mathematical mindset classroom and the evidence teachers may collect along the way for their own reflection or for discussion with colleagues.  The guide has been designed for teachers to use in the process of self-reflection, or for coaches or administrators to use to encourage a mindset teaching culture. In the interactive version of the guide on this web page, you can click on the arrow buttons in the Expanding descriptors to see a short extract of Jo/Cathy teaching in the ways described. Our goal for the guide is to support a mathematical mindset journey of learning and growth. Teachers can work with the guide individually or in collaboration with others. The guide is intended to be non-judgmental, non-evaluative, and iterative in nature. When using the guide consider the classroom community as a whole rather than the teacher alone. It is also important to note that while the goal of the guide is to communicate all aspects of a mathematical mindset classroom, it is not always possible to find evidence of all practices in one lesson. We encourage teachers, coaches, and administrators to use this guide, and our reflection suggestions iteratively over multiple lessons."

"Back in the early 1900s, John Dewey promoted the "learning by doing" approach to education, which would later become the foundation of project-based learning (PBL). This framework allows for students to use knowledge from all areas of study to complete a project or task, a process that prepares them for the challenges that they may have to overcome in a future career. Having a job may seem a lifetime away for a child. But by exposing them to different career paths, we can get them thinking about their life after high school before it's too late. As teachers, administrators, or parents, we know how important the future is for our students, and we want to give them an idea of what to expect when the next chapter of their lives begin. But how can we better prepare them for their lives after graduation?"