As my first blog post on K12Leaders, I’m excited to start with such an interesting topic. The ability to create whole websites and applications without writing a single line of code will dramatically change how we find solutions to problems. Let’s quickly define what vibe coding is:
“Vibe coding is a fresh take in coding where users express their intention using plain speech and the AI transforms that thinking into executable code.” (IBM.com)
For years, I’ve noticed (and experienced) the struggle that school staff have had with creating a substitute teacher schedule for absent teachers due to professional development events, etc. It was very common to spend an egregious amount of time determining how many full-time subs we’d need, the number of potential roving subs, and/or the number of in-house subs we’d need to ensure every teacher was covered. Recently, I used Google AI Studio (with Google’s Gemini 2.5 Preview) to help me build a workable solution from scratch to address this issue.
Side note: approximately a month ago, I began my exploration of Google Gemini Advanced and Google AI Studio. It wasn’t long before I discovered that it did a decent job of helping me write code and create websites based on prompts and descriptions that I gave it. To be perfectly transparent, I hold an authorization in Computer Concepts and Applications (I was originally a Computer Science major in college before switching to Communications). While anyone with little knowledge of computer science or coding will be able to create something useful for themselves and/or others, those with a strong foundation in computer science and coding will increase their productivity exponentially with AI.
I used Google AI Studio to vibe code a website that I’m calling ClassCovered to help address the issue of efficiently creating a “sub coverage schedule”. The user simply creates a CSV file of their master schedule with the following columns:
Teacher Name, Department, Period 1, Period 2, Period 3, etc.
Once the user uploads their CSV file, they are guided by the website to identify which teachers will be absent and for which periods, they will select any full-day and/or roving subs, and any in-house subs. Once everything is selected, the user can print their new master schedule with all teachers and substitutes identified as well as a coverage summary. The full demonstration can be found in my YouTube video below.
This article discusses one of the most effective, yet often overlooked vehicles for fostering Emotional Intelligence (EQ) and Social-Emotional Learning (SEL) – arts education. Let’s look at 5 types of Art-based SEL and how they improve student success planning. It was originally published on the ThinkBuildLive Success website.
The development of Emotional Intelligence (EQ) and Social-Emotional Learning (SEL) skills in high school has never been more vital. Just ask college educators why this matters. They are increasingly tasked with supporting students who arrive on campus academically prepared but emotionally under-equipped.
One of the most effective, yet often overlooked vehicles for fostering these essential competencies and supporting student success planning is arts education.
5 Types of Art-based SEL for Student Success Planning are:
Visual Arts
Performing Arts
Creative Writing
Dance and Movement
Music Education
Why Social-Emotional Skills Matter in College
Social-emotional learning enables students to manage emotions, set and achieve goals, and show empathy. It further enables them to maintain relationships and make responsible decisions. These are competencies identified by CASEL (the Collaborative for Academic, Social, and Emotional Learning).
In higher education, these skills translate into these critical success factors:
resilience
self-regulation
adaptability
collaborative ability.
When students have a strong SEL foundation they are better positioned to thrive both inside and outside the classroom.
The Adolescent Window of Opportunity
Early adolescence – roughly middle and high school – is a period of heightened brain plasticity. During this time, neural pathways that influence emotional regulation, social perception, and behavioral habits are solidified.
According to Brooks (1999), this developmental window is ideal for reinforcing self-esteem, empathy, and personal responsibility. Programs that focus on SEL during these formative years are preparing students for high school graduation and laying the groundwork for college readiness.
The Arts as a SEL Catalyst
Arts education – whether visual, performing, or literary – engages the emotional and social dimensions of learning in ways few other disciplines do. As Ping Ho of UCLA’s UCLArts & Healing notes, the arts enhance SEL by facilitating self-awareness, emotional expression, and empathy.
In fact, decades of research show that structured arts programs can reduce stress, boost self-confidence, and build social connectedness. For students, this translates to improved academic performance, better communication skills, and greater college preparedness.
Research-Backed Impact
Studies have long pointed to the connection between arts engagement and positive developmental outcomes. A seven-year California Endowment study found that arts participation significantly boosted both academic achievement and self-esteem in adolescents.
Shirley Brice Heath’s 1998 study showed that students in arts-based afterschool programs were more confident, more resilient, and more likely to aspire to and succeed in higher education than their non-arts peers.
Another standout example is the YouthARTS Development Project. It demonstrated how arts programs improved communication, emotional expression, and teamwork in at-risk youth. These are precisely the qualities students need to navigate the social and academic demands of college life.
If we want to build resilient, adaptable, and socially conscious college graduates, we need to support arts education in high school. It’s not a luxury. It’s a prerequisite for 21st-century success.
Arts Modalities and Their Lasting Effects
Visual Arts help students process complex emotions and express themselves non-verbally. These forms of self-expression often translate into stronger observational and critical thinking skills. These traits are valuable in every college discipline.
Performing Arts provides safe environments for risk-taking, empathy-building, and collaboration. These experiences enhance public speaking and leadership abilities, both essential in higher ed.
Creative Writing fosters reflective thinking and emotional articulation. Students who’ve had opportunities to develop their voice through writing tend to be better equipped to engage in academic discourse and build peer relationships.
Dance and Movement activities promote body awareness and stress relief while encouraging discipline and persistence. Such skills support overall wellness. This is increasingly recognized as a foundation for academic performance.
Music Education enhances emotional regulation, concentration, and group cohesion. Programs that integrate music often see increased student engagement and attendance. These are key indicators of college readiness.
A Personal Perspective: Why This Matters
My own experience speaks to the power of the arts. As a student managing ADHD, dyslexia, and social anxiety, the arts were my lifeline. They allowed me to process emotions, build self-worth, and explore identity in a way that academics alone could not. This creative outlet helped me arrive at college more grounded and self-aware. I’ve since seen countless students walk a similar path.
The Takeaway for College Educators
When students arrive with a background in arts-integrated SEL, we notice the difference. They participate more fully and adapt more quickly. They often lead with empathy.
High school educators should advocate for high school arts programs as both enrichment and essential college prep. College educators can create bridge programs that collaborate with feeder schools. They can also integrate arts-based activities into orientation and first-year experience curricula.
Arts education isn’t just about producing artists. It’s about developing well-rounded, emotionally intelligent students who are prepared to succeed in college and contribute meaningfully to their communities.
Final Thought
If we want to build resilient, adaptable, and socially conscious college graduates, we need to support arts education in high school. It’s not a luxury. It’s a prerequisite for 21st-century success.
Communication is more than just words—it’s the foundation of human connection, learning, and self-expression. For many K-12 students with communication disabilities, Augmentative and Alternative Communication (AAC) devices and software represent the difference between silence and having a voice, between isolation and inclusion, between academic struggle and success.
Yet across our educational system, a troubling disparity exists. While some students have access to the AAC tools they need to thrive, countless others remain voiceless in their classrooms, unable to fully participate in the learning experiences that are their fundamental right.
The Academic Impact: More Than Just Grades
When students lack access to appropriate AAC devices and software, the consequences extend far beyond test scores. These essential tools serve as gateways to classroom participation, allowing students to engage with educational content, express their understanding, and demonstrate their literacy skills. Without them, students face barriers that can seem insurmountable.
The ripple effects are profound. Students who cannot communicate effectively in academic settings often experience long-term underachievement, not because they lack ability or potential, but because they lack the tools to express what they know. This educational disadvantage follows them throughout their academic journey, limiting future opportunities and closing doors that should remain open.
The Human Cost: Social and Emotional Well-being
Beyond academics lies an even more concerning impact on social and emotional development. Students denied effective communication tools frequently experience social isolation, mounting frustration, and diminished self-esteem. These challenges create a devastating cycle where disengagement from school compounds academic difficulties, leading to further isolation and diminished confidence.
When we fail to provide AAC access, we’re not just limiting academic potential—we’re affecting the fundamental human need for connection and self-expression that shapes a young person’s entire sense of self and place in the world.
The time for action is now. Every day that passes without addressing AAC access disparities represents lost opportunities for students who simply need the right tools to unlock their potential.
A Foundation Built on Core Values
Addressing this disparity isn’t just an educational imperative—it’s a reflection of our deepest values as educators and community members:
Respect means creating learning environments where every student’s communication needs are acknowledged and supported, fostering appreciation for the diverse ways people express themselves.
Collaboration requires building partnerships between educators, families, speech-language pathologists, and technology specialists to ensure comprehensive AAC support.
High Expectations means refusing to lower our academic standards for students with communication disabilities, instead providing them with the tools they need to meet rigorous benchmarks.
Responsibility involves empowering students to become independent communicators and learners, taking ownership of their educational journey.
Equity demands that we provide all students with access to curriculum through quality instruction and appropriate communication tools.
Empowerment means building communities where every student can contribute their unique voice and perspective.
Transforming Education Through Inclusive Design
Investing in AAC accessibility creates a transformative ripple effect throughout our educational system. When we ensure that all students can communicate effectively, we enhance curriculum accessibility for everyone. Universal design principles benefit not just students with disabilities, but create more engaging and inclusive learning experiences for all learners.
This investment also supports teachers in developing new instructional design practices, building their capacity to create truly inclusive classrooms where every student can participate fully. The professional growth and collaboration that emerge from this work strengthens our entire educational community.
Economic and Social Returns on Investment
This isn’t just about meeting immediate educational needs—it’s about investing in our community’s future. Students who can communicate effectively are more likely to graduate, pursue higher education, and contribute meaningfully to our workforce and economy. The long-term economic benefits of ensuring AAC access far exceed the initial investment costs.
Moreover, this is fundamentally an issue of social equity and justice. When we provide all students with the communication tools they need, we take a crucial step toward creating a more inclusive society where everyone can participate fully in community life.
The Path Forward
The time for action is now. Every day that passes without addressing AAC access disparities represents lost opportunities for students who simply need the right tools to unlock their potential. These students have voices waiting to be heard, ideas ready to be shared, and contributions that can enrich our entire educational community.
Creating equitable access to AAC devices and software isn’t just the right thing to do—it’s an investment in a future where communication barriers no longer determine educational outcomes, where every student has the opportunity to learn, grow, and thrive.
The question isn’t whether we can afford to make this investment. The question is whether we can afford not to. Our students—and our future—depend on the answer.
Kim Zajac, is a certified SLP and Audiologist in Massachusetts. She is an ASCD/ISTE Community Leader, Educator Mentor for the Vital Prize Challenge, an Adobe Creative Educator Leader and Magic School Ambassador. Kim has served as a virtual practicum instructor at Speech@Emerson and is Co-Founder of EdCampSoutheasternMA. She is an FETC Featured Speaker and has presented at ASU GSV AIRShow, SXSWEDU, ISTE, MassCUE, & NYC Schools Tech Summit. Kim specializes in creating programs and sharing learning strategies to support students with diverse learning needs. She is passionate about establishing equitable access and inclusion for ALL students. You can connect with Kim at KimZajac.com
As someone who transitioned from a career in medical speech language pathology to K-12 education, I’ve witnessed firsthand the disconnect between students’ brilliant ideas and their ability to express them through traditional means. This gap is particularly evident for students with language disabilities and learning differences who have so much to contribute but lack the tools to bridge that gap.
Finding Pathways Through Technology
My journey began with noticing the specific barriers students face. For middle school students with language learning disabilities, figurative language—idioms, multiple-meaning words, and metaphors—created significant obstacles both academically and socially.
The breakthrough came through what I call “visual language bridges”—using AI-enabled tools to generate visual interpretations of both literal and figurative meanings of language. Students who previously shut down during these lessons suddenly became active participants, moving from feeling excluded to confidently understanding metaphors and even creating their own.
This transformation wasn’t just about academic achievement—it was about enabling full participation in both classroom discussions and social interactions. When technology removes barriers rather than creating new ones, it becomes a bridge to understanding and expression.
The Gaps in EdTech
Despite our progress, significant gaps remain in educational technology. Perhaps most glaring is that most EdTech is designed for an “average” student who doesn’t actually exist. We’re still missing robust, accessible design principles that center students with disabilities from the beginning—not as an afterthought.
To address this challenge, I’ve been seeking partnerships with industry to ensure diverse perspectives are included in the design process itself. Another critical gap lies in professional learning. We can have the most innovative tools, but if educators don’t understand how to implement them effectively with an equity lens, we’re missing the opportunity.
The promise of educational technology has never been about the newest features—it’s about creating pathways for every learner to express their unique brilliance and participate fully in both education and community.
AI: Bridge or Barrier?
AI has real potential as an equalizer in education, but like any tool, it’s all in how we implement it. For students with language learning disabilities, AI tools have created bridges to understanding complex language conventions that previously seemed completely inaccessible.
However, AI isn’t inherently equitable—it reflects both the data it’s trained on and the intentions of its designers. The true equalizing potential emerges when AI handles the mechanical barriers that have traditionally excluded certain students, freeing them to focus on higher-order thinking, creativity, and authentic expression.
Beyond Device Bans
The conversation around student wellbeing often leads to discussions about technology restrictions in schools. Yet these blanket approaches miss important nuances, particularly for students who rely on technology for access. For some of my students, supportive technology is absolutely essential for their academic success and emotional wellbeing.
A key distinction worth making is between consumption and creation. When students primarily consume content through devices, negative impacts are more common. But when they create, connect, and actively engage—technology becomes empowering.
Rather than focusing solely on restrictions, we need to equip students with skills for intentional and ethical technology use. The most successful approaches maintain clear frameworks for when and how technologies are used, while preserving flexibility for students who need these tools as accessibility supports.
Technology isn’t just about completing assignments—it’s about unlocking new ways of thinking, creating, and connecting.
Extending Impact Beyond Classrooms
Technology shouldn’t just be an in-school tool—it needs to bridge between school, home, and the broader world students will navigate. What I’ve found most impactful is teaching students to be their own advocates. When students discover tools that help them decode figurative language in social interactions, the impact extends far beyond any classroom assignment.
Schools must also better include families in understanding these tools and more explicitly connect technology skills to future opportunities. Technology isn’t just about completing assignments—it’s about unlocking new ways of thinking, creating, and connecting.
A Vision of Democratized Access
What began as a journey to seek solutions for students with language learning disabilities has evolved into a deeper understanding of how technology can democratize access for all learners.
When implemented thoughtfully, with intentional focus on removing barriers, technology becomes more than just a tool—it becomes a bridge to full participation in learning and life. This approach requires centering diverse learners in the design process, providing robust professional learning for educators, and embracing technology as a means to both academic and social inclusion.
The promise of educational technology has never been about the newest features—it’s about creating pathways for every learner to express their unique brilliance and participate fully in both education and community. When we keep this vision at the center of our work, technology truly becomes transformational.
Kim Zajac, is a certified SLP and Audiologist in Massachusetts. She is an ASCD/ISTE Community Leader, Educator Mentor for the Vital Prize Challenge, an Adobe Creative Educator Leader and Magic School Ambassador. Kim is a virtual practicum instructor at Speech@Emerson and is Co-Founder of EdCampSoutheasternMA. She is an FETC Featured Speaker and has presented at ASU GSV AIRShow, SXSWEDU, ISTE, MassCUE, & NYC Schools Tech Summit. Kim specializes in creating programs and sharing learning strategies to support students with diverse learning needs. She is passionate about establishing equitable access and inclusion for ALL students. You can connect with Kim here on K12 Leaders, LinkTree, LinkedIn or at Kimzajac1@gmail.com
In today’s rapidly evolving digital landscape, artificial intelligence (AI) is woven into the lives of our children—from virtual assistants and homework helpers to social media feeds and wearable health devices. AI holds exciting possibilities, but it also raises questions about safety, privacy, and the balance between innovation and human connection. Here are four key areas to help parents guide their children in using AI responsibly and safely.
1. Understanding AI’s Role in Education and Learning
AI-powered educational tools, like Brainly and Khan Academy, offer personalized learning experiences and instant feedback that cater to diverse learning needs. Yet, while these tools can enhance education, they require mindful use.
How Parents Can Help:
Set boundaries: Teach your child to use AI as a supplement to their learning—not a substitute for effort and critical thinking.
Promote academic integrity: Watch for signs of over-reliance on AI in homework, such as work that doesn’t match your child’s usual style or lacks personal touches.
Encourage curiosity: Explore AI tools together and discuss their possibilities and limitations.
2. Navigating AI in Social Media and Entertainment
AI is the engine behind personalized social media feeds and entertainment platforms. These tools engage teens but can also expose them to privacy risks and misinformation.
Tips for Parents:
Focus on digital literacy: Teach your child to question the accuracy of online content, verify sources, and spot misinformation.
Discuss privacy concerns: Help your child understand how AI collects personal data and show them how to clear cookies, block suspicious users, limit exposure and stay secure online.
Engage in their digital world: Stay involved by asking about the apps and platforms they use, and encourage open conversations about their experiences.
3. Supporting Health and Well-being in the AI Era
AI health apps and wearables, like fitness trackers and mental health chatbots, can empower teens to take charge of their well-being. However, the reliance on technology requires a balanced approach.
What Parents Can Do:
Monitor screen time: Work with your child to create healthy routines that prioritize offline activities and face-to-face interactions.
Stay alert to changes: Watch for shifts in behavior, like isolation or sudden drops in grades, that might indicate over-reliance on AI tools or emotional distress.
Be a resource: Let your child know they can come to you for support, and don’t hesitate to involve professionals when needed.
4. Preparing for an AI-Driven Future
AI is shaping the job market and the skills needed for success, offering opportunities in fields like robotics and data science. Preparing teens for this future means fostering adaptability, creativity, and critical thinking.
How Parents Can Guide:
Explore career paths: Discuss how AI is transforming industries and encourage your child to explore their interests and develop new skills.
Think ethically: Engage in conversations about the ethical dilemmas of AI, such as bias, privacy, fabricated information and accountability.
Emphasize lifelong learning: Help your child understand the importance of staying curious and up-to-date with emerging technologies.
Final Thoughts
Instead of banning AI, parents can embrace it as a learning opportunity to teach responsibility and digital literacy. By staying informed, fostering open communication, and setting boundaries, families can navigate the world of AI together—turning challenges into opportunities for growth and collaboration.
Suzy Brooks is the Director of Instructional Technology for Mashpee Public Schools in MA where she loves supporting families in the Digital Age. Her Family Resource website includes resources regarding Sexting, gaming, AI, sextortion, online predators, terror networks and other topics related to technology. Learn more by visiting https://sites.google.com/mpspk12.org/mpsfamilyresources/home
Images in this post were created using Google Gemini and edited in Canva. Copilot assisted in limiting the draft to only 4 topics.
Imposter syndrome is an example of a larger phenomenon, and when we fight it, we actually make it stronger.
Our limbic brains through 100’s of millions of years of development evolved to keep us safe. In hundredths of a second we recognize danger, we decide on some action, often freeze, flight, or fight and then we mobilize all of our senses and higher level cognitive abilities to carry out and defend that action.
In the modern world, sometimes the way we have made sense of a situation and then our reactions are counterproductive. Shirzad Chamine calls that part of us that makes those decisions the Judge and Phil Stutz calls that or Part X.
Part X or the Judge exist to maintain the status quo by making us so miserable that we don’t take action and providing us with a story that this will keep us safe.
“I’m not worthy.” “No one could love me.” “I’m not good enough.” Are a few examples of the infinite statements they can generate to freeze us.
And these saboteur parts of our brains are wily, the more we fight them, the stronger they become.The harder they fight back.
Whatever we do contains risks. If we are about to receive something good, the risk is that it will end. If we are about to do something we want to do, the risk could be that it will not be as good as you expect, or that something might go wrong. If a person says they love us, they might end up hurting us. Alerting us to risk is one of the jobs of the limbic parts of the brain.
Having been alerted about the risk, the other parts of the brain to create a story, in this case the “I’m not worthy” or “I am an imposter” story.
That story reflects our brain’s need to make sense of a situation quickly with very little information. We often then act on that story; we feel unworthy, we get anxious or angry, we may flee or strike out.Subscribe
We can overcome these impulses, but not by fighting them.
How?
Glad you asked.
1: Name it.
This is not you. This is your saboteur brain, your Part X, or your Judge. The first step is to call it by what it is, “This is my saboteur brain trying to protect me.”
2: Acknowledge the usefulness of being alerted.
You can mentally say to yourself, “thank you for alerting me” or something similar.
3. Focus on something pleasurable.
We tend to focus on the message or story, but when we have named the story and then focus on something else, that story loses its emotional power. Sometimes we can just choose to smile and feel light. Maybe we can remember some time when we were happy or confident. Maybe we need a longer distraction like mindfulness or listening to music.
4: Affirm the positive.
Mentally say something positive. Such as:
I am strong and resilient. I can handle this.
I don’t need to be perfect to be worthy.
I am worthy of success and recognition.
Or something else. It doesn’t matter much, just say something positive about yourself to yourself and move on.
NAFA : Name it, Acknowledge it, Focus on happiness. Affirm the positive.
Replacing imposter syndrome with confidence doesn’t have to be hard, and it doesn’t have to be a battle.
That turns out NAFA is a lot more effective than fighting imposter syndrome.
And like taking a shower when you get dirty, when the grime comes back, just NAFA it again.
We all know that AI is here to stay and will be very much a part of the our students’ future world. Educators have had a couple of years to be in the “exploratory phase” of AI but lately, the schools I’ve been working with have started to shift to something a little more long-term. Much like the proliferation of iPad apps back in the early 2010s, there was a point in time where schools started to think about appropriate topics and skills to teach students at various levels.
This post outlines some early ideas for AI integration in schools from grades K to 12. There is a lot more nuance and detail than comes with actually rolling something like this out, but I’ve always been a believer that “perfect is the enemy of done” and schools are just looking for a place to get started. Hopefully, this is that place.
K-2: AI Foundations
In the primary grades, students will have likely limited access to technology and are below the age requirements of most AI tools. Despite those limitations, educators should start laying the ground work for what AI is and the ethical use of AI. There are major concerns around the anthropomorphization of AI by adults treating tools like Amazon’s Echo like a person. Making students aware at a young age that AI is very much a computer and not a human is key. As part of building AI foundations in our primary grades, educators should focus on the following:
Understand that AI and computers follow instructions from humans.
Recognize how patterns work. (early algorithmic understanding)
Discuss characteristics and attributes of objects. (building early descriptive prompting language)
Create stories that follow a set of rules. (laying the ground work for prompting limits and rules)
While none of these activities specifically focus on AI, they lay the ground work for when students start to interact with AI later in school. Below are a couple of teacher-led AI activities that could be introduced to primary students:
Crowd-source prompt story creation – Students help create a prompt for a story with the teacher sharing the results whole group. Students can then add more details to the story that is generated by AI. This shows that AI has some ability to create but adding adding human creativity can make it even better.
AI Image story starter – Use an AI image generator and a very simple prompt such as “a magical tree” or “a flying dog” to create a picture that will be the basis of a story. The teacher then leads the discussion to fill in the back story of this object like where it might live or what it likes to do. Then students create their own stories about the creature.
This is just a place to start in schools but it’s important to lay a strong foundation of understanding of what AI is. Also, as this will likely be their first exposure to it, defining how and when to use it along with its limitations are extremely important to the foundational skills they’ll be learning during the rest of their K12 journey.
Grades 3-5: Introduction to algorithms, data & coding sequences
Building on the foundational understanding of artificial intelligence, in these intermediate grades schools should dive deeper into the concepts around algorithms and predictions that AI use in the background. In addition, this is a good age to begin discussion around the data that really feeds these engines. Educators in these grades should focus on the following skill development:
Understanding that an algorithm is really like a set of step-by-step instructions.
How to collect and interpret data, as well as how limited data sets could present different outcomes.
Discuss simple decision-making processes like using a decision tree to help make decisions based on simple rules.
Representing and displaying data in a variety of formats (graphs, charts, etc)
Understanding the limits of AI but also discuss the appropriate use of it as a tool in the learning process.
Here’s a couple of activities that students in these grades could do to help deepen their understanding around AI:
Create a set of “Human Algorithms” – students create flow charts or step-by-step instructions for everyday tasks like making a sandwich or brushing their teeth. These shows how sequences work and why the order of events matter.
Data collection projects – Have students collect data on a variety of topics including those they are interested in like favorite pets, color, restaurant, etc. Have them design a graph or pictograph as an output of the data.
Block-based coding – Using tools like Scratch, students create simple animations, games or stories tied to a particular subject area. This further reinforces the idea of sequencing and loops as well as early computer programming.
“Prompetition” – Working as a whole group or small group, have students describe simple objects into an AI image generator like the one built into Padlet. Here’s an example I used recently with some educators on recreating a beach ball in a pool. Discuss which images represented that original object best and have students share their prompting language used.
It’s important to deepen their understanding on where AI is getting its information (data) and how humans access it (prompts). This is also a great time to reinforce the “when and why” around the use of AI with students. Seeing it as a tool to use in their learning process is something that should be re-enforced from this point going forward. Otherwise, students will start to see it as a “short cut” to learning.
Grades 6-8: Machine Learning & Ethics
We all know that kids under the age of 13 would NEVER use a tool with a 13+ age restriction right? (tongue planted firmly in cheek) This age group is the first that will have some access to the tools that carry 13+ age restrictions, and you can expect students to use them. This is a great time to further their understanding of how AI works and also give them some “walled garden” type exploration of vetted AI tools. Some major ideas to cover for this group would be:
Discuss the ethical implications of AI (academic integrity, bias, privacy, etc).
Explore how AI is a part of our world (with specific examples like digital assistants, Netflix and Amazon suggestions, Google map real-time traffic, etc).
Understanding the basics behind machine learning and how it learns from data, including trends and patterns.
While some students may be able to use many more AI tools than those in elementary, I would still favor a large amount of teacher-led modeling and usage to start. Here’s a few activities I would try with this age group:
Find the bias – Use AI to create some images or written output with built-in bias. Some of my favorite prompts are “create an image of a nurse taking care of a robot” or “write a joke about a teacher” and then see what biases are naturally produced. This can lead a great discussion about why bias exists and what other prompts might generate biased outputs.
Data prediction game – Looking at various data sets (weather, sports scores, number of cars in the school pick-up line, etc) have students predict what comes next and see who gets the closest to the actual answer. Using real-world data sets mimics how AI uses data collection to make assumptions and predictions on its outputs.
Ethical impact debate – Discuss and debate what role AI plays in our lives and its potential impact on society (i.e. autonomous vehicles, facial recognition, false positives, etc).
Human vs. AI Brainstorming Challenge – One of my favorite activities to do with students is to give them one minute to generate as many items around a particular topic. (i.e. Things found at a BBQ picnic, Things that need water, etc) Then have AI generate a similar list of 30-50 items. Through this activity, students will see the limitations of AI and as they do this more often, they’ll start to think of things AI would never consider, promoting human creativity over artificial intelligence. Here’s an example at a recent conference where I had them brainstorm social media platforms:
Grades 9-12: Advanced AI Concepts and Applications
At some point during a student’s high school career, the use of AI shifts from something they are learning to use to something they’ll use to learn. It’s also laying the foundation of how AI could be a part of whatever future career path they might choose. At this point, students will be old enough to access most AI tools and be most likely to use them as shortcuts for learning. Here are some key ideas that high school students should learn around AI:
Discerning when to appropriately use AI in their learning.
Explore AI applications in various career fields.
Research and debate AI trends and ethical considerations.
Develop strong prompting skills and use a variety of AI tools to evaluate outputs.
In high school, the subject area teacher is king. Sure, students could take a computer science course to learn how to code and program their own AI or machine learning models, but AI is much broader than that and impacts all subjects. Here’s just a handful of ideas of activities that students could explore with AI in various subject areas:
AI first draft – Whether it be writing a paper in ELA or History class, have the students utilize AI to write the first draft. Then, as part of the assignment, have students improve on the AI first draft and showcase where they enhanced the final paper. This helps show transparency of AI use and forces the students to be smarter than AI.
AI Career Exploration – Research and discuss career paths in AI-related fields as well as how AI is impacting other careers (agriculture, real estate, etc.)
Ethical case studies – The use of AI to generate content creates an interesting debate about ownership and copyright. Discuss the dilemmas of ownership, plagiarism and other ethical concerns that could arise due to the wide-spread use of AI (like facial recognition in a criminal investigation).
Bias and cultural relevance discussion – AI has inherent bias and a lack of cultural nuance in its generic responses. For this activity, challenge students to create outcomes that are more representative of a different populations and geographical cultures.
Creating models, visuals and prototypes – Utilizing AI image generators, students create and design visuals to help get their message across. Whether its a graph showcasing various scientific data sets or a mock-up of a new tennis shoe to hit the market, utilizing AI-generated visuals can help students communicate their message in greater detail than a slide full of bullet points.
This rough draft of a K12 scope-and-sequence is merely a starting point for educators and schools. My recommendation for schools would be to gather teachers from these various areas and give them time, training, and support (something we have in short supply at the moment) to design a more “flushed out” version of this for their district. Then, once the skeleton has been built, have educators create lesson activities and ideas that integrate with existing curriculum and standards. This doesn’t need to become “one more thing” to put on a teacher’s plate. Professional learning is at the heart and soul of meaningful integration of AI in the classroom. Unlike the apps of yesteryear, these tools carry with them much more concerns around data privacy and have greater emphasis on their ethical use that must be addressed before releasing them into the wild. That said, there’s no better time to start than now.
Carl Hooker is an international speaker and educator. He works with schools and events across the country to thoughtfully integrate tools like AI into learning. His latest book Learning Evolution shares several examples, strategies and ideas like this one. His newest workshop “Learning in the Age of AI” is designed for educators and school leaders looking to implement AI thoughtfully in their schools. If you are interested in booking Carl for your next event or professional development day, fill out this speaking form to get more information.
At K12Leaders, we champion the belief that everyone in the educational ecosystem is a leader. Leadership isn’t confined to titles or offices—it’s a mindset and a series of actions that anyone, regardless of their role, can embody. Schools and districts should recognize and cultivate this potential in every staff member. Here’s how they can achieve this:
Treating Staff as Leaders
Empowerment and Autonomy :
Trust and Responsibility : Encourage staff to take initiative by trusting them with responsibilities that align with their strengths and interests.
Decision-Making : Involve all staff members in decision-making processes. When teachers, aides, and support staff contribute to school-wide decisions, they feel valued and empowered.
Professional Learning :
Tailored Training Programs : Offer professional learning opportunities that cater to the unique skills and career aspirations of each staff member. Provide choice whenever possible.
Leadership Workshops : Conduct workshops that focus on developing leadership skills, such as effective communication, conflict resolution, and team-building.
Recognition and Celebration :
Acknowledging Efforts : Regularly recognize and celebrate the achievements and contributions of all staff members, not just those in traditional leadership roles.
Showcase Success Stories : Highlight stories of staff members who have made significant growth or impact; fostering a culture of appreciation and inspiration.
Developing Leadership Skills and Encouraging Leadership Behavior
Mentorship Programs :
Peer Mentoring : Pair experienced staff with newer employees to share knowledge, provide support, and foster leadership skills.
Cross-Role Mentoring : Facilitate mentoring relationships across different roles to broaden perspectives and skills.
Collaborative Projects :
Interdisciplinary Teams : Create teams that include varied staff members to work on school projects, encouraging collaboration and shared leadership.
Action Research : Encourage staff to engage in action research projects to address school challenges and implement solutions, developing their problem-solving and leadership abilities.
Leadership Roles in Committees :
Committee Involvement : Involve staff in school committees or task forces, giving them a platform to lead initiatives and influence school policies.
Rotational Leadership : Implement rotational leadership roles within teams and committees to give everyone the experience of leading.
Little-Known Ways Everyone Can Act as Leaders
Modeling Positive Behavior :
Lead by Example : Demonstrate professional and ethical behavior that others can emulate. Small actions, like punctuality and preparedness, set a standard for others.
Advocacy and Support :
Student Advocacy : Stand up for students’ needs and rights, becoming a trusted advocate for their well-being and success.
Supporting Colleagues : Offer help and support to colleagues, whether through sharing resources, providing a listening ear, or stepping in during challenging times.
Continuous Learning :
Embrace Lifelong Learning : Show a commitment to personal and professional growth by continually seeking new knowledge and skills.
Share Knowledge : Actively share what you learn with others, fostering a culture of continuous improvement and collective growth.
Redefining leadership in education means recognizing that it’s not about titles but about the impact each person can make . By treating every staff member as a leader, providing opportunities for growth, and encouraging leadership behaviors, schools and districts can create a more inclusive and dynamic educational environment. At K12Leaders, we believe in empowering every educator to lead, inspire, and make a difference. Join us in transforming education by recognizing and cultivating the leader in everyone.
To support your journey in cultivating leaders at every level, we are offering a free download of our Leadership Reflection Checklist. This versatile tool is designed to help teams assess and enhance their efforts in fostering leadership across roles. Whether utilized in faculty meetings, leadership gatherings, or mentoring programs, this checklist encourages meaningful reflection and actionable growth. Download it today and take a step towards empowering every individual in your educational community.
We’re thrilled to announce an exciting new feature on K12Leaders that’s designed to elevate your voice and amplify your impact in the educational community! As educators, we believe in the power of sharing ideas, insights, and experiences to foster growth and innovation. With our new blogging feature, you can now effortlessly share your blog posts on K12Leaders, as well as on your personal blog page, and so much more.
Here’s How It Works:
Seamless Posting : When you write a blog post (simply click on Author a Blog), it can be automatically posted on K12Leaders and your personal blog page. Check out my personal blog page for a look at how it works: SimplySuzy
Community Engagement : Tag your post to be included in a specific K12Leaders community. Don’t see a community that fits? Create one! This is your platform, and we want you to feel at home.
Boost Your Reach : Reach out to me, Suzy Brooks, K12Leaders Editorial Director, for a chance to have your post reviewed for inclusion in our home page rotation, social media promotions, and upcoming newsletters, reaching over 30,000 educators! Better yet, align your post to our Publishing Calendar (included below)!
Guidelines for Amplification
Featured Image : Each post must include a featured image that is free from copyright infringement. Author Bio : Include a short bio about yourself so readers can connect with you personally. Social Media Handles: We try hard to tag our authors on other social platforms. Be sure to include this information if you’d like us to add social tags!
Please Note: Not all blog posts will qualify for amplification by the K12Leaders editorial team. For your post to be considered, the topic must be of interest to a broad audience, timely and/or timeless, and it may be subject to minor editing for readability.
Our goal is to ensure that your content is impactful and resonates with our diverse community of educators.
Why Share on K12Leaders?
Our platform was built for educators, by educators. We believe the voices of educators are essential in today’s climate. Whether you’re sharing innovative teaching strategies, reflections on classroom experiences, or insights into educational policy, your voice matters. By blogging on K12Leaders, you’re not just sharing a post; you’re contributing to a vibrant, supportive community that values and amplifies your expertise.
Quick List of Topics to Inspire Your Next Post:
Innovative Teaching Methods
Technology Integration in the Classroom
Educational Policy and Reform
Student Engagement Strategies
Professional Development Tips
Classroom Management Techniques
Mental Health and Well-being for Educators
Equity and Inclusion in Education
Parent-Teacher Collaboration
Inspirational Stories from the Classroom
Join the Conversation
At K12Leaders, we are committed to helping you publish and be heard. We’re excited to see the incredible ideas you’ll share and the conversations you’ll start. So, get writing, share your story, and let’s redefine education together!
If you have any questions or need further assistance, don’t hesitate to reach out. Happy blogging!
In 2013, I made a resolution to come up with a range of various “bold” predictions for the world of education and technology. Twelve years later, I continue to try to up the ante while also staying grounded in some level of realism. Think Black Mirror but for education…or is that too dark?
Some of my predictions from back then seem almost laughable and yet, strangely plausible. I predicted someone would name their child “ #3?” as Twitter was all the rage back then (RIP). I also predicted that memes would become the hieroglyphics of this generation, and I think I pretty much nailed that. When it came to school devices, I made the following prediction in 2013 prior to the massive wave of Chromebooks taking over schools:
It’s fun to reflect and cherry pick the times I got things right. It would take several thousand words to go over all the ones I got wrong, but if you ever want to go back and take a look, here’s a list. Now it is time to face forward and peer into the not-so-distant future. Last year, AI played a major role in most of my predictions and it will continue to play a role in some this year as you will see below.
So without further ado, here’s my BOLD predictions for 2025:
There will be a rapid increase of “AI Schools”
The rise in AI and the ever-shifting landscape of public education funding means that schools like the Alpha School will continue to develop and grow exponentially this year. Fueled by the decrease in education majors and the increase of teacher burnout and I could see a future world where we send our kids to these “AI centers”. At these centers they use computers to learn academics and lean on the adults to learn about life. This sounds all well and good, but my biggest concern isn’t around the efficacy of the use of AI in these schools. My biggest worry is about the equitable access that students around the country will have to it. Stay tuned…
You’ll soon be able to buy stock in schools
The stock market (invented in 1792) has been around almost as long as public schools (invented in 1635) in this country. With funding of schools becoming more of a state issue in the future, we’ll have to start thinking of innovative ways to get dollars into learning institutions. Enter the School Stock Exchange – a place where parents and non-parents alike can invest some monies into the “value” of the school. Should the school do well and show improvements, the stock goes up. Should students start to drop-out or not graduate, the stock plummets. There would have to be some other metrics in place as well as insider trading laws, but imagine getting hired as a teacher and being offered stock options for where you work? It happens almost everywhere in the business world, why not education?
K12 Crypto launches
While the stock market has been around for over 3 centuries, cryptocurrency is still very much a new player on the scene. Companies like Knowlej incentivize students with a “learn to earn” model that might be the ticket to increase attendance and student engagement. Creating cryptocurrencies can’t be that hard can it? Time to put pressure on the founders of K12Leaders to make this happen in education.
Uber-like education services become a thing
Commerce has rapidly shifted from the big box stores of yesteryear (RIP Toys R’ Us) to a more “on-demand” model of ordering something once you think of it. I predict learning will evolve into much the same way. Using an app, students (or parents) can order up a few servings of math with a side of language arts for their struggling student. That request goes into a queue which is sent around te area and online looking for a quick tutor to provide assistance. Most of these tutors will be virtual and perhaps even AI-driven, but for an up-charge, they can even come to your house, park, or neighborhood coffee shop to help with that struggling concept or assignment. A rating system will sort out who are the best of the best and pricing surges will ensue for those most sought after, especially during finals.
Robots won’t replace teachers, but maybe custodians?
As I’ve stated a couple of times already, education is in dire straits when it comes to funding. Some schools like the AI school mentioned above may give school leaders the idea to replace teachers with robots. This was infamously tried back in 2008 Japan and as I outlined in my book Learning Evolution the results were disastrous. Schools looking to cut corners may go the way of stores like Sam’s Club Brain Inventory Scan robots to deploy as a replacement for custodians. The robots will not only sweep and buffer the floors, they’ll also come with vape detection and defensive battle tactics in the event of a school lock-down.
The new Secretary of Education will be on the UndisruptED podcast
Adam and I have had some pretty big guests on the show in the past, but this year, for our 100th episode, we set our target (and steel chair) on newly appointed secretary of education Linda McMahon. I’ve already got a request into her office to have her on the show. It would be beneficial to those in the education space to hear her views on the future as Adam and I try and limit the amount of wrestling references during the show. Who’s ready to learn from the top rope? Can you smelllllllll…what the cafeteria is cooking?
Transformative furniture will re-imagine the traditional classroom space
We’ve had mobile chairs, Hokki stools, and standing desks for over a decade in education. What’s next in the education furniture space? These TRANSFORM tables from MIT (video below) can readjust the learning surface on the fly into whatever you might imagine. Think of a future world where you hit a button and your entire classroom comes with built-in stadium seating or maybe a giant circle configuration for Socratic seminars. The only limits are your imagination (and funding, as I’ve mentioned now three or four times in this blog).
The Meta Smart Ray-Bans go next level
During my travels this past year, I came across several colleagues repping these new Meta smart Ray-Bans. Unlike the Google Glasses experiment/disaster of a few years ago, these have a manageable price point (around $300) and some decent functionality for texting and searching via voice commands. One of the major flaws that would inhibit it in the education space besides price (did I mention education is under-funded?) is the fact that it would be unmanageable to have an entire class of students talking out loud to their smart glasses. One recent iteration from the 2025 Consumer Electronics Show (CES) are these Halliday smart glasses. These have a mini-display and a way to control the menu through a connected smart ring. I can hear the excuses already…”I can’t learn today because I forgot my ring!”
Photo of Rob Dickson (right) wearing the new Meta smart Glasses
I will publish a response book to “The Anxious Generation”
Last fall, Forbes published this article stating that 60% of employers have fired Generation Z employees within their first year. With GenZ really struggling in the workforce, we in the Hooker household are wondering how our own kids will fare and where they will struggle. Psychologist Jon Haidt posited his views on this in his book The Anxious Generation where he goes into a myriad of details as to why kids are struggling so much in this day and age. His chapter on education and parenting lack ideas for how parents and teachers can fix this other than “screens are bad, play is good.” I’m cheating a bit on this prediction as I’ve already started working on an outline, but expect some handy “Antidotes for the Anxious” coming your way in 2025.
Some kid will get rich using AI to invest
I really feel like finances are a major theme to this year’s list so why not finish my predictions with…something about money? AI can do a lot of things well and others not so well. I recently posted my list of recent ChatGPT prompts on BlueSky as sort of a personality test. I got some interesting responses from my followers including why I would write a song about Tom Murray, but one in particular was the “Couch to 10K” prompt I used.
My daughter tricked me into signing up for a 10K race in April which prompted me to prompt ChatGPT for an assist on “creating a plan for an overweight, middle-aged man to run a 10k in 16 weeks.” That brings me to my final prediction. I predict a student will use AI to either help them invest or create some sort of investment strategy that turns them into a millionaire before they graduate. Maybe they’ll invest in schools like prediction #3?2 or buy K12 Crypto like prediction #3?? While neither of those outcomes are likely, I do think AI will help some student develop an effective investing strategy that will make them rich and famous before the ball drops on 2025.
So there you have it. Which of these predictions will come true this year? What predictions do you have for the upcoming year? No matter what happens, here’s hoping we all get rich with learning in 2025!
