PD365 Spring 2026 Journal

Illinois ASCD Rebrands as PD365

Our organization has always reflected unwavering commitment to providing professional learning and support every day of the year—for every educator, in every role. The new PD365 brand represents the organization’s renewed focus on delivering powerful, relevant professional development 365 days a year. For us, this is more than a name change—it’s a recommitment to empowering educators with ongoing learning opportunities and resources to meet the needs of every student, every day.

Why the Rebrand?

The change to PD365 comes in response to evolving guidelines from ASCD/ ISTE, the national organization with which Illinois ASCD has been historically affiliated. As ASCD and ISTE unify their work under a new global framework for professional learning, affiliates across the country have been encouraged to establish distinct names and brands that reflect their unique missions, audiences, and regional impact.

By becoming PD365, we honor our decades-long legacy while also ensuring compliance with ASCD/ISTE guidelines and positioning for future growth. The new name reinforces our core mission—to provide Professional Development, 365 days a year, tailored to the needs of Illinois educators—while we remain connected to a national and global network of innovation in teaching and learning.

Looking Ahead

Under its new identity as PD365, the organization will:

• Expand Reach: Offer both in-person and virtual programming to educators throughout Illinois.

• Broaden Services: Provide professional development tailored to classroom teachers, administrators, and district leaders across all grade levels.

• Deepen Partnerships: Collaborate with universities, education associations, and national thought leaders to deliver cutting-edge resources.

• Sustain Community: Maintain the relationships and networks that have made Illinois ASCD a trusted leader in education for generations.

The new name and brand identity will be rolled out over the coming months across PD365’s conferences, publications, and digital platforms. Members and partners can expect the same trusted quality of professional learning—now with a renewed focus on continuous growth and innovation.

For more information, please visit Illinoisascd.org

Thank you again for your continued support!

PD365 Leaders

Amy Warke, President awarke2008@gmail.com

Scott England, Past President esengland@umes.edu

Amy MacCrindle, President-elect amaccrindle@district158.org

Sarah Cacciatore, Treasurer scacciatore@d75.org

Andrew Lobdell, Secretary lobdella@le-win.net

Debbie Poffinbarger, Media Director debkpoff@gmail.com

Ryan Nevius, Executive Director rcneviu@me.com

Bill Dodds, Associate Director dwdodds1@me.com

Task Force Leaders:

Membership & Partnerships

Denise Makowski, Amie Corso Reed Communications & Publications Belinda Veillon, Jacquie Duginske Advocacy & Influence

Richard Lange, Brenda Mendoza Program Development

Jamie Bajer, Heather Bowman, Scott England, Amy MacCrindle, Terry Mootz, Amie Reed, Dee Ann Schnautz, Belinda Veillon, Amy Warke, Doug Wood

A Letter from the President

Amy Warke

ILASCD President

Navigating the New Frontier of Educational Technology

As we welcome the arrival of spring—a season synonymous with renewal and growth—it is my pleasure to introduce this latest edition of our journal. This issue arrives at another pivotal moment in education. We are no longer simply "using" technology; we are witnessing a fundamental shift in the pedagogical landscape, driven largely by the rapid evolution of Artificial Intelligence.

The articles compiled in this spring journal reflect the complex, multifaceted reality of modern education. Our contributors have provided a glimpse into the practical and ethical dimensions of this digital transformation:

Innovation in the Classroom:

Explore how AI is being harnessed to streamline lesson planning and revolutionize assessment. Beyond efficiency, we examine how these tools can create a more collaborative environment, allowing educators and students to co-create knowledge in real-time. Crucially, we highlight strategies to strengthen student voice in writing, using technology not to replace the writer, but to provide the scaffolding and feedback necessary for students to express their unique perspectives more powerfully.

Ethical Stewardship & Policy:

As leaders, we must grapple with the "fast pace of change." This issue addresses the urgent need for clear policies for use that protect our communities while encouraging exploration.

We delve into the essential framework of balancing AI: identifying high-impact areas for implementation while strictly defining when not to use it to preserve essential human critical thinking and authentic connection.

Administrative Efficiency: Technology’s role extends beyond the classroom. We showcase how AI and automated systems are driving administrative efficiency, reducing the burden of routine tasks so that school leaders can refocus their energy on mentorship and community building.

The Human Element: Finally, we examine the vital need for bias awareness. As we integrate automated systems, staying vigilant about equity and representation remains our most important responsibility.

I am inspired by the dedication of our members to not only keep pace with these changes but to lead them with intentionality. Whether you are looking for thoughts on policy implementation or an ethical discussion, I hope these pages provide you with the insight and inspiration to navigate the months ahead.

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Whole Child

Instructional Coaching Insights from Burns’ EdTech Essentials (2nd): A Book Review Applying the Whole Child Tenets

A Critical Guide for Higher Education in the Age of AI

As technology continues to enhance and reshape educational landscapes, faculty in higher education are also grappling with both the opportunities and challenges presented by digital learning tools, artificial intelligence (AI), and evolving pedagogical practices, along with foundational frameworks. Monica Burns’ EdTech Essentials: 12 Strategies for Every Classroom in the Age of AI, 2nd Edition provides timely and practical guidance that extends beyond K-12 education, offering insights that are equally relevant to college instructors, instructional designers, instructional coaches, and educational leaders.

Bridging Pedagogy and Technology in Higher Education

At the heart of Burns’ book is a structured, researchinformed approach to technology integration that balances innovation with pedagogical intentionality. Organized around 12 key essential strategies, this book serves as a roadmap for educators seeking to use technology to enhance, rather than replace, effective teaching and learning. In an era where AI-generated

Kari Pawl

Andrea Dinaro

content is reshaping many domains such as research methodologies and student engagement strategies, EdTech Essentials 2nd Edition invites educators to develop EdTech and AI literacies that allow for critical engagement with these helpful emerging tools.

The AI Disruption: Preparing Faculty and Students

One of the book’s greatest strengths is its thoughtful approach to components of AI. Burns recognizes the magnitude, yet it is not a firehose of information.

plagiarism, and ethical considerations in student work.

Furthermore, the discussion of AI as both a generative and evaluative tool aligns with the increasing demand for faculty to understand and integrate AI-driven analytics, adaptive learning platforms, and digital content curation tools in their courses. Burns acknowledges the potential challenges, the arch of change, and encourages educators to embrace AI as a means of personalizing learning and fostering deeper engagement.

Her suggestions for curating inclusive digital content for all abilities and implementing Universal Design for Learning (UDL) principles provide valuable guidance for faculty seeking to make their courses more welcoming and accessible.

Burns does not frame AI as a threat to academic integrity but as a tool that, when used strategically, can enhance collaboration, teaching, and learning experiences. From AI-assisted feedback mechanisms to multi-modal assessment strategies, Burns offers instructors and course developers practical approaches to incorporating AI while maintaining academic rigor. This is especially relevant as institutions debate policies on AI use,

Critical Thinking, Access in Higher Ed, and Implications for Faculty Development

Another key takeaway from EdTech Essentials 2nd Edition is its emphasis on accessibility and reaching all learners. Burns highlights the importance of ensuring that digital tools do not exacerbate existing disparities in access to resources, particularly for firstgeneration college students, students

from varied experiences/backgrounds, and those with disabilities. Her suggestions for curating inclusive digital content for all abilities and implementing Universal Design for Learning (UDL) principles provide valuable guidance for faculty seeking to make their courses more welcoming and accessible.

For instructors who also serve in administrative or leadership roles, EdTech Essentials 2nd Edition provides an exceptional foundation for faculty development initiatives. The book’s focus on reflective practice, formative assessment strategies, critical thinking, and multimodal learning aligns well with the professional learning needs of higher education faculty. Institutions aiming to support faculty in effective EdTech adoption can use this book as an adopted text, and/or for instructor learning communities, workshops, or curriculum redesign initiatives.

A Must-Read for Higher Education Professionals

Burns’ EdTech Essentials, 2nd Edition is more than just a practical guide for technology integration; it is a thoughtprovoking text that invites faculty to engage critically with the evolving landscape of digital andragogy and pedagogy. This is a resource for working with children, adult learners, and teams. As higher education and

technical spaces continue to navigate the complexities of AI, hybrid learning, remote engagement, and digital transformation, this book provides a necessary footing those who wish to harness the power of technology without losing sight of the fundamental goals of curriculum, instruction, engagement, and community, such as deep learning, critical thinking, connection, and student success. Whether your role is a professor, instructional designer, faculty development leader, or administrator who is shaping digital learning policies, EdTech Essentials 2nd Edition offers invaluable insights that will help you lead continued growth in traditional and blended approaches and spaces.

Embedding a Trial Application in this

Book Review: An example of our process to incorporate Generative AI into our book review.

Disclosure: Generative AI ChatGPT 5 (paid version) was utilized to create the following list of ideas by potential readiness (See Figure 1, following page).

Prompt: “From my book review, and the following Kindle book review, list 10 specific examples of how teachers can use this book. List them from beginner to advanced.” The following ChatGPT-5 summary response was a ‘structured list of how teachers can use EdTech

Figure 1.

Example Book Review Support Using ChaptGPT-5, using Auto Mode: Structured List, Ordered from Beginner to Advanced, of How Teachers Can use Burns, M. (2024). EdTech Essentials: 12 Strategies for Every Classroom in the Age of AI 2nd Edition

Our prompt and ChatGPT’s-5 response was a good start; we vetted and edited, and noted our perspective for improvement.*

Beginner (For Teachers New to EdTech Integration)

1 Navigating Online Spaces Effectively (Chapter 1)

o Learn how to help students safely access and evaluate digital content, teaching them to distinguish reliable sources from misinformation.

o Example: Guiding students to use Google Safe Search or Common Sense Media for research

2. Curating Resources to Support Every Student (Chapter 2)

o Find and share online materials suited for different learning levels

o Example: Using platforms like Newsela or ReadWorks to adjust reading levels.

3 Using Formative Assessment Tools for Real-Time Feedback (Chapter 8)

o Implement simple digital quizzes and polls to quickly check for understanding

o Example: Using Kahoot, Quizizz, or Google Forms for quick class assessments.

4 Promoting Collaboration Across Digital Spaces (Chapter 6)

o Introduce students to online discussion boards, shared documents, and collaborative tools

o Example: Encouraging teamwork through Google Docs, Padlet, or Flipgrid.

5 Encouraging Authentic Student Engagement and Digital Citizenship (Chapters 4 & 10)

o Help students understand responsible online interactions and attribution of content

o Example: Teaching proper citation with tools like EasyBib and encouraging online discussions in Canvas or Schoology forums

Intermediate (For Teachers with Some Experience Using EdTech)

6 Facilitating Virtual Field Trips and Global Exploration (Chapter 5)

o Use VR and digital tools to extend learning beyond the classroom.

o Example: Taking students on Google Earth VR tours or using the Smithsonian Learning Lab

7. Creating Multimodal Artifacts of Learning (Chapter 7)

o Encourage students to showcase their knowledge in multiple formats

o Example: Letting students create infographics in Canva, video presentations in Flipgrid, or interactive slideshows in Genially.

8 Generating Lesson Plans and Resources with AI (Chapter 3 & Online Review 2)

o Use AI-powered tools to save planning time and enhance instruction

o Example: Using ChatGPT to create differentiated lesson plans or brainstorming prompts.

Advanced (For Teachers Ready to Innovate with AI and Advanced EdTech)

9. Evaluating Digital Content for Bias and Accuracy (Chapter 4 & Online Review 1)

o Teach students AI literacy and critical analysis of online information

o Example: Having students analyze AI-generated content with AI bias checkers or Snopes

10. *Designing Equitable and Accessible EdTech Experiences (Chapter 12 & Online Review 1)

o Incorporate Universal Design for Learning (UDL) principles to ensure inclusivity Example: Using Microsoft Immersive Reader, auto-captioning in Zoom, or adaptive tools for diverse learners [NOTE: authors disagree with ChatGPT-5’s response that the item 10 topic and examples fall under ‘Advanced’]

Whole Child (cont.)

Essentials, 2nd Edition, ordered from beginner to advanced, drawing directly from the draft review, the book's Table of Contents, and the two online book review samples.’

After the ‘Structured List’ that ChatGPT-5 drafted, we reviewed and compared notes, made edits, and emphasized our preferred areas. As a simulated think-aloud, we share that, in our roles as a Professor of Special Education (Dinaro) and Professor of Reading, Language and Literacy (Pawl), we agreed that we felt conflicted with ChatGPT-5’s output regarding how it labelled ‘equitable and accessible experiences’ as ‘Advanced.’ Our example of practical application of the book (using a generative AI chatbot and critiquing it) provided a useful reminder that utilizing AI requires the human to be present, active, and in the lead.

an assistant. As we discovered that ChatGPT-5’s example about ‘Zoom transcribing’ being organized as an ‘Advanced’ strategy*, we considered and reflected as the ‘humans in the loop.’ Ultimately, from our trial (Figure 1), we do not recommend constraining Burns’ books, chapters, and strategies into simple terms or parameters of ‘leveled

Our example of practical application of the book (using a generative AI chatbot and critiquing it) provided a useful reminder that utilizing AI requires the human to be present, active, and in the lead.

beginner through advanced’ notions. It has potential to be useful, but it was a practice that provided us with some structure and ideas, again to trial and continue to grow.

Additional Insights into Applications: A Whole Child Alignment

EdTech leaders often say, ‘keep the human in the loop’; Generative AI for writing, as Burns notes, is a tool and

We tell our students that “AI for thinking and writing is only a first draft; instructors want to grade your thoughts and critical thinking, not solely the chatbots’.” Another foundational step is to understand if the main concepts align with the ASCD Whole Child Approach. We analyzed and created a conceptual and alignment matrix displayed in Figure 2 on the following page. This visual

allows clarity to observe how the Whole Child Approach, the main concepts in EdTech Essentials (Burns, 2024), and key themes in this article meet. Use Figure 2 and the Figure 2 Further Detail on the following page to consider where the best place is to start for your learning, or for your learners.

2

Conceptual Matrix.

Instructional Coaching Insights from Burns’ EdTech Essentials (2nd). Applying the Whole Child Tenets by Pawl & Dinaro (2026)

Healthy

Engaged

Supported

Figure

2 Detail

One of the benefits of reading Burns’ book is learning about essential skills and strategies. Burns provides ready -to-use and in-depth supports and rationale (essentia and extras). Embedded throughout the book are online spaces that connect readers to a plethora of resources. These online spaces, accessible via QR codes, add significan value and include topics such as Class Tech Tips, Edtech products, and a variety of informative and engaging podcasts. Of note to the reviewers was the Leveraging ChatGPT for Customized Learning with Sarah Wysocki shared showcase how this tool can be used to differentiate instruction, a topic that applicable to educators of all levels.

When evaluating student learning artifacts, a core message is the importance of valuing the process versus the product. Burns strongly advocates for educators to

Figure

...online spaces, accessible via QR codes, add significant value and include topics such as Class Tech Tips, Edtech products, and a variety of informative and engaging podcasts.

celebrate the steps involved that lead to the outcome. Conversing with students about the “process” serves as windows into their thinking. Furthermore, Burns reminds the reader of the distinct advantages of using AI tools to increase efficiency with tasks such as lesson planning and administrative work, as well as notes concerns to navigate. Burn reiterates the phrase “working smarter, not harder” and explains how chatbots can be used to create customizable templates for email correspondences, student review materials, and to organize and summarize information. Finally, readers will appreciate the ready-to-use templates that Burns provides to assist educators with planning and reflecting.

An overarching asset of this book is its appeal to educators at all levels. Burns skillfully provides foundational knowledge for readers eager to explore the topic of AI and those seeking to deepen their understanding. The content can empower educators, leaders, and students to have immediate takeaways, practical tools, affirming one’s progress, and exploring places to start. Understanding the EdTech Essentials: 12

Strategies for Every Classroom in the Age of AI, 2nd Edition (Burns, 2024) alignment with the Whole Child tenets can help educators and educational leaders feel that this topic is worthy of discussion, exploration, and action.

References

ASCD. (2007). Whole child approach to education [tenets]. https://files. ascd.org/staticfiles/ascd/pdf/ siteASCD/publications/wholechild/ WC-One-Pager.pdf

ASCD. (2013). The whole child approach. ASCD. https://www.ascd.org/ whole-child

Burns, M. (2024). EdTech Essentials: 12 strategies for every classroom in the age of AI 2nd edition. ASCD and ISTE. Format: Kindle Edition, Paperback. https://www.ascd.org/ books/edtech-essentials-2ndedition?variant=124028

OpenAI. (2026) ChaptGPT-5 version (subscription): Large language model. https://openai.com/

Whole Child

Dr. Kari Pawl is a full Professor and Chair of the Division of Teaching and Learning at Concordia University Chicago. She is a dedicated educator with extensive experience in education, specifically in the field of literacy. Dr. Pawl’s areas of expertise include curriculum development, program evaluation, instructional methods, and assessments. She currently serves as a program leader in the Master of Arts in Reading Education and Reading Endorsement Programs and in the Reading, Language, and Literacy doctoral program. Contact: Kari.Pawl@cuchicago.edu

Dr. Andrea Dinaro is a full Professor of Special Education at Concordia University Chicago, is the Chair of the Division of Curriculum, Technology, and Inclusive Education, and Program Leader for the Special Education Leadership and Advocacy doctoral program, and the Director of Special Education Program. Her research interests include assistive technology, disability in the curriculum, specialized instruction, and special education leadership. Contact: andrea.dinaro@ cuchicago.edu

Whole Child

Nicole D. Ortegón

Technology Integration: Creating a Bridge Between K–12 and Higher Education

Introduction

In reflecting on the role of technology in teaching and learning, there is perhaps an inclination to focus the discussion on the technology itself and the plethora of available tools; this can create a sense that to use technology effectively in the classroom requires a working knowledge of an ever-expanding variety of tools. Neither technological change nor the concern and excitement that follow are new phenomena. At the same time, recent technologies such as generative artificial intelligence (AI) paint a particularly vivid portrait of the rapidity with which technological change can occur and the extent of its reach.

While the phrase “technology integration” begins with technology, the process does not. The prerequisite questions are fundamentally philosophical in nature: “what the purposes of human education should be,” “what kind of people should human education seek to create” (Gutmann, 1999, p. 19), as well as the question of integration into what. While many educators may feel unanchored in a sea of technological change, technology integration begins with a sound pedagogical approach.

Andrew J. Roback

The technology integration approach discussed in this article aligns with the ASCD Whole Child Approach to Education, particularly Whole Child Tenets #2 (Safe), #3 (Engaged), and #5 (Challenged). Viewed through this lens, the discussion

(HTML) and Cascading Style Sheets (CSS) rather than employ “drag and drop” website builders like Wix or SquareSpace, which are easy to use but hide the actual structural markup and styling information behind the user

...he elected to integrate AI into the process to not only mitigate some of the stress for newcomers but also empower students to present their research in a high-quality format...

that follows includes a case study, pedagogical analysis, and critical reflection, and practical next steps for educators. Together, these elements consider how technology integration grounded in sound pedagogy can create a bridge between K–12 and higher education.

Roback’s Case Study

For an undergraduate-level course titled “History and Culture of the 1990s Internet,” Roback wanted his students to present their end-of-semester research project as a 90s-themed website (i.e., it should have a similar aesthetic to the archived sites analyzed and discussed throughout the semester).

In order to understand networked computing and the technologies associated with presenting content on the web, he needed students to learn both HyperText Markup Language

interface. In other courses, Roback can usually spend three weeks on writing and designing content for the web, and the vast majority of the students will be competent with the basics, but due to the broad topic of this course and the many aspects of the early web that he wanted students to explore, he found that he could only reasonably budget one and a half weeks (three 75-minute class meetings) to teach students both HTML (which provides structural information about web content to a browser) and CSS (the language and files that define the appearance of web content in the browser).

Although he had developed many resources in past technical communication and research methods courses, he recognized that this course was an elective and that many students would be composing web content for

the first time, so he elected to integrate AI into the process to not only mitigate some of the stress for newcomers but also empower students to present their research in a high-quality format that matched their vision, with creativity and playfulness encouraged to reflect the style and attitude towards the early web in the 90s. After learning and practicing fundamental concepts, he demonstrated how students could use ChatGPT to perform the time-consuming and repetitive task of marking up content (adding text-based tags such as <p> for paragraph).

In this new workflow, students researched topics of their choice related to the 90s internet. Students then wrote

acquired knowledge of HTML and CSS to supervise and edit the final results until they were satisfied.

Roback found that not only were students’ initial trepidations alleviated, but many students went far beyond the assignment descriptions, enthusiastically researching topics that were of personal interest to them. Several students asked permission to personalize the project based on their individual field of study (e.g., how the advent of the internet impacted the work of engineers), which Roback readily approved.

Not only were the project websites functional and full of interesting content, but they had 90s-themed embellishments

Students were able to immerse themselves in the topic and use technology to both save time and accelerate the learning process, leading to higher engagement, satisfaction with the work, and a deeper understanding of the topic.

a brief proposal, which Roback reviewed and gave formative feedback on with regard to the scope and achievability of the project. Students then conceived of a website design in line with their topic and worked with ChatGPT to mark up the content and assist them with developing styling, using their newly

like popups, custom pointers, and 90s colors and visual effects. The students gained an appreciation for how content is structured and styled on the web, cultivated an appreciation for period aesthetics, and learned the most current versions of both HTML and CSS.

While the high quality of projects was an achievement in and of itself, the real victory was teaching students to use tools to create their projects according to their vision. Students were able to immerse themselves in the topic and use technology to both save time and accelerate the learning process, leading to higher engagement, satisfaction with the work, and a deeper understanding of the topic.

While the project involved many technologies, the course design enabled gradual acquisition. Some were tools that students may already be familiar with or that have a relatively low learning curve. Other tools were introduced to students through the course of class discussions and low- stakes engagement activities. Flipping instruction on the days where HTML and CSS were discussed (by having students prepare for class through watching an explanatory video) allowed time in the synchronous class meeting for practice, Q&A, and concept mastery. Often, more than one tool was available and appropriate to use (e.g., hosting a site on NeoCities versus GitHub), and students were given full autonomy in selecting the tools based on their comfort level with the technology and on their perspective with regard to maximizing productivity and achieving desired outcomes.

Ortegón’s Pedagogical Analysis and Critical Reflection

Roback’s assignment reflects several principles of differentiated instruction (DI), which is itself consistent with sound pedagogical practice: as Westman (2018) writes, “differentiation is the natural byproduct of correct implementation of almost all research-based, high-impact instructional decisions” (p. 17).

All students worked toward a shared learning goal, which is compatible with K–12 learning environments that use a standards-based curriculum. At the same time, the instructional design supported interest-based differentiation and flexible pathways. Students chose topics aligned with their individual interests and had flexibility in how they approached and demonstrated their learning (Sousa & Tomlinson, 2018; Westman, 2018).

In K–12 settings, clear learning intentions and success criteria create the conditions for this effective “balance of flexibility within structure” (Westman, 2018, p. 103). Opportunities for structured flexibility can serve as an entry point to developing student voice; developing student voice prepares students for the kinds of academic work they will encounter in higher education, which commonly involves increased autonomy, agency, and ownership of learning.

Sousa and Tomlinson (2018) conceive of student interests as “conduits to motivation, relevance, and understanding”

Roback’s instructional design embedded human-mediated scaffolding, including modeling, guided practice, discussions,

AI became an entry point into complex domains, enabling learners to experience mastery in spaces that might otherwise be perceived as beyond their reach.

(p. 121). Consistent with this perspective, learning connected to student interests increases relevance, which supports attention, engagement, motivation, sense-making, meaning-making, cognitive development, long-term retention, and self-efficacy (Kolencik, 2014; Sousa & Tomlinson, 2018; Sousa, 2022; Westman, 2018). Self-efficacy beliefs can influence “indices of academic motivation as choice of activities, level of effort, persistence, and emotional reactions” (Zimmerman, 2014, p. 220).

In other words, increased self-efficacy supports students in engaging with increasingly challenging tasks, dedicating more time and effort to completing a project at a high level, persisting with an activity until they have met their own high standards, and displaying emotional resilience when experiencing productive struggle (Zimmerman, 2014). Roback observed that his students experienced these benefits as their self-efficacy increased over the course of the project.

activities, and formative feedback (all of which are well-established instructional practices in K–12 education). Roback also incorporated technology-mediated scaffolding that employed AI as a tool students used in the design process. Both were used to support students in bridging “the gap between what they [could] do at the outset of the task and what they need[ed] to be able to do as a result of the task” (Sousa & Tomlinson, 2018, p. 93).

Working within their zone of proximal development, relative to their readiness, students used AI as a knowledge-support tool. AI became an entry point into complex domains, enabling learners to experience mastery in spaces that might otherwise be perceived as beyond their reach. As active learning agents, students could interpret their experience as “I used AI as a tool to implement the design I envisioned” rather than “AI built the website.” Because AI was used to extend capability rather than replace cognition,

the assignment enabled learners to cultivate self-efficacy.

next steps for educators developing or refining a technology integration approach.

Roback’s assignment could be located within the “Redefinition” level of the Substitution, Augmentation, Modification, and Redefinition (SAMR) model for technology integration because digital tools enabled learners to pursue tasks that would otherwise be impractical within the allotted instructional timeframe and given the prerequisite technical knowledge. Because the students retained agency over choice of topic, design decisions, strategic tool selection, conceptual understanding, problem solving, and iterative refinement, the project served as a mastery experience that strengthened self-efficacy for engaging complex and unfamiliar domains.

Practical Next Steps

The pedagogical dimensions of Roback’s assignment suggest several practical

• Ensure that technology integration plans align with COPPA (Children’s Online Privacy Protection Act), FERPA (Family Educational Rights and Privacy Act), and relevant federal, state, and local technology policies (Miller et al., 2019). Policy compliance is a necessary step before introducing new technologies into student work.

Because the students retained agency over choice of topic, design decisions, strategic tool selection, conceptual understanding, problem solving, and iterative refinement, the project served as a mastery experience that strengthened self-efficacy for engaging complex and unfamiliar domains.

• Identify your current technology context and explore available possibilities (Miller et al., 2019). Consider asking reflective questions such as: What do I want to be able to do as a teacher? What do I want students to be able to do as learners? What do students themselves want to accomplish, and how might the available technologies support them in achieving

those goals? This involves an inventory and evaluation of technologies according to their capabilities.

• Identify the educational technologies that you and your students are already familiar with and reflect on their strengths and limitations relative to the established learning outcomes. When introducing students to new technologies, consider beginning with content that is already familiar so as to reduce the cognitive load associated with learning new content and new technologies simultaneously (with consideration for the technological skills needed relative to student readiness) (Miller et al., 2019).

• Use the designated LMS (Learning Management System) to establish a home base for course materials and technology-supported learning activities, or create a centralized digital space if an LMS is not available (Miller et al., 2019). Consider using this hub to organize the technologies available and communicate what they enable students to do. This supports responsible use of preapproved tools and invites students to reflect on strategically choosing technologies that allow for flexibility while completing a shared learning goal.

This structure can be expanded as new tools become available, but care should be taken not to overwhelm students with too many options.

• Establish clear norms and expectations for technology use (Miller et al., 2019). Consider inviting students, when developmentally appropriate, to engage in a conversation about shared norms and expectations, similar to discussions that occur when developing classroom agreements. For example, raise questions about how students believe technology should and should not be used in the classroom (especially with regard to AI). The goal is to begin a conversation that encourages reflection on the ethical use of technology and creates a space for student voice.

• Encourage the sharing of resources, ideas, and successes among colleagues to support the development of a collaborative learning culture with a cohesive vision of technology integration. This ensures that individual innovations are not developed only to be confined to one classroom or teacher and that they are not lost to teacher turnover. Teachers can build off of each other’s successes rather than spend time “reinventing the wheel.”

• Consider using established frameworks to reflect on your technology integration approach (e.g., the SAMR model; the PICRAT Technology Integration model; the Technology, Pedagogy, and Content Knowledge (TPACK) model; the Triple E Framework; ISTE and ASCD’s Transformational Learning Principles; and ISTE’s Stretch Your Edtech Practice).

References

ASCD (n.d.). Whole child tenet #2: Safe https://library.ascd.org/ m/1181b74bb7d405e6/original/ WC_Tenets_Safe.pdf

ASCD (n.d.). Whole child tenet #3: Engaged https://library.ascd.org/ m/4db133cfe30eb754/original/ WC_Tenets_Engaged.pdf

ASCD (n.d.). Whole child tenet #5: Challenged https://library.ascd.org/ m/1d2bd6cd7ba9a7a5/original/ WC_Tenets_Challenged.pdf

Gutmann, A. (1999). Democratic education (Rev. ed.). Princeton University Press.

ISTE (n.d.). Stretch your edtech practice: Breathe into the ISTE standards for educators [Infographic]. https://info. iste.org/educator-standards-poster

Kimmons, R., Draper, D., & Backman, J. (n.d.). The PICRAT technology integration model. EdTechnica. https://edtechbooks.org/ encyclopedia/picrat

Kolencik, P. (2014). Affective and motivational factors for learning and achievement. In G. S. Goodman (Ed.), Educational psychology reader: The art and science of how people learn (pp. 205–216). Peter Lang Publishing.

Miller, M., Ridgway, N., & Ridgway, A. (2019). Don’t ditch that tech: Differentiated instruction in a digital world. Dave Burgess Consulting.

Puentedura, R. R. (n.d.). SAMR: A brief introduction [PowerPoint slides]. Hippasus.com. https://hippasus. com/rrpweblog/archives/2015/10/ SAMR_ABriefIntro.pdf?utm_ source=chatgpt.com

Sousa, D. A. & Tomlinson, C. A. (2018). Differentiation and the brain: How neuroscience supports the learnerfriendly classroom. ASCD; Solution Tree.

TPACK.ORG (n.d.). TPACK.ORG. Retrieved March 9, 2026. https://tpack.org/

Triple E Framework - Home (n.d.). Retrieved March 9, 2026. https:// www.tripleeframework.com/

Westman, L. (2018). Student-driven differentiation: 8 steps to harmonize learning in the classroom. Corwin.

Zimmerman, B. (2014). Self-efficacy: An essential motive to learn. In G. S. Goodman (Ed.), Educational psychology reader: The art and science of how people learn (pp. 217–224). Peter Lang Publishing.

university level for over fifteen years. Dr. Ortegón formerly taught fifth through eighth grade Reading, English, Social Studies, Science, and Religion at St. Paul Lutheran Church and School in Chicago’s Austin neighborhood. She also has experience in instructional coaching, study abroad, and education outreach.

Dr. Ortegón is an Associate Professor of Curriculum and Instruction at Concordia University Chicago (CUC). She is Program Leader of the CUC Doctoral Program in Curriculum and Instruction and Master’s Programs in Curriculum and Instruction, Curriculum and Instruction with a Concentration in Trauma and Resilience, and Differentiated Instruction. She has taught courses in Education at the

Andrew J. Roback, Ph.D. iTechnical Communication), is an adjunct professor at the Illinois Institute of Technology. He has taught courses in technical communication, cultural studies, humanities, and design at the university level for nearly seventeen years, and he has developed numerous university courses and professional programs. Before entering graduate school, Roback worked in technical communication roles in the public and private sector. He also has experience as a writing tutor and writing center administrator.

Book Review

Brave New Words: How AI Will Revolutionize Education (and why that's a good thing)

by Salman Khan

Review by Mallory Lawler

Salman Khan’s Brave New Words: How AI Will Revolutionize Education (and why that’s a good thing) is a thoughtful examination of how education continues to evolve alongside rapid technological advancement. Salman Khan, famously known as the founder of Khan Academy, explores large language models and artificial intelligence not only within the scope of bettering education, but also in shifting the mindset of what it means to be a technologically literate society. Khan’s core claims include the ideas that AI can individualize learning at scale, increase equity, free teachers of ever

growing workloads, and requires ethical guardrails (Khan, 2025).

He embraces the buzzing GPT technology and pairs it with his existing web-based educational platform through the innovative addition of Khanmigo, the AI interactive tutor. Khanmigo challenges students to think critically and solve problems without giving them direct answers. Khan argues that this Socratic method of instruction via an AI tutor opens access to learning unlike anything before (Khan, 2025). He explains that the ability to access learning at a given

Click the cover to view on Amazon.

moment truly allows students to become active participants in their own learning process. With the AI asking probing questions that challenge assumptions, clarify concepts, and encourage deeper exploration students are able to be

instruction and alternative teaching approaches. Khan reflects on how his Khan Academy videos revolutionized the idea of the flipped classroom, where standard lectures became homework via video while students engaged in

With the AI asking probing questions that challenge assumptions, clarify concepts, and encourage deeper exploration students are able to be fully engaged in their learning.

fully engaged in their learning. This is a powerful phenomenon in a world where we are continuously facing misinformation and bias in the media we consume. Khanmigo challenges students to think critically while avoiding the imposition of opinions.

While reading this book, it often felt as if Khan knew exactly which counterargument I was forming. As an educator myself, it is difficult not to get defensive when a new technological advancement seemingly threatens to replace the human aspects of education. However, Khan argues quite the opposite. He consistently champions educators, emphasizing that AI tools such as ChatGPT and Khanmigo are assets to the learning environment. They support teachers with supplemental learning opportunities, allowing for even more individualized

challenging practice problems, peerto-peer discourse, and problem solving techniques within the classroom. This innovative approach allowed teachers to focus on addressing learning gaps and provide guided instruction instead of spending the majority of their time delivering whole group lectures. Over and over again, Khan addresses the urgent need to support teachers facing burnout, differentiation challenges, and overwhelming feedback loads.

Imagine a middle school English teacher assigning a persuasive writing piece. Instead of collecting 120 rough drafts and attempting to provide meaningful feedback on each one before the final submission, the teacher guides students to use AI as a revision partner. Students paste their drafts into the tool and prompt it not to rewrite their work, but to ask clarifying questions about their

claims and evidence. The AI responds with questions such as, “What evidence most strongly supports this point?” or

When the teacher does review the work, they are responding to more developed thinking rather than surface level errors.

“Is there a counterargument you should address here?” Students revise before the teacher ever sees the draft. When the teacher does review the work, they are responding to more developed thinking rather than surface level errors. The AI has not replaced professional judgment; it has simply created more space for deeper instructional conversations.

Khan notes that we continue to live through advances in many different fields, comparing AI to innovations such as advanced cameras in filmmaking and sophisticated software in graphic design. These inventions did not render films obsolete, nor did they eliminate the need for artists. They simply shifted the way those fields produced their work. Similarly, AI may shift the way we teach students and support their learning.

While Khan’s optimism is compelling, educators must wrestle with the ever growing fear that AI is a tool for cheating or stealing work. However, Khan argues that, due to the nature of large language

models, these programs function much like expansive search engines that compile information from a wide range of available sources. Their power lies in their ability to gather information quickly, often drawing from diverse locations and cultures. It is difficult not to compare this to researching on the internet. If students use AI to gather information and read through that information, has the ultimate goal of obtaining knowledge truly changed? What is cheating in a world where information has always shaped the way we think, write, and speak?

We are all products of what we consume. Our vocabulary, communication styles, and ideas evolve based on what we read, watch, and discuss. The difference now is speed and accessibility. The tool has changed, but the process of learning from available resources has not. Khan argues that we can teach students to use AI as a brainstorming and thought partnering tool rather than as a machine that simply produces answers (Khan, 2025). Just as we have embraced innovations like calculators and even something as foundational as the pencil we must adapt as new tools become available.

If Khan’s vision is even partially correct, schools cannot afford to remain reactive. Blanket bans may feel protective, but they do little to prepare students for a world in which AI is already embedded. Instead, schools must implement intentional policy, guided learning, and clear ethical guardrails. The question is no longer whether AI will enter our classrooms, but how we will lead its integration responsibly. What guardrails need to be put into place to ensure students can use AI safely? How do we ensure that AI supplements learning gaps

afforded new ways to engage with learning. Khan argues that this levels the playing field in a way that has never before been available (Khan, 2025).

The possibility is powerful. A student who cannot afford private tutoring could receive guided support at home in the evenings. A multilingual learner could ask clarifying questions about academic vocabulary without the embarrassment of raising a hand. A first generation college bound student could practice scholarship interview questions

True equity will require schools to do more than simply allow AI use. It will demand intentional instruction in digital literacy, clear guardrails around ethical use, and equitable access to devices and connectivity.

rather than replaces authentic thinking? These are questions Khan addresses in detail throughout the book.

Additionally, Khan addresses the equity gap in which students from lower socioeconomic backgrounds often lack access to individualized tutoring and academic support. As a result, many perform poorly on standardized measures thus widening opportunity gaps. With access to academic support at the touch of a button, students are

or receive feedback on a personal statements before submitting them. In theory, AI places academic support within reach for students who have historically been denied.

However, access to a tool does not automatically guarantee equity. Reliable internet, updated devices, and adult guidance are not universal. Additionally, large language models are trained on existing internet data, which can reflect

societal bias. If we are not intentional, AI could replicate the very inequities it promises to reduce. Therefore, it is imperative to note that the presence of a tool does not remove the need for thoughtful implementation and critique.

True equity will require schools to do more than simply allow AI use. It will demand intentional instruction in digital literacy, clear guardrails around ethical use, and equitable access to devices and connectivity. If AI is to narrow opportunity gaps rather than widen them, educators and leaders must approach implementation with both optimism and vigilance.

Khan’s title, Brave New Words, resonates deeply with me as a former teacher and instructional coach. I know that when education shifts dramatically, it requires courage to step outside of familiar routines. It is no small task to change your instruction while staring at 30 faces waiting to learn. What if we lose the human aspect of learning? What if AI fundamentally disrupts education as we know it?

I do not believe those outcomes are inevitable, but I understand why educators across the world hesitate. We are passionate about our profession, and we want students to experience the very best education possible. So, the question

remains: How brave are you? Bravery may look like piloting one lesson differently. It may look like rewriting a policy or admitting that we do not yet have all the answers. But if education has always evolved alongside society, then perhaps bravery is not optional, but required.

Mallory Lawler is a Professional Learning Specialist at West40 ISC #2, where she works with districts to strengthen instructional coaching, mentoring systems, and innovative teaching practices. Her work includes supporting educators in thoughtful integration of emerging technologies and social-emotional learning initiatives. With over a decade of experience as a classroom teacher and instructional coach, Mallory has presented nationally on SEL, civic engagement, and professional learning design. She was honored with the Illinois State Board of Education Award of Excellence in 2024.

Resource Corner

HOW TO APPLY THE SAMR MODEL WITH RUBEN PUENTEDURA

Dr. Ruben Puentedura, creator of the SAMR Model, explain how teachers can apply the model's concepts to reflect on how they're using educational technology in their teaching. WATCH THE VIDEO...

TRANSFORMING

K-12

EDUCATION WITH

AI: A NEW REPORT WITH INSIGHTS FROM 28 EXPLORATORY

PROJECTS

Teachers and students must be active co-designers in AI development READ MORE...

AI TOOLS FOR TEACHERS THAT DRIVE EFFICIENCIES

Microsoft Copilot, Google Gemini, Grammarly, Canva — the list of tools teachers can use to get hours back in the day is growing. READ MORE...

TCEA 2026: PRACTICAL GUIDANCE FOR AI PREPAREDNESS IN K–12 EDUCATION

This conference recap from TCEA 2026 is full of on-the-ground strategies from real districts. READ MORE...

PUTTING K–12 AI POLICIES INTO PRACTICE

District leaders share how they have crafted and implemented guidance for artificial intelligence tools. READ MORE...

GUIDANCE FOR THE USE OF AI IN THE K-12 CLASSROOM

Four pillar framework on preparing students to be ethical AI users. Includes a companion checklist and podcast. READ MORE...

TOP AI TOOLS FOR TEACHERS IN 2025

A helpful starting-point reference educators can bookmark and return to as they experiment. READ MORE...

TEACHERS TRY TO TAKE TIME BACK USING AI

TOOLS Some educators use AI to streamline lesson plans, personalize learning and reduce burnout, freeing up hours for themselves and their students. READ MORE...

AI'S FUTURE FOR STUDENTS IS IN OUR HANDS

AI's impact on children is a collective choice educators and communities still have the power to shape. READ MORE...

HOW THE TOP 1% OF LEARNERS USE AI TO THINK BETTER | ANTHROPIC, DREW BENT

Drew Bent, Education Lead at Anthropic, explains how the top 1% of learners use AI to think better. WATCH THE VIDEO...

Technology and Special Education: Personalized Learning in Action

On paper, the student was meeting expectations. In practice, she rarely completed written assignments without exhibiting frustration. Her ideas were sophisticated, verbal responses insightful, yet her written work told a different story.

The question is no longer whether schools have devices, but whether those devices are removing barriers for students who need support most.

The barrier was not understanding, but was access. When she began using speech-to-text technology aligned with her IEP goals, her written output changed immediately. The rigor remained the same, and the expectations did not shift. What changed was her accessibility to technology in the classroom and her ability to demonstrate what she knew.

Technology in special education is often framed as ‘new’ or ‘innovation’, but in reality, it is about accessibility. The question is no longer whether schools have devices, but whether those devices are removing barriers for students who need support most.

Jahlynn Hancock

Technology is no longer a question of access in schools, but is more of a question of impact. Over the past decade, districts across the country have invested heavily in devices, digital platforms, and online learning systems. However, for students

educators: Are students with disabilities achieving stronger outcomes because of technology, or are traditional barriers being delivered through digital tools?

In the K-8 setting, the question of how technology supports special education

Are students with disabilities achieving stronger outcomes because of technology, or are traditional barriers being delivered through digital tools?

receiving special education service, the use of technology does not automatically translate to their needs and improved learning outcomes. Differences lie in how technology is used. In the classroom, when assistive and adaptive tools are intentionally aligned with an Individualized Education Program (IEP) goals, technology becomes more than a convenience and more of a pathway to equity.

In Illinois, schools continue to expand their inclusive practices that are supported by statewide guidance from the Illinois Board of Education. In large urban systems, such as Chicago Public Schools (CPS), accessibility features have been included in their districtsupported platforms, which suggests the shift from viewing technology as enrichment to treating it as an instructional infrastructure. However, this important question is raised for

instruction guides the redesign of the modules to support students with disabilities. Rather than adopting new tools system wide, the focal point is on aligning technology direction with students' needs and measurable goals.

Access to Alignment

Research shows that assistive technology is most effective when individualized and integrated into instructional planning rather than being added after instruction is designed (Edyburn, 2013). More often than not, schools tend to implement technology initiatives centered on platforms instead of problems. For example, students who may struggle with writing can receive digital worksheets rather than tools that can address transition barriers. Students who struggle with reading challenges may be expected to navigate complex texts independently, despite there being

accessibility features that could support enhancing their comprehension.

In shifting the focus from tool adoption to barrier reduction, the implementation of a structured three-phase program model was introduced.

Phase One: Barrier Identification

IEP teams use analyzed academic data, classroom observations, and progressmonitoring reports to help determine specific obstacles that limit a student's progress. Barriers may include decoded fatigue, fine motor challenges that can affect writing outputs, and executive functioning difficulties that could interfere with task initiation and completion.

Phase Two: Tool Alignment

A small selection of assistive tools was used based on the identified needs of a student, which included text-to-speech support for reading access, speechto-text for writing assistance, digital graphic organizers, and visual scheduling applications. When we limit the number of tools allowed for educators and students, it allows both groups to develop fluency rather than forced superficial familiarity.

Phase Three: Strategy Instruction and Monitoring

Students receive specific instruction on when and why to use each tool to

avoid overuse and incorrect usage. In an educator's model, accessibility features during a full class instruction are used to normalize usage and reduce stigma. Progress monitoring occurred every six weeks to reevaluate effectiveness and guide adjustments based on each student's needs.

These approaches reframe technology integration as an instructional practice rather than an initiative.

Evidence of Impact

In order to determine whether the implementation produced an effective outcome, data were collected as a baseline, and follow-up data were collected and aligned with IEP goals in reading comprehension, writing, and task completion.

Looking at the statistics over the six-week period:

• students that use text-to-speech support demonstrated an average 12 percent increase on internal reading comprehension benchmarks.

• Written assessments had completion rates that improved from 63 percent to 81 percent amongst students who used speech-to-text tools.

It is equally important to view these progresses as a shift in student independence. Those students who

previously relied on adult prompting are now able to independently work, activate accessibility features, and select the appropriate support.

Since integrating technology into classrooms for students with disabilities regularly, some students have shared how using technology in the classroom has assisted their learning—as they had difficulty taking their ideas and putting them on paper, now they are able to say their words and it writes them into sentences through the use of speech-totext technology.

Comments like these in the classroom are a reflection of a critical distinction between technology and the barrier that could have prevented students in the past from learning and general understanding.

Research also supports this, as it indicates that assistive technology improves participation when it is paired with specific and explicit instruction and through ongoing evaluation (Alper & Raharinirina, 2006). The use of technology enhances access to learning without replacing strong and dependent teaching practices and curriculum.

Balancing Technology Innovation and Skill Development

Integrating assistive technology often prompts debate amongst educators

and parents who have their own opinions about the use of technology in the classroom. Concerns arise about the reliance on technology and whether accessibility tools can weaken foundational tools and hurt traditional motor skills with overuse.

In the sampled program, technology was used as a supplement—not a replacement—for core instruction. Students were able to continue receiving their structured instruction for both literacy and writing while being able to use accessibility tools to engage with grade-appropriate content. Those students who use speech-to-text were able to express complex ideas, but did not sideline handwriting instruction and assignments entirely. Students who use text-to-speech tools were supported in their comprehension, while decoding intervention was needed to address and assess reading skills.

Maintaining these balances would ensure that technology was being used as a functional educational bridge to learning rather than being used as a shortcut around skill development.

Professional Growth and Collaboration

The successful implementation depends a lot on how much adult learning functions in student adaptation. Educators required time to explore the tools, observe peers'

Educators required time to explore the tools, observe peers' practices, and reflect in a collaborative setting.

practices, and reflect in a collaborative setting. The discussion on technology was embedded into professional learning communities and used as a short demonstration model to highlight new practical classroom applications.

Consistency across the instructional and operational settings proved to be essential. Having collaboration between general education and special education teachers would ensure the support continues and follows students throughout the school day. Having this serve as a model to an accessibility tool for all learners would reduce stigma and reinforce the idea that it supports effective teaching rather than indicates differences.

Looping in family engagement would also further strengthen the outcomes of children’s success. Guidance for caregivers on how tools work and how they support independence would allow them to strive for better accessibility on a consistent basis for the student. Having this collaboration with the caregiver would also lead to reports of reduced homework frustration and an increase in student confidence at home.

What have we learned?

From the research and the work, there are several key lessons that we have learned:

• It is important to begin with student needs rather than available technology

• Introducing a small number of highimpact tools.

• Teach strategically

• Normalizing accessibility for all students, not just special ed.

• Monitor progress consistently and refine implementation in the classroom.

Technology alone will not resolve all the challenges that students will face. Some students will require additional behavioral and instructional interventions, based on their established needs along with newly developing needs based on their progress with the technology being integrated into their education plan. However, when we integrate intentionally, technology will support and improve access to learning.

Is This What Kids Need?

Across Illinois, schools are continuing to

expand their inclusive practices, and in Chicago classrooms, there is an increase in integrating accessibility features into daily instruction. Having these system-level efforts creates opportunity for change to occur with classroom-level decisions.

But, the question remains: Are educators using technology to transform access or modernize inequities?

When you introduce assistive tools, the alignment of these tools with IEP goals needs to be supported through professional collaboration and datadriven reflection. Supporting data would suggest that students would gain beyond academic improvement with an overall change in their day-to-day operations. Students would soon develop independence, confidence, and a sense of agency. They would essentially learn to advocate for support and participate in new and rigorous learning experiences.

The integration of technology is not the technology itself, but the intentional design behind its use.

As schools continue to navigate digital change, the path for the future of education is clear. You begin with student data, select the appropriate tools, teach strategies, and evaluate outcomes honestly. Technology in special education succeeds not because

of it being new, but because it allows for every student to have an opportunity to access meaningful learning.

When it's implemented thoughtfully and honestly, technology does more than support instruction. It expands its possibilities and opens opportunities.

References

Alper, S., & Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and synthesis of the literature. Journal of Special Education Technology, 21(2), 47–64.

Edyburn, D. L. (2013). Critical issues in advancing the special education technology evidence base. Exceptional Children, 80(1), 7–24.

Illinois State Board of Education. (2023). Illinois report card: Educational environment and student performance data. Author.

National Center for Education Statistics. (2023). The condition of education 2023. U.S. Department of Education, Institute of Education Sciences.

Jahlynn Hancock is an emerging Early Childhood Education educator and investigative reporter whose work focuses on education systems, housing instability, and racial inequities in urban communities. Her reporting examined structural barriers affecting students and families, shaping her commitment to equity-centered educational practice. She now brings that analytical lens into the classroom, with

particular interest in inclusive instruction, special education advocacy, and datainformed technology integration. Her work centers on ensuring that assistive technology aligns meaningfully with Individualized Education Program (IEP) goals to increase independence, access, and measurable academic growth for young learners.

Logging Off to Lock In: Finding a Balance in a Wired World

I still remember how excited I was when my elementary school got its first Apple IIe computers in the 1980s. I recall sliding in those big floppy disks so we could play The Oregon Trail, and my teachers did their best to connect this brand-new technology to what we were learning in class. At the time, it felt revolutionary.

Fast-forward to today, and it’s almost hard to believe how far we’ve come. The phone a student carries in their pocket has exponentially more computing power than those early machines. Information that once required a trip to the library can now be found in seconds. Classes can even take virtual field trips to explore the Great Barrier Reef, tour ancient ruins, or even visit the International Space Station right from their seats. Students can dive into primary source documents through the Library of Congress and use them to fuel thoughtful class discussions. Today, teachers can also personalize instruction using tools like Lexia and Khan Academy, meeting students exactly where they are and helping them grow at their own pace.

Technology has also opened powerful doors for students who need additional support. Nonverbal students have the opportunity to use tools like AAC devices

Matthew Banach

to communicate with teachers and classmates. With other digital programs such as Google Read&Write, students can access text-to-speech and speech-totext features, allowing them to engage with grade-level material and express their ideas without feeling self-conscious. Staff members even have the ability to utilize translation tools and headphones to communicate with families in hundreds of different languages in real time, strengthening home–school partnerships.

Enter AI

And now we are in the age of artificial intelligence (AI). Teachers can now generate lesson ideas and materials in minutes. Tools like NotebookLM can turn classroom materials into engaging audio-style reviews for students. I even used ChatGPT to help me choose colors for a painting project at my school building. Used thoughtfully, these tools can save time and spark creativity.

Some Reasons to Pause

But alongside these exciting advances, we began noticing trends that gave us pause. Student attention spans and ability to focus are decreasing, with students having a harder time with executive functioning skills and persevering with academic content to allow for transfer into their long term memory. Even on screens, the average attention span has gone from 2.5 minutes on average in 2004 to about

47 seconds on average as students get bored with one thing and quickly scroll to the next (Mills, 2023). In one study, children who spent more than 2 hours in front of screens were 7.7 times more likely to show symptoms similar to a student who would meet the criteria for an ADHD diagnosis (Cleveland Clinic, 2023).

As technology and social media use expanded, we started seeing other issues play out in real life. During problem-solving meetings, we would talk with families about students who were struggling academically and falling asleep in class. We discovered that students were waking up in the middle of the night to sneak devices while their parents/guardians slept. Once families set clear limits and removed devices from their child’s bedrooms, many of the school concerns quickly improved.

Other communication challenges have surfaced as well with our current digital world. Students, who are used to communicating primarily through short texts to friends, are struggling to write full sentences and organized paragraphs. Civil discourse has also taken a hit. When people are accustomed to firing off quick comments as a keyboard warrior, it can be harder for students to engage in thoughtful, face-to-face conversations where listening and compromise matter.

Students are also experiencing an increase in social-emotional issues. Students, who are used to immediate gratification on their devices, sometimes struggle with waiting their turn, managing frustration, or navigating peer conflict. Furthermore, in The Anxious Generation, Jonathan Haidt (2024) speaks about a 139% increase in anxiety levels in 18 to 25-year-olds from 2008 to 2020, which corresponds to the time in which smartphones became more prevalent.

a study found that 44% of internet users experienced some sort of online harassment (UC Davis Health, 2024).

The everyday conversations that build language skills and relationships...are sometimes interrupted by screens.

Importantly, these challenges aren’t just about our kids.

It’s not hard to see why. Many students feel pressure to respond instantly to messages and posts. Social media has created a constant stream of information, which can quickly become overwhelming. Carefully curated and AI-enhanced/filtered images can leave young people comparing themselves to unrealistic standards and overwhelm them with impractical expectations. Seeing photos of friends together without them can spark real feelings of FOMO, or fear of missing out. On top of that, online spaces can expose students to negative interactions, including cyberbullying and harassment. In 2020,

Walk into a restaurant or store, and you’ll see adults scrolling on their phones and handing tablets to children to keep them occupied. The everyday conversations that build language skills and relationships—talking about what you’re buying at the grocery store, chatting in the car, telling stories at dinner—are sometimes interrupted by screens. Even having a television on in the background reduces the quality of these social interactions. This has led to decreases in language development and the quality of relationships, including learning how to solve simple problems (e.g., boredom) without using technology as a crutch. Overall health with families has also declined since technology use has reduced the amount of physical activity and sleep people are getting (Muppalla, et al., 2023).

As a school leadership team, we looked at these issues and realized that parents

My staff followed up later in the school year at parent-teacher conferences to see how families were doing..

(ourselves included—I gave my own daughter a smartphone probably too soon) didn’t fully understand the longterm implications of constant access to technology and social media. With this realization, we looked for a way to discuss the problem with our families. We knew we couldn’t just criticize technology. It clearly offers enormous benefits. Instead, we wanted to help families find balance—embracing the positives while being aware of the risks. So we started with education.

Find Balance

At the beginning of the year, I gave a presentation for our Meet the Teacher Night. I stressed the importance of finding balance with technology and healthy habits like tech-free times, sleep, reading, and play. As a school team, we encouraged parents/guardians to have explicit discussions with their children, focusing on:

• Delaying the purchase of smart devices for students younger than 13 and blocking social media use until 16, when the children’s brains are more developed (Haidt, 2024)

• Being intentional with screen time. The American Academy of Pediatrics (2025) no longer gives concrete time limits, but talks about finding a balance with other activities based on a child’s “social, emotional, cognitive, and identity development” and co-viewing technology with younger children.

• Ensuring children get the recommended amount of sleep- 10-13 hours for preschoolers, 9-12 hours for school-aged kids, and 8-10 hours for teenagers (Cleveland Clinic, 2024).

• Setting time to read each day and encouraging adults to spend time reading to younger children

• Promoting tech-free times and zones in the house (e.g., meal times, 1 hour before bedtime, tech-free bedrooms) and creating a schedule for family time.

• Advocating for tech-free play time, which has been shown to increase executive functioning and other academic skills (Gibb, et al., 2021).

• Discussing tech safety and manners (e.g., do not share personal

information online and what to do if they feel unsafe).

The school provided a tech agreement for families to help guide these discussions. My staff followed up later in the school year at parent-teacher conferences to see how families were doing and provided a one-page document to reinforce the information. The school’s technology teacher has also reinforced these concepts in our technology classes using resources such as Netsmartz and Common Sense Media. To help students balance technology in school, the school has maintained a phone-free policy: students keep devices turned off and in lockers, which significantly reduces distractions and improves peer interactions.

My staff and I know that this is just a start. Family needs differ, and peer pressure can often impact some of these efforts, especially if children feel like they are the only ones without devices/ social media. As a school district, we are currently looking into other programs, such as Wait Until 8th, that encourage families to pledge to wait until at least 8th grade to give their child a smartphone. When communities make these decisions together, it is easier for parents to hold boundaries and for kids to feel less singled out.

Technology has profoundly changed the educational landscape for both good and bad. If we work together as a community, we can help students develop healthy habits. We can teach them not only how to log on, but also how and when to log off. And in doing so, we help them lock in to develop the focus, resilience, and balance they need to truly thrive in school and beyond.

References

American Academy of Pediatrics. (2025, May 22). Screen time guidelines. https://www.aap.org/en/patientcare/media-and-children/centerof-excellence-on-social-media-andyouth-mental-health/qa-portal/ qa-portal-library/qa-portal-libraryquestions/screen-time-guidelines/ Cleveland Clinic. (2023, March 7). Does heightened screen time cause Attention-Deficit Disorder (ADHD) in children? https://health. clevelandclinic.org/screen-timeand-adhd Cleveland Clinic. (2024, June 4). How much sleep kids need: Recommended hours by age. https://health. clevelandclinic.org/recommendedamount-of-sleep-for-children

Gibb, R., Coelho, L., Van Rootselaar, N.A., Halliwell, C., Mackinnon, M., Plomp, I., & Gonzalez, C.L.R. (2021, December 29). Promoting executive function skills in preschoolers using a play-based program. Frontiers in Psychology. https://doi.org/10.3389/ fpsyg.2021.720225

Haidt, J. (2024). The anxious generation. How the great rewiring of childhood is causing an epidemic of mental illness. Penguin Press.

Mills, K. (Host). (2023, February). Why our attention spans are shrinking, with Gloria Mark, PhD (No. 225) [Audio Podcast Episode]. In Speaking of Psychology. American Psychological Association. https://www.apa. org/news/podcasts/speaking-ofpsychology/attention-spans

Muppalla, S.K., Vuppalapati, S., Pulliahgaru, A.R., & Sreenivasulu, H. (2023). Effects of excessive screen time on child development: An updated review and strategies for management. Cureus. https://doi. org/10.7759/cureus.40608

UC Davis Health. (2024, May 10).

Social media’s impact on our mental health and tips to use it safely. https://health.ucdavis.edu/blog/ cultivating-health/social-mediasimpact-our-mental-health-andtips-to-use-it-safely/2024/05

Matthew Banach, Ed.D. serves as principal of Northwest School in Evergreen Park School District 124. Over the course of his career, he has worked across charter, parochial, and public school settings, gaining a broad perspective on education and school leadership. He is also the father of two amazing daughters, who provide him with a firsthand education in navigating the everevolving world of technology.

Christina Ordonez

Connected, but Alone: Teaching Empathy in the Digital Age

Walk into any hallway between classes, and you’ll see it.

Students standing shoulder to shoulder but not speaking. Heads down. AirPods in. Thumbs moving.

Together, but elsewhere.

Our students are more connected than any generation before them. They text in real time, maintain Snapchat streaks, follow hundreds of peers online, game with strangers across continents, and increasingly interact with artificial intelligence as a conversational partner. Yet at the same time, national surveys and research show rising levels of loneliness, anxiety, and feelings of isolation among adolescents (Twenge et al., 2019; U.S. Surgeon General, 2023).

How can students be constantly connected and yet still feel so alone?

It is tempting to conclude that technology is the problem, but that conclusion oversimplifies a much more nuanced reality. Technology is not simply displacing connection. Instead, it may be meeting needs that students struggle to meet face-to-face while simultaneously lessening

opportunities to build the skills required for a deeper connection.

This paradox is not just a cultural concern. It is a curricular one. What we

Conversational AI adds another layer. These tools are available at any time. They do not judge. They do not interrupt. They are predictable. For students who feel socially anxious or unsure of

Students are not rejecting human connection. They are gravitating toward environments that feel psychologically manageable.

choose to design into our classrooms and schools will shape how students navigate connections for years to come.

Why Digital Connection Feels Easier

Adolescence is marked by heightened sensitivity to peers. Brain imaging studies demonstrate that teens experience social feedback, both positive and negative, with greater intensity than adults (Somerville, 2013). A pause in conversation, a misinterpreted facial expression, or a perceived slight can feel amplified. Digital communication lowers that emotional risk.

Texting allows time to process before responding. Messages can be revised, softened, or deleted. Tone can be carefully managed. Silence is less charged. In gaming environments, interaction is structured around shared goals rather than open-ended, vulnerable conversation. These features reduce both cognitive and emotional load.

how to articulate their thoughts, this predictability can feel particularly safe.

In other words, technology offers control, something that human relationships rarely do.

Friendship requires navigating ambiguity, tolerating discomfort, and repairing misunderstandings. Empathy, the ability to understand and share another’s perspective, develops through repeated, inperson interaction. Neuroscience and developmental psychology emphasize that perspective-taking is strengthened through real-time feedback that currently cannot be replicated digitally: facial expressions, tone shifts, gestures, and pauses (Immordino-Yang, 2016; Decety & Cowell, 2014). When digital interaction replaces those embodied experiences entirely, students may not lose empathy, but they may have fewer opportunities to practice it. This

distinction matters. Students are not rejecting human connection. They are gravitating toward environments that feel psychologically manageable.

If we recognize that technology meets a need for safety and control, our response as educators shifts. The goal is not the removal of technology. The goal is the cultivation of empathy.

AI as Substitute or Scaffold

Students are already turning to AI with relational questions:

• How do I tell my friend I’m upset?

• Why do I feel left out?

• What should I say if someone ignores me?

Research on AI-mediated communication suggests that individuals often perceive chatbots as supportive and less threatening when discussing sensitive topics (Ta et al., 2020). For adolescents who fear saying the wrong thing or being visibly vulnerable, this low-risk rehearsal space can be appealing. The risk emerges when AI becomes a substitute for human engagement. The opportunity emerges when it becomes a scaffold.

When used intentionally, AI can help students expand emotional vocabulary, consider multiple interpretations of a situation, and rehearse language before initiating real conversations. Rehearsal is a well-documented strategy for building self-efficacy (Bandura, 1997). If students use AI to draft respectful disagreement or to reflect on tone, and then bring that draft into a live conversation, technology becomes preparation rather than replacement.

The design matters. When used intentionally as a thought partner, AI has the potential to move students towards connection, not away from it.

ChatGPT suggested alternative ways to offer constructive feedback, modeling clarity without defensiveness.

In one of our classrooms, students were preparing for the speaking component of ACCESS testing within their mainstream content class. The teacher structured verbal peer reviews as practice, but before speaking to one another, students were invited to rehearse their feedback using ChatGPT’s Advanced Voice mode. Multilingual learners had the opportunity to practice first in their home language before moving into English, while native

English speakers discovered how often their initial phrasing, particularly the familiar “no offense, but…” could unintentionally close down dialogue. ChatGPT suggested alternative ways to offer constructive feedback, modeling clarity without defensiveness. When students then moved into face-toface conversation, they carried both language and confidence with them. The exercise advanced curricular goals, but more importantly, it reduced the fear of “messing up,” allowing students to focus on connection rather than self-protection.

This does not require abandoning technology. It requires pairing digital literacy with relational literacy. We can:

• Teach emotional vocabulary and require students to articulate specific feelings rather than general ones.

• Use AI as a rehearsal tool for difficult conversations and then facilitate faceto-face dialogue.

• Embed structured discussion protocols that require listening and paraphrasing before rebuttal.

This does not require abandoning technology. It requires pairing digital literacy with relational literacy.

In that moment, technology did not replace human interaction; it prepared students for it.

Why This Topic Matters for Schools

Schools have long prioritized academic competencies. Increasingly, we also prioritize digital literacy. Yet social awareness and relationship skills, both core competencies identified by CASEL (2020), often remain implicit rather than explicitly taught and assessed. If we accept that empathy strengthens through practice, then classrooms must become structured practice spaces.

• Teach “digital friction”: an opportunity to pause before replying to consider impact without eliminating digital connection altogether.

• Create intentional device-free moments where eye contact and presence are protected.

• Have students use AI tools to help narrow down their social fears and anxieties to better address them.

• Normalize that making and maintaining friendships is developmentally challenging and identify and utilize model texts in this concept.

We might also model our own selfreflection:

• When do I prefer emailing over walking down the hall?

• When do I have virtual meetings instead of in-person meetings?

• When do I pull out my phone and scroll to look busy rather than sit with my thoughts?

• When am I on my phone or laptop rather than fully present in a PD session?

• When does technology feel safer than face-to-face for me?

Empathy toward students begins with examining our own habits. As adults, we make these choices to use technology to connect purposefully, and, hopefully, have not lost our empathy in the process. We must teach our students how to find a successful balance—when are phones and AI appropriate as a mode of communication or connection, and when do we need the human-tohuman touch?

Design for Development, Not Restriction

Some students avoid eye contact because they are anxious. Some overly rely on digital tools because they fear social missteps. If we respond only with restrictions, such as removing phones without building social skills, we address

the symptom but not the developmental need. Instead, we can ask:

• What relational skill is underdeveloped here?

• How can I create low-risk opportunities to practice it—both with technology and with peers?

Over time, structured dialogue, guided reflection, and intentional scaffolding can increase students’ tolerance for relational discomfort until a better balance is achieved and avoidant behaviors are mitigated.

Real relationships require vulnerability, and vulnerability is uncomfortable. Growth always has been.

Technology will continue to evolve. AI will grow more conversational and more embedded in students’ lives. The question is not whether students will interact with these tools, but why. What are they gaining in those interactions, and how can we, as educators, ensure they are not losing more than they are gaining? How do we help them find balance in the use of technology?

If we understand why digital connection feels safer and intentionally design classrooms that cultivate relational courage alongside digital fluency, we can help students move from artificial

interaction toward authentic connection.

We do this not by rejecting technology, but by ensuring it strengthens, rather than replaces, their capacity for empathy. Because in a world increasingly mediated by screens, the most transformative skill we can cultivate may still be the most human one.

References

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). CASEL’s SEL framework: What are the core competence areas and where are they promoted? https://casel.org/ fundamentals-of-sel/

Decety, J., & Cowell, J. M. (2014). The complex relation between morality and empathy. Trends in Cognitive Sciences, 18(7), 337–339. https://doi. org/10.1016/j.tics.2014.04.008

Immordino-Yang, M. H. (2016). Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience. W. W. Norton & Company.

Somerville, L. H. (2013). The teenage brain: Sensitivity to social evaluation.

U.S. Department of Health and Human Services. (2023). Our epidemic of loneliness and isolation: The U.S. Surgeon General’s advisory on the healing effects of social connection and community. https://www.hhs. gov/sites/default/files/surgeongeneral-social-connectionadvisory.pdf Progression-Based Assessment (cont.)

Current Directions in Psychological Science, 22(2), 121–127. https://doi. org/10.1177/0963721413476512

Ta, V., Griffith, C., Boatfield, C., Wang, X., Civitello, M., Bader, H., & Loggarakis, A. (2020). User experiences of social support from chatbots in everyday contexts. Computers in Human Behavior, 111, 106474. https://doi. org/10.1016/j.chb.2020.106474

Twenge, J. M. (2017). iGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy—and completely unprepared for adulthood. Atria Books.

Twenge, J. M., Martin, G. N., & Campbell, W. K. (2019). Decreases in psychological well-being among American adolescents after 2012 and links to screen time during the rise of smartphone technology. Emotion, 19(6), 1034–1045. https://doi. org/10.1037/emo0000403

Christina Ordonez is the Technology and Media Department Chair at Hoffman Estates High School in Township High School District 211. With a background in English, reading, and instructional leadership, she focuses on designing professional learning that supports equitable, human-centered use of technology. As a New Educator Coordinator and one of the leads of the Teaching and Learning Team, Christina enjoys mentoring and supporting her colleagues in their continued learning and development. Recently, she has focused on leading districtwide professional learning on responsible AI integration and is committed to cultivating empathy, equity, and thoughtful innovation in schools. She is passionate about building systems that remove barriers and strengthen both student and educator growth.

Julie Hoffman

The Augmented Author: Empowering Student Voice in Writers Who Use AI

“All this new technology will eventually give us new feelings that will never completely displace the old ones, leaving everyone feeling quite nervous and split in two.” (Berman, 2003).

In David Berman’s poem “Self-Portrait at 28,” he writes about the ambivalence we feel when moving into the new and clinging to the things we find familiar. It definitely leaves some of us feeling nervous and uncertain. This occurs with “all this new technology,” and definitely holds true with Artificial Intelligence (AI).

Let’s face it. AI is here, and it’s here to stay. Furthermore, what AI can do, and what we can do with AI, will continue to evolve and get more sophisticated every day. Ignoring this, and pretending our students do not use AI, is doing a disservice to them—it is doing harm. In order to equip our students with the skills, knowledge, and wisdom they need to build their own futures, we need to help students navigate AI. When we are doing this correctly, we are supporting students as writers—helping them to value their own voices, to write with confidence, to seek feedback from multiple sources, and to use AI to critique, edit, and enhance their writing.

This seems to be especially troublesome for English teachers at the secondary level and in higher education. For these educators, teaching and grading writing

their thoughts. When we assign a paper at the end of a unit or a semester, students might feel pressured, and rather than trusting their own voices might

When we make writing a process that happens throughout the learning, we can infuse AI responsibly, while preserving student voice.

has been fundamental to the English courses. If students are using AI to complete their writing assignments, educators are left feeling defeated. How can we assess what students have learned? How can we evaluate their writing skills if they are not handing in their own writing?

For students, school can be a place of compliance—accomplish a meaningless task and move along to the next one. When this is the case, using AI is a nobrainer for students. Using AI will get the task accomplished. Fortunately, school can also be a place of inspiration and learning. When we navigate AI well, inviting students into opportunities to collaborate with AI and empowering students with their own critical thinking, learning becomes meaningful.

At the bottom line, when we ask students to write, we're hoping that they will use their own thoughts and voices to compose an organized paper to express

tap into AI to write the paper. When we make writing a process that happens throughout the learning, we can infuse AI responsibly, while preserving student voice. Ultimately, we want students to have confidence in their own ideas and their ability to express themselves. When they bring this confidence to their writing, AI is used as a tool to enhance, rather than as a tool to “cheat” (Clark, 2023; Miller, 2023).

When we recognize writing as a process, we can break each part down and provide time and space in class for students to work through each component. For example, the very beginning of the writing process is prewriting. Prewriting is brainstorming, collecting ideas, and speaking or noting some of the ideas before drafting.

Some of the ways that prewriting can be done without AI:

• Allow students to talk out their ideas with a classmate partner or a small group.

• Provide a graphic organizer for students to plot out their thinking.

Some of the ways that prewriting can be done with AI:

• Have students collaborate with AI to generate a brainstorm list of topics. After the list is generated, have students rank the topics. (ChatGPT, Gemini, NotebookLM)

• Invite students to collaborate with AI to create a graphic organizer for their paper (Eduaide.ai, NotebookLM)

• Invite students to share their main ideas with AI, asking for additional details that should be included. (ChatGPT, Gemini, NotebookLM)

When students have had enough time to generate ideas, and plan out their writing, they are ready to compose. The next stage of the writing process is drafting. This is when writers compose the first, or rough draft. For some writers, this can be the most challenging part of the process— just sitting down and getting the words written down. Even awardwinning published authors will admit to the challenge of sitting down to draft. Furthermore, they will admit to the first draft indeed being rough.

Some of the ways that drafting can be done without AI:

• Allow students to choose to write in a

notebook, or to type on a device.

• Set timers so that students know that an allotted time is just for writing. The amount of time can be as little as 5 minutes and as long as 30 minutes, depending on the stamina students have built up throughout the school year.

• Keep the lights low, and play some lofi instrumental music in the background.

Some of the ways that drafting can be done with AI:

• Allow students to use voice typing. This is a great way to get thoughts and ideas onto a document quickly, especially for students who are not strong with handwriting or keyboarding. (Google Docs, Microsoft Word)

• Let students collaborate with AI to come up with some writing challenges, which can include timed challenges and/or word count challenges. This might help keep students motivated to get more words on the document. (ChatGPT, Gemini, NotebookLM)

• Invite the students to ask AI for music recommendations that go along with the genre of writing they will be doing. (Perplexity.ai, Suno).

Once the draft is complete, and technically even while the draft is still a work in progress, the next stage of the writing process can begin—revising.

Revising is best when it is in response to feedback. This feedback can come from you, the teacher, from peers in

tutor. For example, students can ask questions like, “What is one area that I can improve this paragraph?” or “How

Conferring with students regularly as they write, can add to their efficacy and identity as a writer...

the classroom, and/or from AI. Keep in mind that feedback can be provided throughout the drafting and the revision parts of the process. Conferring with students regularly as they write, can add to their efficacy and identity as a writer, while also providing insight toward their strengths and weaknesses throughout the process.

Some of the ways that feedback and revising can be done without AI:

• Confer with students regularly throughout the entire writing process.

• Ask open-ended questions and provide feedback. For feedback, I like the two stars and a wish method in which I share two strengths and one area to work on.

• Teach students how to work collaboratively and provide peer feedback.

Some of the ways that feedback and revising can be done with AI:

• Encourage students to use AI to seek feedback. Teach students to ask for specifics, using AI as a Socratic

can I reorganize this paper to make it more coherent?” or “What are some transitions I can use to make my paper flow together better?” (ChatGPT, Gemini, NotebookLM, Snorkl)

When it comes to editing and proofreading, we have all been using technology for this. Most word-processing software comes with a grammar and spelling check. Show students how to use these to polish their work.

When we make it to the last stage of the writing process, the possibilities are endless. This is when students publish and share their work. Of course, in a high school English class, it is acceptable to have students submit a traditional paper from time to time. On the other hand, if the point of writing is to process, think, argue, describe, or otherwise share ideas about a given topic, there are many ways that a student can do so.

Some of the ways that publishing and sharing can be done with AI:

• Empower students with the opportunity to create a presentation

using Google Slides, Prezi, and/or AIpowered design tools.

• Allow students to use AI to remix their work. For example, students can copy their formal paper into AI and ask the AI assistant to remix it as a poem, a fable, an op-ed article, a song, or any other genre. (Miller, 2023).

• Encourage students to display their ideas using Canva, Padlet, Wakelet, and/or AI-powered design tools.

• Introduce students to Book Creator, where students can find interesting new ways to publish their writing.

• Invite students to share their thoughts in the form of a podcast or a video. (Students can record on their own devices, via Canvas, and/or YouTube.)

Whether we like it or not, our students are using AI daily. Some of our students are using chatbots to seek advice and even as an alternative to in-person counseling. It is certainly more accessible and affordable. Our students are becoming more informed about AI, and adept in using AI resources. Let's face it, it's time for us to get informed and adept as well. The way that we curate and share information is changing, and we need to make sure that we are equipping students with the skills to navigate AI while continuing to bring their own voices to their writing. When we teach students to position themselves as the

producer, and to use technology as a partner, our students will be empowered and capable, which is our ultimate desire for them as they navigate the world.

References

Berman, D. (2003). Self-portrait at 28. Poets.Org https://poets.org/poem/ self-portrait-28

Clark, H. (2023). The AI Infused Classroom: Inspiring Ideas to Shift Teaching and Maximize Meaningful Learning in the World of AI. Elevate Books Edu.

Miller, M. (2023). AI for Educators: Learning Strategies, Teacher Efficiencies, and a Vision for an Artificial Intelligence Future. Ditch That Textbook.

Julie Hoffman is a Literacy and Social Studies Teacher Instructional Leader (TIL) with Springfield Public Schools. She is also an adjunct professor in the Teacher Education Program at the University of Illinois Springfield. She earned her Doctor of Education in literacy from Judson University in 2018. Her research interests include urban education, social and emotional learning, children’s literature, and empathy. She believes that young adult literature and poetry can be a message of perseverance and hope, and believes that we thrive when we invest in ourselves and others.

PD356 Area Representatives

Our “Area Reps” are a link to and from the various regions of our state. PD365 follows the same areas established by the Regional Offices of Education.

Our Area Reps are led by a members of our PD365 Board of Directors, Denise Makowski.

AREA 1: (Green)

Denise Makowski

Chicago

618.203.3993

dmkowski224@gmail.com

Amie Corso Reed

O'Fallon School District

618.203.3993

amie.corso@gmail.com

Current Area Reps

AREA 2: (Dark Blue)

AREA 3: (Yellow)

AREA 4: (Pink)

AREA 5: (Light Blue)

AREA 6: (Gold)

April Jordan

Jennifer Winters

Stacy Stewart

Jen Pollack

Chad Dougherty

Heather Bowman

Jamie Bajer

Mica Ike

Vacant

Contact information for them can be found HERE.

The roles of the PD365 Area Representatives are:

• Encouraging PD365 membership to educators in their local areas;

• Assisting with professional development;

• Attend board meetings and the annual leadership retreat, when possible;

• Disseminating information from PD365 board meetings or other sanctioned PD365 activities to local school districts or other regional members

• Being a two-way communication vehicle between the local PD365 members regarding PD365 or any educational issues.

• Keeping PD365 Board of Directors apprised of pertinent information regarding personnel issues (e.g., job vacancies, job promotions) and district program awards/recognition within the local area.

• Communicating regularly with PD365 Executive Director and the Co-Leaders of the Membership and Partnerships Focus Area.

Kathleen Meyer

Using Technology to Enhance Nature Journaling

Introduction to Nature Journaling

When considering the topic of nature journaling, technology is usually not the first thing that comes to mind. However, when adding a technological component to nature journaling, students can benefit from trying to tie a digital world that they are very familiar with to a physical world that they are often just getting to explore. Haidt (2024) explained that current students are growing up in a world that is driven by access to technology that is often fast in pace, has negatively impacted the mental health of students, and drives a limited attention span. What if there is something out there that can provide some balance between the digital world and the physical world that our students are growing up in?

Nature journaling can look different in different settings. McClain et al. (2025) shared that nature journaling is generally a combination of sketches, notes, and writing prompts that allow for the journalist to further explore natural objects and closely observe their surroundings. Additionally, Laws and Lygren (2020) shared that nature journaling can positively change the brain and boost intelligence, as students are able to explore their thoughts and surroundings in a manner that makes sense

to them to gain meaning from their surroundings. Laws and Lygren (2020) added that if students are happy, an increased attention span often forms as a result. By incorporating an activity that is academic and can reduce stress, students are being set up for success.

As students continue nature journaling, whether it is once a week or once a month, the effects are positive and often immediate. Arbor and Matteson (2025)

around them. For some children, the world has been reduced to the screen that they are engaged with. Haidt (2024) explained that for some students, technology has become an addiction, especially with the ease of access to cell phones and other devices. Although it is easy to get the devices into the hands of increasingly younger children, there is value in also allowing children to experience the world around them.

Laws and Lygren (2020) added that if students are happy, an increased attention span often forms as a result.

found that students participating in nature journaling were less stressed, had more connections to their own emotions, and experienced a greater sense of the value of themselves. McClain et al. (2025) added that nature journaling also allows students to connect with a place, whether it is the local community or the learner’s natural or social ecosystems, and to experience positive benefits for health and happiness. Nature journaling can become an antidote to the overabundance of technology that some of our students experience.

Everyone is a Student of Nature

An endearing attribute of children is their inherent curiosity about the world

The question with nature journaling becomes, who can do it and who can benefit from it? I have had the opportunity to do nature journaling activities with elementary-aged, junior high school students, and adults. The flexibility of nature journaling is that anyone can participate, regardless of any challenges that they may face, as everyone interacts and interprets the world in their own way. The results may look different for different learners and for different age groups, but the connection between the person and the world around them is able to be made.

There are few age limits placed on nature journaling participants. Alexander (2026)

explained that even the youngest of learners can participate in nature by stepping outside and exploring the world right outside of the doors. Mercier et al. (2024) added that elementary students are often naturally curious, and exploring the outdoors during recess or breaks often results in discoveries of bugs, plants, trees, the sky, and animals in the comparatively small areas that students have the chance to explore. As students age, their questions and conversations often become more complex. Discussions shift from general statements about what they see to specific observations and thoughtful questions (Mercier et al., 2024). Once students have engaged with their curiosity, there often is no limit to what they will try to explain, make sense of, or discover.

because they are making additional observations and connections that increase brain connectivity. With careful planning, nature journaling can easily become a science, environmental literacy,

Discussions shift from general statements about what they see to specific observations and thoughtful questions (Mercier et al., 2024).

language arts, and/or math activity. This also allows students to experience the interconnectivity of the different subject areas and to practice and apply critical thinking skills.

Benefits of Nature Journaling

Cross-Curricular Connections

When can nature journaling be used during the school day? Laws and Lygren (2020) explained that by combining writing, drawing, and numbers, nature journaling becomes a cross-curricular activity. Additionally, Laws and Lygren (2020) found that students who regularly write and sketch become better learners

The first time that I took my eighth-grade STEM students out for nature journaling, a red-tailed hawk slowly started circling the retention pond until it eyed its meal for the day. With its talon, the hawk provided the hook to the lesson that was the catalyst for many questions that class period. Although the mouse was an unwilling participant in the lesson that day, students were immediately engaged. Mercier et al. (2024) shared that nature journaling is a multidimensional process that requires students to start making sense of the world around them and to explore relevant phenomena happening around them.

Nature journaling and observations become the catalyst for asking questions,

recording observations through words, numbers, and pictures, and interpreting and expressing data collected throughout the experience (Mercier et al., 2024). Although a quick video or exposure to something on social media may spike the dopamine levels for some students, there is also the benefit of slowing down enough to experience the world that is missed when the screen is the focus of the day.

There is a growing number of students who are struggling with connections while competing against the demands that technology and social media are placing on increasingly younger children. Arbor and Matteson (2025) found that by using nature journaling, mood and stress levels improved, while participants were able to develop more meaningful relationships with themselves, others, and the natural world. Not only were these findings applicable to elementary school students, but middle school students also experienced the same benefits (Arbor and Matteson, 2025). When a student can feel connected to the world and the people around them, there are often subsequent positive emotional and academic outcomes for the student.

Quite simply, Laws and Lygren (2020) shared that children need nature, as contact with the natural world improves

health and reduces stress, two areas that are often negatively impacted when students spend an excessive amount of time on a device. Although a video of a squirrel, images of leaves, or cloud watching may be needed to supplement a lesson, Laws and Lygren (2020) explained that there is no computer program or recording device that can truly replicate the experience of being present for one of these events. Laws and Lygren (2020) also shared that even as students are learning to nature journal, the productive struggle that is experienced is also a beneficial feature during this type of learning opportunity. For many students, if they click a button long enough, the lesson will move on to something else. Being present in nature forces the student to sustain their attention until a task has been completed.

Responsibly Adding Technology

Escaping from technology is not currently a realistic option in many school settings. However, how it is embraced can also impact the outcomes of a lesson or learning opportunity. Laws and Lygren (2020) shared that there is a benefit of learning about some of the more abstract or more dangerous topics covered in a science curriculum through technology, as location and safety always need to be considered. Although it would be amazing to experience a volcano or the Amazon Rainforest in

person, the reality is that a video clip is a much more prudent way to interact with those environments.

As technology is being added to nature journaling, there are a variety of tools that should be added to the experience. Laws and Lygren (2020) shared that there are a variety of digital field tools that students should have access to, depending on their ages. Cell phones have quality cameras that allow for closer observations of phenomena to take place, along with a variety of apps that allow for the immediate identification of a wide range of items, from trees to flowers to birds. When something can be named, such as the bird becomes a cardinal, it immediately becomes more significant in the lives of our students. It is important to use the phone as a supplementary tool and not the primary recording device in most situations. Another low-tech and low-cost option is a pocket microscope that allows students to zoom in on different natural phenomena to enhance their experience with the item.

Quite simply, nature journaling can be done with a pencil, paper, and a focus strategy. Technology then becomes a tool to collect information or to gain further knowledge about an experience or phenomenon.

References

Alexander, E. M. (2026). Let’s go on a nature walk: A woodland adventure. XF Publishing.

Arbor, R. N., & Matteson, K. (2025). Interdisciplinary nature journaling improves mood and helps build connection in middle school students. Environmental Education Research, 31(4), 748–758. https://doi.org/10.1 080/13504622.2024.2405901

Haidt, J. (2024). The anxious generation: How the great rewiring of childhood is causing an epidemic of mental illness. Penguin Press.

Jones, D. & Jones, S. (2025). STEAMinthePARK. Marvin and Huck Publishing.

Laws, J.M. & Lygren, E. (2020). How to Teach Nature Journaling. Heyday.

McClain, L.R., Powell, A.E., & Bettwy, K.A. (2025). Community nature journaling: Wellbeing and learning outcomes for adult and youth participants. Journal of Adventure Education and Outdoor Learning, 25(1), 282–300. https://doi.or g/10.1080/14729679.2024.2425933

Mercier, A., Duggan, A., & Blankmann, D. (2024). Quantifying nature: Integrated science and mathematics

instruction through nature journaling and five core routines. Science & Children, 61(3), 64–68. https://doi.or g/10.1080/00368148.2024.2340795

Kathleen Meyer is a sixth-grade general education mathematics teacher and an eighth-grade special education resource teacher at Indian Trail Junior High School in Addison, Illinois. She has been in the Addison School District #4 for almost

two decades. Throughout her tenure there, she has taught a wide range of subjects, including STEM, language arts, math intervention, instructional math, instructional language arts, and has cotaught math, language arts, science, and social science. Kathleen is also a regular participant in the STEAMinthePARK program through Expeditions in Education, which allows her to continue growing as an educator and to collaborate with educators from all over the country while exploring different National Parks.

Leveraging AI in the New Teacher Ecosystem: Supporting Growth and Leveraging Technology

Introduction

The modern educational landscape is complex, continually evolving with digital classrooms, blended learning models, and diverse student needs. Within this environment, the new teacher ecosystem— encompassing the unique challenges and developmental stages of novice educators—is a critical area for support. Artificial Intelligence is emerging as a technology with the potential to redefine how we facilitate learning and provide assistance. This article explores how AI, when integrated thoughtfully and ethically, can serve as a valuable resource to enhance instruction, alleviate administrative burdens, and personalize professional development, thereby supporting new educators in their vital role.

Understanding the New Teacher Ecosystem: Evolving Demands

The traditional paradigm of a teacher as the sole source of information has undergone a significant transformation. Contemporary classrooms are dynamic, frequently digital spaces that incorporate hybrid and

Jason Flom

Richard Lange

remote learning models. Students bring varied backgrounds and socioemotional needs to the educational setting. This inherent complexity places substantial demands on all educators, particularly those in their initial years of teaching. New teachers must adapt to roles encompassing data management, differentiation strategies, and socialemotional learning support. The extensive nature of these responsibilities necessitates tools that extend their capacity without compromising the essential human connection they establish with students. Effective support systems for new teachers often require accessible resources that augment their efforts.

Artificial Intelligence (AI) offers powerful tools... ...helping early-career educators become more efficient and confident in their roles.

Core Applications of AI in Teaching

For new teachers, managing classroom responsibilities while delivering effective instruction can be challenging. Artificial Intelligence (AI) offers powerful tools that support lesson planning, assessment, and administrative tasks—helping early-career educators become more efficient and confident in their roles.

A. Instructional Support: AI-powered platforms such as ChatGPT, Khanmigo,

and Google’s Gemini are important tools for new teachers that help with lesson planning, student questions, and constructive feedback for the students. These tools provide on-the-spot content suggestions and explanations, supporting educators in presenting material clearly and accurately. Generative AI is also useful in creating differentiated learning materials tailored to diverse student needs, such as gifted education, bilingual, learning disabled, and students with academic challenges. For example, teachers can use AI to adjust reading levels, design practice questions, or generate visual aids, reducing prep time and enhancing student engagement. When done correctly, this can help beginning teachers save a lot of time while improving the classroom environment.

B. Assessment and Feedback:

Grading papers, tests, quizzes, and student presentations can be overwhelming for beginning teachers, but AI tools like Gradescope, Turnitin, and Edulastic help reduce the time needed to accomplish these tasks. These platforms offer efficient grading and

provide students with constructive feedback—particularly in writing, coding, and math. Additionally, AI systems that use predictive analytics can help identify students at risk of falling behind by analyzing patterns in student performance. These tools enable new teachers to intervene early with targeted support.

C. Administrative Efficiency: New teachers are often faced with endless administrative tasks that can consume valuable teaching time. AI can make tasks such as attendance tracking, report

teachers and their students. For students, AI facilitates truly personalized learning pathways. AI can identify a student’s learning gaps in real-time and provide targeted resources or exercises, leading to deeper understanding and increased engagement. For educators, and especially for new teachers, the impact can be profound.

By automating repetitive, time-consuming tasks, AI can contribute to reduced teacher burnout, a critical factor in teacher retention. This liberation of time and energy allows educators to

The educator’s role can evolve from information disseminator to facilitator, mentor, and inspirer.

generation, and parent communication more efficient and quicken the time to do so. Virtual assistants or chatbots can manage the scheduling of meetings and send reminders, allowing new teachers to focus more on instructional delivery and student interaction. Such chatbots can reduce paperwork significantly and make the classroom more efficient.

Benefits to Teachers and Students: Mutual Advancement

The integration of AI into the educational ecosystem offers substantial benefits for all stakeholders, particularly new

dedicate themselves more fully to creative teaching, fostering critical thinking, and building meaningful relationships with their students. The educator’s role can evolve from information disseminator to facilitator, mentor, and inspirer.

Furthermore, AI empowers educators with data-driven instruction. Predictive analytics help identify patterns, highlight areas where students collectively struggle, and enable prompt adjustments to teaching strategies. This provides an analytical lens, aiding in the precise targeting of instructional efforts.

Risks and Ethical Considerations:

Navigating Challenges

While powerful, AI tools require careful consideration regarding their implementation. Their integration must be approached with caution, particularly concerning data privacy and algorithmic bias. Student data must be safeguarded with the utmost rigor, and AI algorithms must be scrutinized to ensure they do not perpetuate or amplify existing societal biases, inadvertently disadvantaging certain student populations.

Finally, ensuring equity in access to AI tools is vital. The digital divide must not expand into an AI divide, leaving some students and schools without the benefits this technology can offer.

AI literacy must become a foundational component of teacher preparation.

Recommendations for Implementation

There is also the risk of over-reliance on technology, which could potentially dehumanize education if not managed carefully. AI should augment, not replace, the irreplaceable human connection between teacher and student. It is important to address the perception of “job displacement” versus the reality of “augmentation.” AI is not intended to replace educators; rather, it aims to make their roles more manageable, impactful, and human-centric. The educator’s role can evolve, becoming even more crucial as curators of learning experiences and nurturers of socio-emotional growth.

Effectively integrating AI into the new teacher ecosystem requires targeted professional development, strong ethical guidelines, and collaborative frameworks that support innovation and inclusivity. AI literacy must become a foundational component of teacher preparation. New teachers need structured opportunities to explore how AI tools can support instruction, assessment, and classroom management. This includes understanding AI’s capabilities, limitations, and potential biases.

The deployment of AI in schools must be guided by clear policies that address data privacy, algorithmic bias, and informed consent. New and returning teachers should be trained to evaluate AI tools for transparency and fairness. Ethical frameworks such as UNESCO’s Recommendation on the Ethics of Artificial Intelligence (2021) emphasize the need for explainability,

accountability, and human oversight in AI systems used in education.

Schools must implement regular audits and provide educators with the authority to question or reject tools that conflict with student welfare or equity. Cross-sector collaboration is key to ensuring AI tools meet real educational needs. New teachers bring valuable classroom insights that should inform the design and implementation of AI solutions. Establishing partnerships through advisory boards or codesign initiatives allows for better alignment between policy, pedagogy, and technological development. Such collaboration promotes trust, transparency, and the ethical scaling of AI across educational systems.

Conclusion

As new teachers enter today’s complex educational landscape, the thoughtful integration of Artificial Intelligence offers vital support. From lesson planning and assessment to managing administrative tasks, AI can help earlycareer educators navigate their roles with greater efficiency and confidence. By streamlining routine duties and offering insights into student learning, AI allows new teachers to focus more deeply on building relationships, fostering engagement, and cultivating critical thinking in the classroom. To truly benefit

from AI, implementation must be ethical, intentional, and equitable. New teachers need access to professional development that builds both their technical skills and understanding of AI’s limitations. While AI can enhance teaching, it should never replace the essential human connection at the heart of education. With the right training and collaborative support from developers, leaders, and policymakers, AI can become a transformative tool— empowering new teachers to thrive and lead with impact.

References

Carnegie Learning. (2025). The state of AI in education 2025. https://discover. carnegielearning.com/hubfs/PDFs/ Whitepaper%20and%20Guide%20 PDFs/2025-AI-in-Ed-Report. pdf?hsLang=en

Holmes, W., Bialik, M., & Fadel, C. (2022). Artificial intelligence in education: Promises and implications for teaching and learning.

Holstein, K., McLaren, B. M., & Aleven, V. (2019). The classroom as a dashboard. Journal of Learning Analytics.

Khan Academy. (2023). Introducing Khanmigo.

Luckin, R., et al. (2022). AI and the future of skills: Findings from a global study.

MDPI. (2025). The impact of artificial intelligence on inclusive education: A systematic review. https://www. mdpi.com/2227-7102/15/5/539

UNESCO. (2021). Recommendation on the ethics of artificial intelligence.

Zawacki-Richter, O., et al. (2019). Systematic review of research on artificial intelligence in education. International Journal of Educational Technology in Higher Education, 16(1), 1–27.

strategic leadership, focusing on creating learning environments where every individual can access opportunity and thrive. With a knack for turning complex challenges into moments of growth, Jason’s work is guided by a belief that a strong, compassionate community is the foundation for lasting impact.

Jason C. Flom, M.Ed., is a missiondriven leader with over 25 years of experience building and guiding educational communities. He is an expert in innovative program design and

Richard E. Lange, M.Ed, M.S., is an adjunct faculty member at National Louis University and supervises student teachers in the Chicago area. He is an active board member of Illinois ASCD PD 365 and co-chair of the Advocacy and Influence Committee. Richard is a regular presenter on education issues for US and international organizations. He co-authored the book Life Saver for New Teachers (2011) and has helped schools design mentoring and new teacher induction programs. He is a consultant for Baehr Partners, Switzerland.

Megan Lyons

Beyond the Tool: Preparing Teacher Candidates to Engage with AI as an Ecosystem

For teacher candidates, understanding AI as an ecosystem is essential for ensuring equitable practices that support diverse learners and mitigate potential harms.

Artificial intelligence has emerged as a transformative and powerful catalyst redefining instructional design, reshaping approaches to student assessment, and transforming educator interactions with learners and their families (Holmes et al., 2019). However, it is essential to recognize that AI does not exist as an isolated innovation, but rather as part of a broader ecosystem shaped by technological, ethical, social, and economic dimensions (Selwyn, 2019). For teacher candidates, understanding AI as an ecosystem is essential for ensuring equitable practices that support diverse learners and mitigate potential harms.

AI is often seen as a neutral classroom tool, but this view oversimplifies its role and diminishes the interconnected

This foundation requires not only an understanding of how AI systems are created and where their data originates, but also the ability to communicate these concepts in clear, accessible, and meaningful ways.

layers of the broader ecosystem in which it operates. When we treat AI as simply another piece of technology, we risk overlooking the powerful web of influences that shape who gains access, who is left excluded, and how learning is designed and delivered (Noble, 2018). Teacher candidates who only view AI as a classroom aid may miss how factors such as economics, policy, culture, and equity impact students. By approaching AI as part of an ecosystem, future educators can better recognize the importance of context, power, and inclusion. Consequently, Educator Preparation Programs must move beyond technical training to ensure teacher candidates develop the critical skills, ethical awareness, and cultural sensitivity necessary for effective AI integration. By cultivating these capacities, future educators will be better prepared to use AI thoughtfully and responsibly across diverse educational settings.

Critical Literacy

Critical literacy is a central element of the AI ecosystem, preparing future educators

to navigate the complex intersections of technology, equity, and education. For teacher candidates, developing a strong foundation in AI literacy is essential as they enter classrooms increasingly shaped by rapidly evolving technologies (Holmes et al., 2019). This foundation requires not only an understanding of how AI systems are created and where their data originates, but also the ability to communicate these concepts in clear, accessible, and meaningful ways.

To build this capacity, teacher candidates should be given opportunities to reflect on their own biases when using AI platforms and to carefully examine the ethical implications of how student data is collected, stored, and applied.

Beyond technical knowledge, they must also practice engaging with adaptive learning tools in ways that promote intentional, critical use while avoiding overreliance on AI as the sole instructional resource.

Ultimately, teacher candidates should develop the habit of asking essential

questions: Whose values are embedded in this tool? Who benefits and who is left out? How can I use it responsibly to advance equity and support the diverse needs of my students? By cultivating these reflective practices, teacher candidates are empowered to integrate AI in ways that strengthen, rather than compromise, inclusive and equitable teaching (Selwyn, 2019).

Equity-Oriented Pedagogy

Viewing AI as an ecosystem closely aligns with the principles of culturally responsive teaching and social justice frameworks because it encourages educators to see technology as embedded within broader social, cultural, and economic systems (Ladson-Billings, 1995). Teacher candidates must recognize that students’ experiences with AI are shaped not only by the tools themselves, but also by factors such as language, culture, identity, and access to resources.

In this context, candidates should be equipped to adapt AI tools in ways that honor and reflect diverse cultural and linguistic backgrounds, rather than simply reinforcing dominant norms. Equity within the AI ecosystem also requires careful attention to disparities in access. Not all students have equal opportunities to engage with AI technologies outside of school, and an overreliance on AI-based assignments

can unintentionally widen achievement gaps (Warschauer & Matuchniak, 2010). Consequently, teacher candidates must design instruction that accounts for these inequities by embedding meaningful alternatives, scaffolds, and low-tech strategies to ensure authentic engagement for all learners.

For example, teachers might design assignments that include both AI and non-AI options or allow students to choose from multiple pathways to demonstrate learning. They can also build in class time for technology-supported tasks so that students without home access are not placed at a disadvantage.

Collaborative Engagement

Collaborative engagement is a vital component of viewing AI as an ecosystem, as it highlights the interconnectedness of all stakeholders. More specifically, technology does not operate in isolation, but within a web of interconnected relationships, institutions (Selwyn, 2019). Teacher candidates must recognize that successful AI integration relies on the collective influence of families, educators, administrators, policymakers, and technologists. Stakeholders collectively inform the ethical, pedagogical, and practical dimensions of AI implementation, underscoring the importance of a systemsoriented perspective.

It is imperative that Education Preparation Programs equip teacher candidates to work alongside these groups to advocate for equitable practices. Such collaboration positions them as advocates for equitable policies and helps them remain informed about policy shifts that impact classroom practice.

This holistic approach helps prevent inequities, builds trust, and ensures that AI serves as a support for inclusive and meaningful learning.

Such collaboration positions them as advocates for equitable policies and helps them remain informed about policy shifts that impact classroom practice.

Teachers should be encouraged to share feedback to technologists and developers because their feedback is perspectives are invaluable for ensuring that AI tools are inclusive, responsive, and culturally relevant (Holmes et al., 2019). Staying abreast of current policies enables them to communicate accurate information to stakeholders. This includes explaining the role of AI in their child’s learning, clarifying what types of data are collected, and addressing concerns related to privacy and fairness.

Intentional collaboration. ensures that AI integration in education is not driven solely by technological innovation, but emphasizes the values, needs, and goals of the entire learning community.

In conclusion, preparing teacher candidates to view AI as an ecosystem is critical for ensuring its responsible and equitable integration into education. When teacher candidates develop critical literacy, embrace equity-oriented pedagogy, and engage collaboratively with families, administrators, policymakers, and technologists, they gain a deeper understanding of AI’s complexity (Selwyn, 2019).

This preparation helps them move past the misconception of AI as a neutral tool and recognize its broad social, cultural, and ethical implications. This shift in perspective empowers future educators to harness AI thoughtfully and responsibly, while maintaining a clear focus on equity and inclusion. More importantly, it positions them as advocates who can challenge inequitable systems, amplify diverse voices, and design learning experiences that affirm

cultural and linguistic identities, address disparities in access, and protect student privacy. By adopting an ecosystem perspective, teacher candidates are equipped not only to use AI effectively but also to foster learning environments where innovation is anchored in justice, fairness, and authentic interactions.

Williamson, B., & Eynon, R. (2020). Historical threads, missing links. Learning, Media and Technology, 45(3), 223–235.

OpenAI. (2026). ChatGPT-5 version (subscription): Large language model. https://chatgpt.com/ [Megan Lyons Used for cross-checking and alignment]

References

Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education. Center for Curriculum Redesign.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.

Noble, S. U. (2018). Algorithms of oppression. NYU Press.

Selwyn, N. (2019). Should robots replace teachers? Polity Press.

Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds. Review of Research in Education, 34, 179–225.

Megan Lyons is an Assistant Professor at North Carolina Central University and a former Career Technology Intervention Coordinator. She earned a B.S. in Communication Disorders and an M.Ed. in Special Education from Auburn University. She later completed an Ed.S. in Educational Leadership at Columbus State University and holds an Ed.D. in Educational Leadership from Valdosta State University. Dr. Lyons’ research focuses on social-emotional learning, culturally responsive pedagogy, and educator preparation. She is committed to equipping future educators with the knowledge, skills, and dispositions needed to support diverse learners and foster equitable, inclusive classroom environments.

Supervising AI in the Classroom: What School Leaders Must Do

Andy Szeto Introduction

Artificial intelligence is changing how teachers plan lessons, assess learning, and interact with students. Research shows AI can save teachers hours each week (Gecker, 2025) and expand instructional possibilities (Will, 2025; Cheah et al., 2025). Yet efficiency alone is not enough. Without strong instructional supervision, AI risks lowering instructional quality, reinforcing inequities, or creating overreliance on technology. School leaders must ensure AI is used purposefully, ethically, and in ways that improve student outcomes. This requires moving beyond simply approving tools to actively overseeing their use in classrooms, shaping professional development, and setting clear expectations for quality.

To supervise AI effectively, leaders need more than enthusiasm for innovation. They need a clear, shared framework that defines expectations, safeguards instructional quality, and ensures technology serves all students equitably. This begins with policies that establish boundaries and standards for responsible use.

Policies and Clear Standards for AI Use

Strong supervision begins with explicit policies that define how AI may and may not be used for lesson

planning, grading, differentiation, and communication. These should reinforce a single principle: AI may start the work, but human expertise must refine and approve it before reaching students. Acceptable uses include adapting AI-generated lesson drafts to meet curriculum standards or creating grading rubrics that are then reviewed and adjusted. Unacceptable uses include delivering unedited AI lesson plans, posting AI-generated feedback without review, or allowing AI to determine student pacing without oversight. Policies must also address data privacy, algorithmic bias, and equitable access to tools (Banerji, 2025; RAND Corporation, 2025). As the Virginia Department of Education notes, human judgment must remain central in all AI-supported instructional or assessment decisions, with educators ultimately responsible for the accuracy, appropriateness, and fairness of AI-assisted work (Virginia Department of Education, 2024).

gaps require supervisory attention to ensure AI use meets ethical and instructional standards.

AI may start the work, but human expertise must refine and approve it before reaching students.

Once clear policies are established, the next challenge is making sure they are consistently applied in daily instruction. This requires ongoing supervision of how AI is used for lesson planning, grading, and fostering student AI literacy—areas where leadership oversight directly shapes teaching quality and student outcomes.

Instructional Oversight: Lesson Planning, Grading, and Student AI Literacy

Policy clarity is critical because, as Cheah, Lu, and Kim (2025) noted, teachers often face uncertainty about permissible AI uses, worry about academic integrity, and encounter AI-generated bias. These

Once policies are in place, school leaders must actively monitor how teachers apply them in daily practice. In lesson planning, leaders should review samples of AI-assisted materials to confirm they are adapted to align with state standards, local curricula, and the learning needs of all students, including multilingual learners and those with disabilities (Schwartz, 2025). In grading, leaders need to check that AI-generated scores or feedback are not used in isolation, but are reviewed, contextualized, and adjusted before being shared with

students—especially in subjects where interpretation is essential (MIT Sloan EdTech, 2024; Schwartz, 2024). Leaders should also ensure teachers are building student AI literacy by modeling how to question AI outputs, verify accuracy through credible sources, and recognize bias (Meyer, 2024; Wineburg & Ziv, 2024). These supervisory actions make certain that AI use supports sound instruction and equitable outcomes, rather than undermining them.

Teacher Evaluation and AI Integration

...encouraging such transparency, especially when AI influences curriculum, assignments, or assessments, can foster trust, clarify intellectual ownership, and reinforce critical evaluation skills in students.

Teacher evaluation in the age of AI should focus not only on instructional outcomes but also on how educators integrate, adapt, and supervise AI tools to enhance learning. Established teacher evaluation frameworks, such as the Danielson Framework for Teaching (Danielson, 2013), existed well before AI and remind us that the same quality standards apply regardless of whether materials originate from AI or a human source.

Transparency and Modeling Ethical AI Use

A recent survey by the EdWeek Research Center found that 80% of educators believe it's unnecessary to disclose AI use in planning or creating assignments (Langreo, 2024). However, some teachers feel a personal responsibility to be transparent, recognizing that modeling ethical practices is critical for students. As leaders, encouraging such transparency, especially when AI influences curriculum, assignments, or assessments, can foster trust, clarify intellectual ownership, and reinforce critical evaluation skills in students.

For example, under Danielson’s 3b: Using Questioning and Discussion Techniques, or the equivalent component in other evaluation systems, leaders should look for teachers adapting AI-suggested prompts to foster deeper inquiry, encourage student-led discussion, and build higher-order thinking skills. These expectations are transferable across any rubric: leaders should still check that teachers demonstrate strong content knowledge by critically reviewing AIgenerated materials for accuracy and alignment, use assessment effectively by

contextualizing AI-generated feedback to guide next steps, and employ questioning strategies that deepen understanding.

Too often, AI-related PD ends with a “try it and hope for the best” approach, leaving teachers without sustained guidance.

Regardless of the specific framework in use, the key is moving beyond whether AI is present in a lesson to determining whether it is applied in ways that strengthen teaching and learning.

Capacity Building: Professional Development and Ongoing Support

Teachers need targeted AI-related professional development that is both research-based and role-specific. This means training teachers to identify AI inaccuracies, detect bias, and customize generic outputs (Cheah et al., 2025).

PD should also model how to adapt AI-generated content for multilingual learners and students with disabilities using evidence-based practices. Too often, AI-related PD ends with a “try it and hope for the best” approach, leaving teachers without sustained guidance.

Leaders should ensure ongoing coaching, modeling, and feedback are built into implementation, recognizing that continuous support is critical for

meaningful change (Darling-Hammond et al., 2017). PD should emphasize that AI supports, not replaces, teacher expertise, and reinforce that human judgment is the final safeguard for quality (Selwyn et al., 2025).

Monitoring, Accountability, and Equity

Supervision does not end with policy and PD, it requires active monitoring. Leaders can audit AI-generated lesson plans, review grading samples, and gather feedback from students and families. Findings should inform adjustments to practice and policy, not punitive measures during early adoption. Equity must remain central: leaders should monitor whether AI use benefits all students equally or unintentionally widens opportunity gaps. Addressing disparities in device access, internet connectivity, and teacher preparation is essential to ensuring AI’s benefits are shared fairly (RAND Corporation, 2025).

One effective approach to improving AI supervision is adopting an action research or continuous improvement cycle. Leaders can select a focus area (e.g., grading accuracy), gather baseline data, implement

targeted interventions, measure results, and adjust based on findings. This collaborative approach engages teachers in refining AI use while building shared responsibility for outcomes.

Policy Horizon:

Emerging Legislation on AI Use

While school leaders can set local policies, state-level legislation is beginning to shape how AI can be used in teacher evaluation. Illinois Senate Bill 1677, introduced in February 2025, proposes amending the state’s teacher evaluation statute to explicitly prohibit evaluators from using artificial intelligence tools to perform evaluation tasks. This includes AI-assisted transcription, summarization, analysis of video or audio, analysis of text or numerical data, or assignment of ratings (Illinois General Assembly, 2025). While the bill has not yet been enacted, it reflects a growing concern that AI could diminish the human judgment and contextual understanding essential for fair, accurate evaluations. For leaders, this serves as a reminder to ensure that AI is always a support, not a substitute, for evidence-based, humanled evaluation practices.

Conclusion

AI offers tremendous potential to enhance teaching and learning, but without careful supervision it can also compromise instructional quality and

equity. School leaders must set clear policies, provide research-based PD, evaluate AI use through established frameworks, monitor outcomes, and promote a culture of continuous improvement. By doing so, leaders ensure AI remains a tool that supports— not replaces—the professional expertise of educators and keeps student learning at the center of innovation.

References

Banerji, O. (2025, February 14). How district leaders use AI to save time, help teachers, and more. Education Week. https://www.edweek.org/ technology/how-district-leadersuse-ai-to-save-time-help-teachersand-more/2025/02

Cheah, Y. H., Lu, J., & Kim, J. (2025). Integrating generative artificial intelligence in K-12 education: Examining teachers’ preparedness, practices, and barriers. Computers and Education: Artificial Intelligence, 6, 100363. https://doi.org/10.1016/j. caeai.2025.100363

Danielson, C. (2013). The framework for teaching: Evaluation instrument (2013 ed.). Danielson Group.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https:// learningpolicyinstitute.org/ product/effective-teacherprofessional-development-report

Gecker, J. (2025, June 25). Teachers say AI tools save them 6 hours a week. Fortune. https://fortune. com/2025/06/25/teachers-ai-toolsgrading-lessons-say-it-saves-them6-hours-a-week/

Illinois General Assembly. (2025). Senate Bill 1677. https://legiscan.com/IL/ bill/SB1677/2025

Langreo, L. (2024, April 9). Should teachers disclose when they use AI? Education Week. https://www. edweek.org/technology/shouldteachers-disclose-when-they-useai/2024/04

MIT Sloan EdTech. (2024, May 9). AI-assisted grading: A magic wand or a Pandora’s box? https://mitsloanedtech.mit. edu/2024/05/09/ai-assistedgrading-a-magic-wand-or-apandoras-box/

Meyer, D. (2024, May 3). Teachers: These four AI resources will help you go the last mile. DY/Dan. https://danmeyer.

substack.com/p/teachers-thesefour-ai-resources

RAND Corporation. (2025). AI in K–12 education: Current uses and opportunities for improvement. https://www.rand.org/pubs/ research_reports/RRA134-25.html

Schwartz, S. (2024, December 19). Using AI grading tools to enhance the process. Edutopia. https://www.edutopia. org/article/using-ai-grading-toolsenhance-process/

Schwartz, S. (2025, February 11). AIgenerated lesson plans: How to make them better. Edutopia. https://www. edutopia.org/article/ai-generatedlesson-plans/

Selwyn, N., Pangrazio, L., & Cumbo, B. (2025). Critical perspectives on AI in education. Routledge.

Selwyn, N., Ljungqvist, M., & Sonesson, A. (2025). When the prompting stops: exploring teachers’ work around the educational frailties of generative AI tools. Learning, Media and Technology, 1–14. https://doi.org/10.1080/1743 9884.2025.2537959

Virginia Department of Education. (n.d.).Guidelines For AI Integration Throughout Education in the Commonwealth of Virginia. from

https://www.education.virginia. gov/media/governorvirginiagov/ secretary-of-education/pdf/AIEducation-Guidelines.pdf

Will, M. (2025b, February 14). Here’s how teachers are using AI to save time. Education Week. https://www. edweek.org/technology/hereshow-teachers-are-using-ai-to-savetime/2025/02

Wineburg, S., & Ziv, N. (2024, October 25). What makes students (and the rest of us) fall for AI misinformation? Education Week. https://www. edweek.org/technology/ opinion-what-makes-studentsand-the-rest-of-us-fall-for-aimisinformation/2024/10

Andy Szeto, Ed.D., is an education leadership professor and district leader with extensive experience in instructional leadership, teacher education, and social studies. He has taught over 50 graduate courses across multiple institutions and serves as President of the Asian American Association of CSA in New York City. Andy is a published author of articles on AI in education, leadership, and social studies, and he frequently presents at conferences on emerging leadership and AI integration in schools. His work focuses on advancing equity, supporting multilingual learners, and guiding emerging leaders to grow their impact before earning formal titles.

What Does It Take to Embrace Technology Today in Our Schools?

Gwendolyn Randolph Introduction

Embracing technology in schools today requires a comprehensive understanding of technology, its intended purpose, and its benefits for students, schools, and society. This process must be approached with patience and compassion. These qualities are essential as we consider what it means for students to be literate in our modern society, especially as digitalization and digitization influence literacy. (Cachia, et al. 2023)

Understanding Technology in Education

Teachers and educators must recognize the types of technology available and understand how they are used in everyday life and industry. This awareness is crucial for integrating technology into teaching and learning. Educators should focus on utilizing technology to help students learn through application and broadening their knowledge of learning not only within their communities but also in a global context. It is important to distinguish between learning outcomes achieved through human intelligence and those generated by artificial intelligence, where issues such as plagiarism can arise, and when there are learning gaps noted between preconceived learning and high-stakes testing. The goal is to use technology to enhance, not replace, student learning.

Applying Educational Principles

Generational gaps between teachers' knowledge of technology and students' background and prior knowledge of technology must be considered when formalizing the use of technology in schools. Prior knowledge of the socalled Baby Boomers and Generation X teachers is vastly different from the knowledge of Gen Z and Gen I students being taught (2023).

Applying Vygotsky’s principles is valuable when identifying one’s own technological intelligence to help support student needs. The zone of proximal development can be effectively used to determine where teachers and students stand in their understanding of technology. Once this range is identified, educators can begin to embrace and utilize technology for student benefit, focusing on why it is useful, how it aids learning, and how technology is applied outside the classroom. Educators should consider their own zone of proximal development regarding the use and teaching of technology.

Figure 1 (ELT, 2010) shows a Venn diagram that is helpful to assist teachers when trying to determine how best to meet the needs of the learning environment when embracing technology.

Literacy in the Digital Age

Literacy is defined as the ability to read, write, and speak in English, compute, and solve problems, at levels of proficiency necessary to function on the job, in the family, and in society.

(Workforce Innovation and Opportunity Act, 2014)

Today, literacy encompasses

more than reading, writing, and numeracy. The National Association of Literacy (2003) defined literacy as skillbased and task-based knowledge. As a science educator, I believe competencies in science and technology are also integral for an individual to function successfully in society. While a person can be literate without using technology, society increasingly views technological proficiency as essential. Educators must advocate for technology use in schools to prepare students for life in a

Figure 1

Source: Journal of English Language Teaching

digital world. The use of the traditional textbook, where the ability to read and interpret print text is defined as being literate, is losing popularity in respect to physically searching, learning, and processing new information. With artificial intelligence able to generate information rapidly, teachers need to continually expand their content knowledge, discern between fact and fiction, and address misconceptions with their students. AI can be a valuable teaching tool when used pedagogically to support learning.

Pedagogical Practices and Student Outcomes

Sound pedagogical practices in technology use are necessary to support student learning and outcomes. Educators must consider how students will engage with technology and what strategies will best support expected learning outcomes. It is important to define learning outcomes and understand how technology can enhance student learning.

Equity, Patience, and Compassion

For schools to fully embrace technology, thorough knowledge of available tools and their use is essential. When adopting technology, it is important to approach it with patience and compassion. Here, compassion is described as equity. Access to technology must be equitable for both

teachers and students, regardless of economic circumstances or feasibility.

References

Cachia, R., Dimitriadis, Y., Giannoutsou, N., Ioannou, A., Miliou,O., Mones AM., Sobrino, SV., & Timotheou, S. (2023). Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review. Educ Inf Technol (Dordr). 2023;28(6):66956726. doi: 10.1007/s10639-022-114318. Epub 2022 Nov 21. PMID: 36465416; PMCID: PMC9684747

Ebadi, S., Khatib, M., & Shabani, K. (2010). Vygotsky's Zone of Proximal Development: Instructional Implications and Teachers' Professional Development. English Language Teaching, 3(4), 237-248. Retrieved from: https://doi. org/10.5539/elt.v3n4p237

National Association of Adult Literacy (2003) Retrieved from https://nces. ed.gov/naal/

Pew Research Center (2023). 5 Things to keep in mind when you hear about Gen Z, Millennials, Boomers, and other generations. Retrieved from: https:// pewrsr.ch/3MLHQRg

U.S. Department of Education, National Center for Education Statistics. (2024). Highlights of the 2023 U.S. PIAAC Results Web Report (NCES 2024202). Washington, DC. Retrieved [date] from https://nces.ed.gov/ surveys/piaac/2023/national_ results.asp

Workforce Innovation and Opportunity Act July11. 2014. H.R. 803 (113th). Retrieved from: https://www. govtrack.us/Congress/bills/113/ hr803/text

Dr. Gwendolyn Randolph is currently a freshman biology teacher in a K-12 Public School district in Illinois and has been in education for more than two decades. Gwendolyn has been a classroom science teacher for twelve years, having taught biology, chemistry, anatomy, and physiology.

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Empowering Small Group Instruction in Reading and Writing presented by Jennifer Serravallo

April 15 | 9:00am - 3:00pm Online or On-Demand

Regardless of your literacy curriculum or approach, you will be empowered to bring truly responsive small group teaching to your classroom for better outcomes in both reading and writing.

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Building School-Wide Systems of Care and Belonging presented by Ricky Robertson

April 21 & May 5 | 8:30am - 3:30pm

Medinah Shrine Center, Online or OnDemand

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Through guided reflection and actionable strategies, you will leave equipped to foster a culture where you and staff will

Featuring Vanessa Vakharia

April 22 | 9:00am - 3:00pm

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Medinah Shrine Center, Online or OnDemand

You’ll leave this session with practical, no-nonsense tools to turn those “I can’t do math” students into “I can do this” students!

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Get the Good Ones to Stay! Presented by Jennifer Farnsworth and Tricia Burke

April 29 | 9:00am - 3:00pm

NIU Naperville and On-Demand

Explore how intentional culture-building, both through the big decisions and the small everyday gestures, creates an environment that attracts and keeps talented professionals.

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THE SCIENCE OF WRITING:

Implementing Effective K-12 Writing

Practices with Didi Harris

9:00am - 12:00pm

April 30 – ISU Alumni Center

May 1 – District 218 Administrative Center

May 7 – Gateway Center (Metro East)

Join area educators and industry experts from Smekens Education for this exclusive, in-person event designed to empower K-12 school leaders with the knowledge needed to strengthen writing instruction and achievement.

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Finding Balance as a School Administrator presented by Jason Major

May 13th | 9:00am - 3:00pm

NIU Naperville

In this interactive workshop, Chicago principal Jason Major will increase participant awareness of how Maslow’s Hierarchy of Needs and The Wellness Wheel can support capacity, keeping you grounded and revitalized this school year.

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OUR MISSION

“To build the capacity of educational leaders to enhance the quality of teaching and learning”

EXECUTIVE COMMITTEE

President—Amy Warke (Bolingbrook)

President-Elect—Amy MacCrindle (Huntley Community SD158)

Past-President—Scott England (University of Maryland Eastern Shore)

Treasurer—Sarah Cacciatore (Mundelein SDs 75 & 120)

Secretary—Andrew Lobdell (Lena-Winslow SD 202)

FOCUS AREA LEADERS

Membership and Partnerships

Denise Makowski (Chicago)

Amie Corso Reed (O'Fallon SD 90)

Communications and Publications

Belinda Veillon (Nippersink SD 2 & Richmond Burton SD 157)

Jacquie Duginske (McHenry SD15)

Advocacy and Influence

Richard Lange (National Louis University)

Brenda Mendoza (West Aurora SD 129)

Program Development

Jamie Bajer (ROE 9), Heather Bowman (Washington GSD 52), Scott England (University of Maryland Eastern Shore), Amy MacCrindle (Huntley CSD 158), Terry Mootz (Crystal Lake), Amie Reed (O'Fallon SD 90), Dee Ann Schnautz (SIU), Belinda Veillon (Nippersink SD 2 & Richmond Burton SD 157) Amy Warke (Bolingbrook), Doug Wood (Springfield)

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