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- NewsBritish Council TeachingEnglish17 Jul 2026
How to use AI to support reflection and autonomy in teacher education – webinars
A webinar series explores how AI can foster reflection and autonomy in teacher education.
Original abstract
<span class="field field--name-title field--type-string field--label-hidden">How to use AI to support reflection and autonomy in teacher education – webinars</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><article class="user-profile-card profile"> <div class="user-profile-card-inner"> <div class="avatar"> </div> <div class="username-row"> <div class="username h6"> TeachingEnglish </div> </div> <div class="profile-bio small"> <p>This resource was developed by the TeachingEnglish editorial team.</p> </div> </div> </article> </span> <span class="field field--name-created field--type-created field--label-hidden"><time datetime="2026-07-17T19:28:11+00:00" title="Friday, July 17, 2026 - 19:28" class="datetime">Fri, 07/17/2026 - 19:28</time> </span> <div class="layout layout--onecol"> <div class="layout__region layout__region--content"> <div class="magazine-block-hero-content block block-layout-builder block-field-blocknodemagazinefield-hero-content"> <div class="break-out hero-bg"> <div class="container-fluid px-0"> <div class="field field--name-field-hero-content field--type-entity-reference-revisions field--label-hidden field__items"> <div class="field__item"> <div class="paragraph paragraph--type--image paragraph--view-mode--default"> <img loading="lazy" src="https://www.teachingenglish.org.uk/sites/teacheng/files/styles/wide_1920_x_700_focal_point_crop/public/Getty%201781988444.jpg?h=9eb0d413&itok=aixuaJPZ" width="1920" height="700" alt="A person uses a smartphone while standing next to a large blue-lit digital display. The scene represents engagement with digital technology and online information." class="img-fluid image-style-wide-1920-x-700-focal-point-crop"> </div> </div> </div> </div> </div> </div> <div class="hidden block block-system block-system-breadcrumb-block"> <nav role="navigation" aria-labelledby="system-breadcrumb"> <h2 id="system-breadcrumb" class="visually-hidden">Breadcrumb</h2> <ol class="breadcrumb"
- NewsEdSurge16 Jul 2026
AI Meets ESL, and Teachers Are Intrigued
This news article discusses how artificial intelligence is being used to support bilingual and ESL learners by adapting materials, providing scaffolding in home languages, and enabling chatbots for student-parent dialogues. Teachers and researchers express optimism about AI's potential to close gaps in multilingual education, though they emphasize careful implementation.
Original abstract
<p>As he instructs bilingual learners in the humanities and social studies, Daniel Gomez sees big promise in artificial intelligence.</p><p>“Teachers in general cannot be knowledgeable about every single subject,” and certainly not in multiple languages, says Gomez, who teaches at the bilingual K-12 Ideal School in Tampa, Florida. AI can help close the gaps. “It will be able to pick up any topic students are interested in and handle the topic reasonably well.”</p><p>He isn’t alone in this assessment. Harvard researchers, for example, are actively exploring how AI-powered chatbots can support bilingual student learning and parent–child dialogues.</p><p>“There are lots of opportunities to use AI to adapt learning materials into different languages, which can expand access for bilingual learners,” says<a href="https://www.gse.harvard.edu/directory/faculty/ying-xu"> <u>Ying Xu</u></a>, an assistant professor of education at Harvard and one of the researchers involved in the work.</p><p>“Some projects are also exploring how AI can provide additional scaffolding to help children comprehend content in their home language,” she adds. “For example, a multilingual language model might keep the core learning content in English while offering explanations, prompts or supports in the child’s home language.”</p><p>Experts see great potential for AI to elevate bilingual education — if it’s done right.</p><h2><strong>Chatbots as Educational Aids</strong></h2><p>“Bilingual learners are obviously learning the language and culture of the classroom and the environment that they’re in,” says<a href="https://www.linkedin.com/in/krystlesalas/"> <u>Krystle Salas</u></a>, assistant director of special populations at Second Mile, which operates alternative education charter schools for at-risk students in several states.</p><p>“They don’t necessarily have access to the instructional materials or even just the conversations going on in the classroom — and certainly not at the level of their p
- NewsEdSurge15 Jul 2026
What Is the AI Cheating Panic Really About?
Microsoft's 2026 AI in Education Report shows high trial rates but low daily use, a drop in student optimism, and training gaps. Pat Yongpradit argues the cheating panic reflects longstanding temptation, not AI alone.
Original abstract
<p>Microsoft just released the third edition of its AI in Education Report, surveying more than 3,000 students, educators and leaders across six countries. Ira Apfel sat down with <a href="https://conference.iste.org/2026/program/search/detail_presenter.php?id=118445480">Pat Yongpradit</a>, general manager of global education and workforce policy at Microsoft, which sells AI tools including Copilot to schools, at <a href="https://conference.iste.org/2026/">ISTELive 26</a> in Orlando, to talk through what the data reveals about daily use, trust, training gaps, and where the policy backlash against AI in schools may be headed next.</p><h2>Pat Yongpradit on Adoption, Trust and Cheating</h2><p>Yongpradit walks through why daily AI use in schools still lags far behind overall adoption, even though nine in 10 educators, students and leaders report having tried the tools at least once. He addresses the recent drop in student optimism, framing it as a predictable dip on a familiar technology adoption curve rather than a warning sign.</p><p>The conversation also covers the wide gap between how much training school leaders believe their staff have received and what teachers and students say they have actually experienced. Yongpradit also shares his candid take on academic integrity, arguing that the panic around cheating has more to do with long-standing temptation than with any single tool.</p><p>Listen to the episode:</p><h2>Stories Mentioned in This Episode</h2><p><a href="https://www.linkedin.com/posts/patyongpradit_2026-ai-in-education-report-ugcPost-7475673037405679616-_qCk/"><u>2026 AI in Education Report</u></a> by Microsoft</p><p><strong>This Week with EdSurge</strong> is a weekly podcast from <strong>EdSurge</strong>. Subscribe to <a href="https://www.edsurge.com/newsletters">EdSurge newsletters</a> for more news and analysis on education and technology.</p>
- NewsEdSurge14 Jul 2026
Anthropic Introduces Claude for Teachers
Anthropic launched Claude for Teachers, a free large language model for U.S. K-12 educators, featuring a library of teaching skills and connection to evidence-based curricula mapped to academic standards. The tool aims to ease lesson planning but faces skepticism from some educators regarding AI in classrooms.
Original abstract
<p>Artificial intelligence giant Anthropic today upped the ante in its quest to win the increasingly competitive market for AI in education by debuting <a href="https://claude.com/solutions/teachers"><u>Claude for Teachers</u></a>, a free large language model designed for U.S. K-12 educators.</p><p>Claude for Teachers includes a library of teaching skills and a “direct connection to evidence-based curricula, mapped to academic standards in all 50 states,” the company <a href="https://www.anthropic.com/news/claude-for-teachers">said</a> in a statement.</p><p>The move by Anthropic is the latest in a series of initiatives by tech giants including <a href="https://openai.com/index/chatgpt-for-teachers/">OpenAI’s ChatGPT for Teachers</a>, <a href="https://elevateforeducators.microsoft.com/">Microsoft Elevate for Educators</a>, and <a href="https://edu.google.com/learning-center/google-ai-educator-series/">Google AI Educator Series</a> to earn market share in an increasingly competitive AI and edtech space.</p><p>“We built Claude for Teachers to close the distance between what the evidence recommends and what a teacher’s week allows,” the Anthropic statement continued.</p><p>Although some educators are skeptical of AI usage in the classroom, particularly in early childhood education, Anthropic cited<a href="https://scale.stanford.edu/research-in-action/understanding-evidence-base-ai-k12-education"> <u>Stanford research</u></a> suggesting that AI tools, when designed and used correctly, can aid teachers and improve student learning.</p><p><strong>Privacy and Security Measures</strong></p><p>Claude for Teachers has access to academic standards in all 50 states, so it can create lessons that are “scaffolded and aligned to teaching standards.” The tool’s library of skills, co-developed with Learning Commons, was piloted with teachers in Prospect Schools in Brooklyn, New York, and other sites. Anthropic said it plans to evaluate Claude for Teachers in the Detroit Public School
- NewsEdSurge14 Jul 2026
We Talk About Whole Children. What About Whole Educators?
This article argues for supporting educators as whole people, not just employees, using the story of a teacher who thrived when her personal and professional needs were met. It emphasizes that teachers are the engineers of learning experiences, designing and scaffolding every moment for children. The author calls for a shift in the field to truly see and support educators.
Original abstract
<p>In 2010, a young woman walked into my office at the childcare center I directed in Arizona. She was nervous. She didn’t have experience in early childhood education. She just needed a job.</p><p>In most centers, that’s where the story would end. Instead, I offered her a working interview — two observational hours in an infant classroom. When she came back into my office, she was beaming. “I love this,” she told me. “Just give me a chance. I’ll learn.”</p><p>Her name is Lindsay. Fifteen years later, she’s still teaching.</p><h4>Seeing the Educator</h4><p>Lindsay’s story isn’t just about passion or perseverance; it’s about support. We made a deliberate choice — over and over again — to see her as a whole person first and an employee second. We figured out scheduling so she could get her Child Development Associate (CDA) credential. We found coverage when she needed practicum hours elsewhere. I wasn’t there for every step of Lindsay’s journey that followed, but she and I have stayed in touch throughout all these years. She earned her associate’s degree and then her bachelor’s degree; she grew from part-time infant teacher to lead teacher to program coordinator.</p><p>Lindsay’s story shows us what happens when an educator is truly seen — something our field has yet to get right. What gets overlooked most in conversations about the quality of early childhood education is that educators are engineers. Every learning opportunity a young child experiences is designed, built and brought to life by a teacher. There is no curriculum three-year-olds activate for themselves. Every moment of discovery, every language-rich exchange and every carefully scaffolded small group experience is built by someone. A teacher looks at a group of children, weighs their individual needs, considers the family’s hopes, aligns these needs and hopes to learning objectives and makes a decision about what to put in front of those kids at that moment. And they do this all day long.</p><p>These edu
- NewsLanguage Magazine13 Jul 2026
The Next Generations of PLCs
Douglas Fisher and Nancy Frey argue that professional learning communities can fulfill their potential as drivers of equity, efficacy, and lasting school improvement, focusing on how PLCs have evolved to address modern educational challenges.
Original abstract
Douglas Fisher and Nancy Frey believe professional learning communities can fulfill their promise as powerful drivers of equity, efficacy, and lasting school improvement The idea of professional learning communities (PLCs), groups of educators collaborating to improve their learning and the outcomes for students, has been around for many decades (Hord, 1997). In fact, the original […] The post The Next Generations of PLCs appeared first on Language Magazine .
- NewsEdSurge13 Jul 2026
Study: The National AI Policy Landscape in K–12 Education
A study of 122 US K-12 districts and schools found that most have reactive AI policies, with many restricting or prohibiting AI use and only a small fraction taking proactive approaches. The dominant posture is conditional permission and teacher-delegated decision-making, reflecting a field managing uncertainty rather than leading.
Original abstract
<p>In the span of just two years, artificial intelligence has moved from an emerging curiosity to an operational reality in American K–12 classrooms. Students are using it to draft essays and build interactive study apps. Teachers are using it to generate lesson plans, differentiate instruction and develop assignments. Administrators are using it to summarize data, create chatbots and organize teams. And most school districts are scrambling to update or create policies that reflect the ever-changing world of AI. But what does an AI policy landscape look like? How many districts have formal AI policies at all? What do those policies say? And what does the distribution of approaches reveal about the state of readiness, equity and strategic thinking in K–12 education? To answer those questions, we built the<a href="https://policy.aiandeducationstudio.com/"> <u>AI School Policy Database</u></a> by using a five-level AI policy continuum to code 122 districts and schools across 38 states and then analyzed the results. What we found is a snapshot of a field that is neither panicking nor confidently leading: it is waiting, watching and managing uncertainty one teacher-directed decision at a time.</p><h2>What This Snapshot Tells Us</h2><p>The dataset does not capture every district/school in America; it is a structured sample. But the patterns it reveals are consistent and interpretable. Taken together, they point in the same direction.</p><ul><li><p><strong>Most districts/schools are reactive. </strong>The dominant posture is conditional permission, teacher-delegated decision-making and a wait-and-see attitude toward systemic AI integration.</p></li><li><p><strong>Some districts/schools are still trying to stop the clock. </strong>Nearly 30% are actively restricting or prohibiting AI use, an approach that is increasingly difficult to sustain as student access to AI tools extends far beyond school networks.</p></li><li><p><strong>Only a small fraction is daring to lead.</str
- NewsEdSurge10 Jul 2026
In Rural Districts, AI Resources for Educators Are Scarce
A recent study from Texas Tech University found that rural schools lack professional development resources for AI, limiting teachers' ability to effectively use the technology. Rural students also scored lower in ICT access and literacy compared to urban peers. Experts note that AI could benefit rural education by providing instructional support and expanding students' horizons, but gaps in expertise and resources persist.
Original abstract
<p>Professional development is crucial in ensuring teachers can put AI to work effectively. But a <a href="https://journals.sagepub.com/doi/10.1177/87568705251387039?__cf_chl_f_tk=CAZIy4i9YfjGxGZv7zfF4.IgSEpqSim3svGIjQdwFNE-1783002978-1.0.1.1-oZKjnpZ6Usv2XLN4p44VfwNtT9YFjnueGWjzNT3pBX8">recent study</a> from Texas Tech University found that PD around AI may not be readily available in rural schools. Another <a href="https://www.mdpi.com/2071-1050/17/6/2748#Results">study</a> compared elementary school students in rural areas to students in urban areas and found that rural students scored “statistically significantly lower” in Information and Communications Technology access and literacy, resilience, and online learning capabilities.</p><p>“The resources are limited. There is not much support out there for our rural educators,” says Nikkolina Prueitt, a co-author of the study. For rural schools to get the most out of AI, “we will need to build that knowledge base.”</p><h2>Closing the Gap</h2><p>AI has the potential to give rural teachers a pedagogical boost. It can provide instructional support, “like creating differentiated instruction, adapting lessons, drafting individualized education plans,” Prueitt says.</p><p>And AI can expand rural students’ understanding of the world, says Amanda Robinson, an elementary teacher at Pikeville Elementary, a Title I school in Eastern Kentucky. “AI opens the students’ horizons.”</p><p>In a rural community, AI can students to “experience new learning, outside of their communities,” said Dr. LeeAnn Lindsey, director of edtech and innovation at Northern Arizona University. But she sees rural schools struggle to embrace that potential, due in part to a lack of in-house expertise. “Our big urban and suburban school districts, they have technology integration coaches who have been diving into the AI work for the past three years,” she says. “Rural school districts often don’t.”</p><p>To help close the gap, Northern Arizona last fall le
- NewsBritish Council TeachingEnglish9 Jul 2026
What does multilingualism look like in practice for teacher educators? – webinars
A webinar series explores practical applications of multilingualism for teacher educators, addressing how multilingual approaches can be integrated into teacher training.
Original abstract
<span class="field field--name-title field--type-string field--label-hidden">What does multilingualism look like in practice for teacher educators? – webinars</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><article class="user-profile-card profile"> <div class="user-profile-card-inner"> <div class="avatar"> </div> <div class="username-row"> <div class="username h6"> TeachingEnglish </div> </div> <div class="profile-bio small"> <p>This resource was developed by the TeachingEnglish editorial team.</p> </div> </div> </article> </span> <span class="field field--name-created field--type-created field--label-hidden"><time datetime="2026-07-09T10:00:20+00:00" title="Thursday, July 9, 2026 - 10:00" class="datetime">Thu, 07/09/2026 - 10:00</time> </span> <div class="layout layout--onecol"> <div class="layout__region layout__region--content"> <div class="magazine-block-hero-content block block-layout-builder block-field-blocknodemagazinefield-hero-content"> <div class="break-out hero-bg"> <div class="container-fluid px-0"> <div class="field field--name-field-hero-content field--type-entity-reference-revisions field--label-hidden field__items"> <div class="field__item"> <div class="paragraph-image--fullwidth-0 paragraph paragraph--type--image paragraph--view-mode--default"> <img loading="lazy" src="https://www.teachingenglish.org.uk/sites/teacheng/files/styles/wide_1920_x_700_focal_point_crop/public/Vietnam_00704.jpg?h=9eb0d413&itok=Nccme3rr" width="1920" height="700" alt="Teachers working together on a collaborative task." class="img-fluid image-style-wide-1920-x-700-focal-point-crop"> </div> </div> </div> </div> </div> </div> <div class="hidden block block-system block-system-breadcrumb-block"> <nav role="navigation" aria-labelledby="system-breadcrumb"> <h2 id="system-breadcrumb" class="visually-hidden">Breadcrumb</h2> <ol class="breadcrumb"> <li class="breadcrumb-item"> <a href="https://www.teachingenglish.org.uk/">Home</a> <
- NewsBritish Council TeachingEnglish9 Jul 2026
Context-responsive English teacher education: Video-based training for primary classrooms
Context-responsive English teacher education using video-based training is highlighted for primary classrooms, emphasizing practical, classroom-contextualized professional development.
Original abstract
<span class="field field--name-title field--type-string field--label-hidden">Context-responsive English teacher education: Video-based training for primary classrooms</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><article class="user-profile-card profile"> <div class="user-profile-card-inner"> <div class="avatar"> </div> <div class="username-row"> <div class="username h6"> Catherine McLellan </div> </div> <div class="profile-bio small"> </div> </div> </article> </span> <span class="field field--name-created field--type-created field--label-hidden"><time datetime="2026-07-09T07:35:05+00:00" title="Thursday, July 9, 2026 - 07:35" class="datetime">Thu, 07/09/2026 - 07:35</time> </span> <div class="layout layout--onecol"> <div class="layout__region layout__region--content"> <div class="magazine-block-hero-content block block-layout-builder block-field-blocknodemagazinefield-hero-content"> <div class="break-out hero-bg"> <div class="container-fluid px-0"> <div class="field field--name-field-hero-content field--type-entity-reference-revisions field--label-hidden field__items"> <div class="field__item"> <div class="paragraph paragraph--type--image paragraph--view-mode--default"> <img loading="lazy" src="https://www.teachingenglish.org.uk/sites/teacheng/files/styles/wide_1920_x_700_focal_point_crop/public/website-Ghana_00522.jpg?h=9e499333&itok=zZS0JsSB" width="1920" height="700" alt="primary age student pointing at the blackboard" class="img-fluid image-style-wide-1920-x-700-focal-point-crop"> Image © Mat Wright </div> </div> </div> </div> </div> </div> <div class="hidden block block-system block-system-breadcrumb-block"> <nav role="navigation" aria-labelledby="system-breadcrumb"> <h2 id="system-breadcrumb" class="visually-hidden">Breadcrumb</h2> <ol class="breadcrumb"> <li class="breadcrumb-item"> <a href="https://www.teachingenglish.org.uk/">Home</a> </li> </ol> </nav> </div> <div class="hidden block block-layout-builder
- NewsLanguage Magazine9 Jul 2026
Free Virtual Conference on Bilingualism on July 11
A free virtual bilingual conference will take place on July 11, 2026, organized by the Habla Futures Initiative and several partners, targeting researchers, policymakers, and educators. The conference aims to foster international collaboration in bilingual education.
Original abstract
The Habla Futures Bilingual Conference is a free, international virtual gathering for bilingual education researchers, policymakers, and educators from across the globe, hosted by the Habla Futures Initiative in partnership with the UCI Bilingualism Matters California Initiative, OCDE Project GLAD, the California Department of Education, and Californians Together. Date: Saturday, July 11, 2026Time: 9:00 AM […] The post Free Virtual Conference on Bilingualism on July 11 appeared first on Language Magazine .
- NewsEdSurge9 Jul 2026
I Built the Chemistry Platform I Needed in My Own Classroom
A high school student created Atomency, an interactive chemistry platform for building molecules and simulating reactions, aimed at making invisible chemical concepts tangible. The platform runs in a browser without requiring accounts or downloads.
Original abstract
<p>As a current high school student, the first thing I noticed about chemistry was that it was not only hard because of math or vocabulary. It was hard because so much of it was invisible.</p><p>In class, I could write a chemical formula. I could memorize that a molecule had a certain shape or that a reaction moved in a certain direction. But much of chemistry did not feel like something I could touch, move, test, or explore. The most important parts happened in a way I would never see.</p><h2>A Two-Dimensional Perspective</h2><p>Chemistry is a subject built on relationships. Atoms connect, electrons move, bonds form, molecules bend, acids and bases shift equilibrium, gases respond to pressure and temperature, and reactions balance because matter must be conserved. When those ideas stay flat on a page, students memorize answers without understanding the system behind them.</p><p>As a rising 12th-grade student at Suitland High School in Prince George’s County, Maryland, I set out to build a solution because I wanted a serious chemistry workspace students like me could use. I wanted something visual and interactive that could run on school devices without complicated setup — without the need for students to create accounts, download resources, or collect student data. I also wanted something that could open in a browser and allow students to begin learning right away.</p><p><a href="https://atomency.com/">Atomency</a> started from a simple question: What would chemistry look like if students could build, manipulate and test ideas instead of only reading about them?</p><p>I began by building a workspace where students could create molecules and see structure-based information. From there, I added VSEPR-style analysis so students could connect formulas to molecular geometry instead of treating shapes as something to memorize from a chart. Then I kept expanding it: I incorporated reaction simulations, nuclear decay tools, kinetics tool, acid–base and pH tools, gas-law mo
- NewsBritish Council TeachingEnglish8 Jul 2026
Why subject knowledge matters when supporting teachers
Subject knowledge is crucial for effective teacher support, as it enables mentors and trainers to better address teachers' needs in language education contexts.
Original abstract
<span class="field field--name-title field--type-string field--label-hidden">Why subject knowledge matters when supporting teachers</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><article class="user-profile-card profile"> <div class="user-profile-card-inner"> <div class="avatar"> </div> <div class="username-row"> <div class="username h6"> TeachingEnglish </div> </div> <div class="profile-bio small"> <p>This resource was developed by the TeachingEnglish editorial team.</p> </div> </div> </article> </span> <span class="field field--name-created field--type-created field--label-hidden"><time datetime="2026-07-08T13:10:29+00:00" title="Wednesday, July 8, 2026 - 13:10" class="datetime">Wed, 07/08/2026 - 13:10</time> </span> <div class="layout layout--onecol"> <div class="layout__region layout__region--content"> <div class="magazine-block-hero-content block block-layout-builder block-field-blocknodemagazinefield-hero-content"> <div class="break-out hero-bg"> <div class="container-fluid px-0"> <div class="field field--name-field-hero-content field--type-entity-reference-revisions field--label-hidden field__items"> <div class="field__item"> <div class="paragraph-image--fullwidth-0 paragraph paragraph--type--image paragraph--view-mode--default"> <img loading="lazy" src="https://www.teachingenglish.org.uk/sites/teacheng/files/styles/wide_1920_x_700_focal_point_crop/public/media/images/Pakistan_01441.jpg?h=2992ba0a&itok=m3sgtAkJ" width="1920" height="700" alt="A group of women teachers in a classroom, sitting and talking together while one teacher stands beside a whiteboard." class="img-fluid image-style-wide-1920-x-700-focal-point-crop"> </div> </div> </div> </div> </div> </div> <div class="hidden block block-system block-system-breadcrumb-block"> <nav role="navigation" aria-labelledby="system-breadcrumb"> <h2 id="system-breadcrumb" class="visually-hidden">Breadcrumb</h2> <ol class="breadcrumb"> <li class="breadcrumb-item"> <a
- NewsEdSurge8 Jul 2026
What Did ISTELive 26 Teach Us About Relational Intelligence?
This EdSurge podcast episode recaps ISTELive 26, focusing on the emerging concept of relational intelligence and the negative impact of 'AI slop' on education. Hosts Ira Apfel and Sarah McKibben reflect on key takeaways from hallway conversations and presentations, including insights from Pat Yongpradit and Dr. Nneka McGee.
Original abstract
<p>Ira Apfel sits down with <a href="https://www.edsurge.com/author/sarah-mckibben-educational-leadership"><u>Sarah McKibben</u></a>, Editor-in-Chief of <strong>EdSurge</strong> to close out a full week of coverage from <a href="https://conference.iste.org/2026/"><u>ISTELive 26</u></a> in Orlando. This conversation is a recap of everything that stood out once the keynotes ended and the convention floor quieted down, from a new idea called relational intelligence to a phrase about AI slop that stuck with educators all week. It only scratches the surface of what the <strong>EdSurge</strong> team gathered on the ground. Many more conversations recorded live at the conference are set to roll out across upcoming episodes in the weeks ahead. Listen now to hear what Apfel and McKibben took away from <strong>ISTELive 26</strong> before the rest of the coverage arrives.</p><p><a href="https://www.edsurge.com/news/this-week-with-edsurge">Listen to the episode</a>.</p><p><strong>Stories Mentioned in This Episode</strong></p><p>This is a special recap episode from ISTELive 26 in Orlando where Ira and Sarah reflect on the hallway conversations, speaker presentations, and podcast interviews they enjoyed throughout the week. Featured speakers include:</p><ul><li><p><a href="https://conference.iste.org/2026/program/search/detail_presenter.php?id=118445480"><u>Pat Yongpradit</u></a>, GM, Education and Workforce Policy at Microsoft</p></li><li><p><a href="https://conference.iste.org/2026/program/search/detail_presenter.php?id=118459684"><u>Dr. Nneka McGee</u></a>, Fmr. Chief Academic Officer and Founder of Muon Global</p></li><li><p><a href="https://conference.iste.org/2026/program/search/detail_presenter.php?id=118546021"><u>Isabelle Hau</u></a>, Executive Director of the Stanford Accelerator for Learning</p></li><li><p><a href="https://conference.iste.org/ASCD2026/program/search/detail_presenter.php?id=118504801"><u>Heather E. McGowan</u></a>, Bestselling Author, Leadership Expert,
- NewsEdSurge8 Jul 2026
How a Vinyl Record Resurgence Helped Me Understand the Future of AI in Education
The author draws a parallel between the vinyl record revival and AI integration in education, arguing that as technology makes tasks easier, it forces educators to reconsider what students must still learn to do independently. The piece reflects on a capstone project involving English, science, and global studies to illustrate the tension between convenience and meaningful engagement.
Original abstract
<p>A few months ago, I found myself standing in the vinyl record section of a bookstore with my children.</p><p>“What even is a record?” one of them asked.</p><p>After a quick explanation, another question followed.</p><p>“Why would anyone buy one when you can stream everything?”</p><p>I laughed. Then I realized, I wasn't entirely sure how to answer that question.</p><p>After all, they weren’t wrong. Streaming gives us access to nearly every song ever recorded. It’s cheaper, faster, more portable, and infinitely more convenient than vinyl. By almost every measure, it is better technology. Which makes the resurgence of vinyl so unexpected.</p><p>What struck me wasn’t that my children didn’t know what a record was. It was that they couldn’t imagine why someone would want one.</p><p>To them, music is immediate. Infinite. Effortless. The idea of listening to an album from beginning to end seemed almost irrational. This friction between convenience and engagement is exactly what I’ve been wrestling with as AI has become more prevalent in the classroom.</p><p>Vinyl records and AI are actually similar technologies. Both seem to provoke a human response to technology: the easier something becomes via technology, the more we begin questioning what was valuable about the underlying use in the first place.</p><p>In my own experience with AI, I can’t remember another issue that has prompted so many conversations about what learning is actually for. But as I listen to educators wrestle with these questions, I increasingly hear another one emerging beneath them.</p><p>It’s not a question about technology. Rather, it’s a question about learning: What should students still need to do themselves?</p><p>I found myself thinking about that question recently while sitting in on rehearsals for our ninth grade capstone presentations.</p><p>This capstone project brings together English, science, and global studies and asks students to partner with local nonprofits, investigate real-world c
- NewsBritish Council TeachingEnglish7 Jul 2026
How to be a great online learner
This resource offers guidance on how to become an effective online learner, emphasizing skills such as self-regulation, time management, and active participation in virtual environments.
Original abstract
<span class="field field--name-title field--type-string field--label-hidden">How to be a great online learner</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><article class="user-profile-card profile"> <div class="user-profile-card-inner"> <div class="avatar"> </div> <div class="username-row"> <div class="username h6"> TeachingEnglish </div> </div> <div class="profile-bio small"> <p>This resource was developed by the TeachingEnglish editorial team.</p> </div> </div> </article> </span> <span class="field field--name-created field--type-created field--label-hidden"><time datetime="2026-07-07T09:33:16+00:00" title="Tuesday, July 7, 2026 - 09:33" class="datetime">Tue, 07/07/2026 - 09:33</time> </span> <div class="layout layout--onecol"> <div class="layout__region layout__region--content"> <div class="magazine-block-hero-content block block-layout-builder block-field-blocknodemagazinefield-hero-content"> <div class="break-out hero-bg"> <div class="container-fluid px-0"> <div class="field field--name-field-hero-content field--type-entity-reference-revisions field--label-hidden field__items"> <div class="field__item"> <div class="paragraph paragraph--type--image paragraph--view-mode--default"> <img loading="lazy" src="https://www.teachingenglish.org.uk/sites/teacheng/files/styles/wide_1920_x_700_focal_point_crop/public/Getty%202165391591.jpg?h=9eb0d413&itok=MjNCZVHD" width="1920" height="700" alt="young Asian woman in a wheelchair typing on a laptop in a bright room" class="img-fluid image-style-wide-1920-x-700-focal-point-crop"> </div> </div> </div> </div> </div> </div> <div class="hidden block block-system block-system-breadcrumb-block"> <nav role="navigation" aria-labelledby="system-breadcrumb"> <h2 id="system-breadcrumb" class="visually-hidden">Breadcrumb</h2> <ol class="breadcrumb"> <li class="breadcrumb-item"> <a href="https://www.teachingenglish.org.uk/">Home</a> </li> </ol> </nav> </div> <div class="hidden block block
- NewsEdSurge7 Jul 2026
New Study Cites Growing “Crisis” of Healthcare Costs on School District Budgets
A new study by AASA and ASBO International finds that 98% of school district leaders report rising healthcare costs measurably impacting their budgets, leading to cuts in staffing, instructional materials, and benefits. Researchers warn that the trend threatens schools' ability to deliver educational programs and recruit high-quality personnel.
Original abstract
<p>Public school districts appear to be at a near tipping point when it comes to the impact of healthcare costs on school budgets. Premiums are rising so rapidly that healthcare obligations are threatening the ability of districts to deliver critical educational programs, materials, and services, hire, pay, and provide benefits to educators and make improvements to facilities.</p><p>A new study conducted by<a href="https://www.aasa.org/"> <u>The School Superintendents Association</u></a> (AASA) and the<a href="https://www.asbointl.org/web/Web/ASBOINTL_Home_Page.aspx"> <u>Association of School Business Officials International</u></a> (ASBO International) surveyed more than 750 public school district leaders in 42 states about the impact of healthcare costs on their budgets. Findings from the study, summarized in the report “<a href="https://www.aasa.org/resources/resource/rising-premiums--falling-opportunities--the-budgetary-impact-of-health-care-costs-on-school-districts"><u>Rising Premiums, Falling Opportunities: The Budgetary Impact of Healthcare Costs on School Districts</u></a>,” reveal that 98% of district leaders report that rising healthcare costs are having a measurable impact on their budget.</p><p>To offset their healthcare obligations, 46% of school districts have modified employee benefit packages, 34% have delayed hiring staff, 31% have reduced or postponed spending on instructional materials and technology and 28% have cut back on the levels of insurance coverage they are able to offer.</p><p>These budget impacts are making it hard for schools and districts to remain competitive in recruiting and retaining a high-quality workforce. If not resolved, the problem will quickly become a “crisis,” if it isn’t already, say report authors Sasha Pudelski, director of advocacy at AASA, and Elleko Yost, director of advocacy and research at ASBO International.</p><h2>How Did Things Get This Bad?</h2><p>The reason things have reached this point is simple. During th
- NewsLanguage Magazine6 Jul 2026
Celebrate World Kiswahili Language Day on July 7
World Kiswahili Language Day will be commemorated on July 7 for the fifth time, highlighting Kiswahili as the first African language to have its own international day. With over 200 million speakers, Kiswahili is one of the most widely spoken languages in Africa and globally.
Original abstract
Tuesday, July 7 will mark the fifth commemoration of World Kiswahili Language Day. Kiswahili is one of the most widely spoken languages in Africa and the world. With over 200 million speakers, Kiswahili is the first and only African language to be granted its own international day. The theme of this year’s celebration is “Kiswahili […] The post Celebrate World Kiswahili Language Day on July 7 appeared first on Language Magazine .
- NewsLanguage Magazine6 Jul 2026
California Boosts Education Spending Now
California Governor Gavin Newsom signed the 2026–27 state budget, allocating a record $21,100 per student—a 9.5% increase—and $128 billion for public education, with major investments in professional development and community schools. The budget also includes updates for the California ELA/ELD adoption process, impacting English language arts and English language development programs.
Original abstract
Major investments in Professional Development and Community Schools California Governor Gavin Newsom has signed the 2026–27 California state budget, confirming a $128 billion investment in public education including record per-student funding, which is projected to rise to $21,100 — a 9.5% increase. CA ELA/ELD Adoption Options In the 2026-27 fiscal year, which started July 1, […] The post California Boosts Education Spending Now appeared first on Language Magazine .
- NewsBritish Council TeachingEnglish6 Jul 2026
Knowing the subject – webinars
This news article announces a webinar series titled 'Knowing the subject' aimed at TESOL professionals, focusing on enhancing teachers' subject knowledge in language education.
Original abstract
<span class="field field--name-title field--type-string field--label-hidden">Knowing the subject – webinars</span> <span class="field field--name-created field--type-created field--label-hidden"><time datetime="2026-07-06T07:48:55+00:00" title="Monday, July 6, 2026 - 07:48" class="datetime">Mon, 07/06/2026 - 07:48</time> </span> <div class="layout layout--onecol"> <div class="layout__region layout__region--content"> <div class="magazine-block-hero-content block block-layout-builder block-field-blocknodemagazinefield-hero-content"> <div class="break-out hero-bg"> <div class="container-fluid px-0"> <div class="field field--name-field-hero-content field--type-entity-reference-revisions field--label-hidden field__items"> <div class="field__item"> <div class="paragraph paragraph--type--image paragraph--view-mode--default"> <img loading="lazy" src="https://www.teachingenglish.org.uk/sites/teacheng/files/styles/wide_1920_x_700_focal_point_crop/public/website-Getty%202170616925.jpg?h=9e499333&itok=168xhlSr" width="1920" height="700" alt="Group of young teenagers working together on a project" class="img-fluid image-style-wide-1920-x-700-focal-point-crop"> </div> </div> </div> </div> </div> </div> <div class="hidden block block-system block-system-breadcrumb-block"> <nav role="navigation" aria-labelledby="system-breadcrumb"> <h2 id="system-breadcrumb" class="visually-hidden">Breadcrumb</h2> <ol class="breadcrumb"> <li class="breadcrumb-item"> <a href="https://www.teachingenglish.org.uk/">Home</a> </li> </ol> </nav> </div> <div class="hidden block block-layout-builder block-field-blocknodemagazinefield-meta-tags"> </div> </div> </div> <div class="row bs-5col-magazine"> <div class="magazine-left col-12 col-lg-4 col-xxl-3"> <aside class="attributes-wrapper divider-bottom bs-region bs-region--left-top region-left-top"> <div class="simple-box block block-layout-builder block-field-blocknodemagazineuid"> </div> <div class="slim-box block block-layout-builder block-field-blockn
- NewsEdSurge1 Jul 2026
When the Algorithm Reaches Its Limit, Who Steps In?
A teacher built an AI book recommendation app, LibraryAid, to match students with books, but found that algorithm success still requires teacher intervention for motivational conversations. Another teacher analyzed the instructional time lost enforcing Yondr phone pouches, questioning where technology ends and educator responsibility begins.
Original abstract
<p>What happens when a tool works exactly as designed, and still falls short? <a href="https://www.edsurge.com/author/david-webb"><u>David Webb</u></a>, an international school teacher in Jakarta, India, spent a year building <a href="https://libraryaid.net/"><u>LibraryAid</u></a>, an AI-powered book recommendation app without a computer science background, and discovered precisely where an algorithm ends and an educator begins. <a href="https://www.edsurge.com/author/gabe-nitro"><u>Gabe Nitro</u></a>, a high school teacher in California, watched his school embrace Yondr phone pouches as a solution to classroom distraction and found himself doing the math on how much instructional time the enforcement itself was consuming. Two tools, two classrooms, one question: when the technology reaches its limit, who steps in?</p><h2><strong>A Year of Vibe Coding, One Unexpected Lesson</strong></h2><p>Webb describes the process of building LibraryAid through vibe coding, describing what he wanted in plain English and letting AI tools write the code, spending a year marked with near defeats and small breakthroughs. The app now tracks roughly 30 factors to match students to books in their own school library catalog. One student reading two grade levels behind made three times the average reading progress after the app connected him to a book series he loved. Yet Webb found himself returning, again and again, to a line he wrote in his piece for <strong>EdSurge</strong>: the algorithm had done its job, and what the child needed next was a conversation with a trusted adult. Join us on <strong>This Week with EdSurge</strong> where we ask what Webb learned about reading, motivation, and the irreplaceable role of the teacher in the loop.</p><h2><strong>The Pouch Solved One Problem. Then What?</strong></h2><p>Gabe Nitro is a high school teacher in California whose school uses Yondr pouches to lock students’ phones away for the school day. He is not arguing for phones in classrooms. He i
- NewsEdSurge29 Jun 2026
International Society for Transforming Education Expands its “AI-Ready Graduate” Framework
The International Society for Transforming Education released an expanded version of its 'Profile of an AI-Ready Graduate' framework, designed to help K-12 educators teach higher-order skills for working with AI. The updated framework defines six student roles—Learner, Researcher, Synthesizer, Problem Solver, Connector, Storyteller—with 30 specific skills, moving beyond basic AI literacy to practical applications. The framework is available for free download and aligns with existing educational standards.
Original abstract
<p>On June 28, the International Society for Transforming Education — the organization behind the editorially independent news site EdSurge — released an expanded version of its “<a href="https://iste-ascd.org/ai-ready-graduate">Profile of an AI-Ready Graduate</a>,” a framework designed to help K-12 educators teach students how to work with artificial intelligence.</p><p>The updated framework, designed with support from the nonprofit Britebound, goes beyond basic literacy to higher-order skills. It identifies six roles the organization says students should fill when using AI tools: Learner, Researcher, Synthesizer, Problem Solver, Connector and Storyteller.</p><p>“Today, we are releasing a fully fleshed out version, 30 skills aligned with each of these roles to help model using AI to support our uniquely human skills,” said Richard Culatta, CEO of the organization. “Humans have always used tools to accomplish human tasks. AI is no different, but when we teach AI as a way to support us being better at being human, it is far more relevant and far more meaningful than when we just talk about what AI is.”</p><p>The announcement was made at the organization’s annual conference in Orlando, Florida, one year after the initial rollout of the Profile. While the original framework focused on basic technical understanding of AI, the updated version shows what those skills look like in practice — with role-by-role descriptions, classroom examples and articulations for middle and high school. </p><p>The framework is intended to layer on to the work educators are already doing and aligns with the International Society for Transforming Education’s existing student standards and “Transformational Learning Principles.”</p><p>The updated Profile of an AI-Ready Graduate is available as a free download <a href="https://iste-ascd.org/ai-ready-graduate">here</a>.</p><p><em>(Editor’s note: EdSurge is an editorially independent newsroom of the International Society for Transforming Educati
- NewsEdSurge28 Jun 2026
ISTE+ASCD is Now the International Society for Transforming Education
ISTE+ASCD has rebranded as the International Society for Transforming Education, announced at their annual conference in Orlando. The new name reflects a global focus on aligning instructional strategy, technology, and educator practice to improve student outcomes. Reactions from attendees are mixed, with some embracing the change and others feeling the legacy of ASCD is lost.
Original abstract
<p>ISTE+ASCD — the organization behind the editorially independent news site EdSurge — announced a new official name on June 28: The International Society for Transforming Education.</p><p>The announcement was made at the opening general session of the organization’s annual conference in Orlando, Florida. Jeremy Owoh, president of the International Society for Transforming Education and superintendent of Jacksonville North Pulaski School District, explained that the name change had been in the works for more than a year.</p><p>“We knew that the [merger] needed to happen first and then once we grew together as a community then we could take on that [renaming] task,” he said. “This is a change we’re making very thoughtfully.”</p><p>Richard Culatta, CEO of the International Society for Transforming Education, told attendees that the name change is intended to reflect a global focus on aligning instructional strategy, technology use and educator practice to improve student outcomes and engagement. </p><p>“We believe that this name most effectively captures what both legacy organizations were always about,” he said. “Our new name shifts the focus from how we do it, to why we do it. And it shows how serious we are about transforming learning together.”</p><p>Some attendees expressed enthusiasm over the new name. “Oh, I'm excited,” said Elizabeth Diamond, an associate professor at Temple University in Philadelphia. “Words are so important, and those words are where we’re headed as teachers.”</p><p>Julie Keller, also a Temple University associate professor, added, “There’s power in the words, and it really brings together what we’re trying to do.”</p><p>Other attendees, including legacy-ASCD member Ruth Letang-Horton, vice president of the North American Division of SDA, were less enthusiastic. “I feel like the ASCD part is really lost,” she said. “Your feeling is like, ‘Wait a minute, what about ASCD?’ It’s because I’ve been an ASCD member for decades.”</p><p>The new name
- NewsLanguage Magazine26 Jun 2026
Learning to Lead Dual Language Bilingual Education
Elena Izquierdo, José Medina, Vanessa Espitia, and Sarah De La Garza argue that leaders of dual language bilingual education programs must engage in ongoing learning to ensure these programs fulfill their potential for all students. The article emphasizes the need for real-time adaptation and effective leadership to achieve equitable outcomes.
Original abstract
Elena Izquierdo, José Medina, Vanessa Espitia, and Sarah De La Garza call on leaders to learn in real time so that dual language bilingual education delivers its promise to all students For decades, bilingual education and particularly Dual Language Bilingual Education (DLBE), has built a strong and well-documented case as one of the most effective […] The post Learning to Lead Dual Language Bilingual Education appeared first on Language Magazine .
- NewsBritish Council TeachingEnglish26 Jun 2026
TeachingEnglish: Communicative tasks
The TeachingEnglish editorial team has developed a resource focusing on communicative tasks for language teaching.
Original abstract
<span class="field field--name-title field--type-string field--label-hidden">TeachingEnglish: Communicative tasks</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><article class="user-profile-card profile"> <div class="user-profile-card-inner"> <div class="avatar"> </div> <div class="username-row"> <div class="username h6"> TeachingEnglish </div> </div> <div class="profile-bio small"> <p>This resource was developed by the TeachingEnglish editorial team.</p> </div> </div> </article> </span> <span class="field field--name-created field--type-created field--label-hidden"><time datetime="2026-06-26T03:00:05+00:00" title="Friday, June 26, 2026 - 03:00" class="datetime">Fri, 06/26/2026 - 03:00</time> </span> <div class="layout layout--onecol"> <div class="layout__region layout__region--content"> <div class="magazine-block-hero-content block block-layout-builder block-field-blocknodemagazinefield-hero-content"> <div class="break-out hero-bg"> <div class="container-fluid px-0"> <div class="field field--name-field-hero-content field--type-entity-reference-revisions field--label-hidden field__items"> <div class="field__item"> <div class="paragraph paragraph--type--image paragraph--view-mode--default"> <img loading="lazy" src="https://www.teachingenglish.org.uk/sites/teacheng/files/styles/wide_1920_x_700_focal_point_crop/public/Getty%201339040529.jpg?h=af97b938&itok=EXokrkTL" width="1920" height="700" alt="Group of secondary-aged learners working together to complete a task. The group has learners of different genders and ethnic backgrounds." class="img-fluid image-style-wide-1920-x-700-focal-point-crop"> </div> </div> </div> </div> </div> </div> <div class="hidden block block-system block-system-breadcrumb-block"> <nav role="navigation" aria-labelledby="system-breadcrumb"> <h2 id="system-breadcrumb" class="visually-hidden">Breadcrumb</h2> <ol class="breadcrumb"> <li class="breadcrumb-item"> <a href="https://www.teachingenglish.or
- NewsLanguage Magazine25 Jun 2026
Letter to Sec. McMahon Condemning Closure of English Learner Office
A letter condemns the Trump Administration's dissolution of the Office of English Language Acquisition (OELA) at the US Department of Education, arguing it undermines the rights of English learners. The closure follows controversial use of Interagency Agreements.
Original abstract
Dear Secretary McMahon: We write to express our strong opposition to the Trump Administration’s continued efforts to undermine the rights of English learners, including through the formal dissolution of the Office of English Language Acquisition (OELA) at the US Department of Education (the Department). This dissolution follows the unprecedented use of Interagency Agreements (IAAs) to […] The post Letter to Sec. McMahon Condemning Closure of English Learner Office appeared first on Language Magazine .
- NewsBritish Council TeachingEnglish25 Jun 2026
TeachingEnglish: Understanding language systems
This resource from TeachingEnglish focuses on understanding language systems, providing educators with insights into grammar, phonology, and lexis for effective language teaching.
Original abstract
<span class="field field--name-title field--type-string field--label-hidden">TeachingEnglish: Understanding language systems</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><article class="user-profile-card profile"> <div class="user-profile-card-inner"> <div class="avatar"> </div> <div class="username-row"> <div class="username h6"> TeachingEnglish </div> </div> <div class="profile-bio small"> <p>This resource was developed by the TeachingEnglish editorial team.</p> </div> </div> </article> </span> <span class="field field--name-created field--type-created field--label-hidden"><time datetime="2026-06-25T03:00:44+00:00" title="Thursday, June 25, 2026 - 03:00" class="datetime">Thu, 06/25/2026 - 03:00</time> </span> <div class="layout layout--onecol"> <div class="layout__region layout__region--content"> <div class="magazine-block-hero-content block block-layout-builder block-field-blocknodemagazinefield-hero-content"> <div class="break-out hero-bg"> <div class="container-fluid px-0"> <div class="field field--name-field-hero-content field--type-entity-reference-revisions field--label-hidden field__items"> <div class="field__item"> <div class="paragraph paragraph--type--image paragraph--view-mode--default"> <img loading="lazy" src="https://www.teachingenglish.org.uk/sites/teacheng/files/styles/wide_1920_x_700_focal_point_crop/public/website-Getty%201283318203.jpg?h=9e499333&itok=GaI0gZ-2" width="1920" height="700" alt="boy and girl laughing and writing on a blackboard" class="img-fluid image-style-wide-1920-x-700-focal-point-crop"> </div> </div> </div> </div> </div> </div> <div class="hidden block block-system block-system-breadcrumb-block"> <nav role="navigation" aria-labelledby="system-breadcrumb"> <h2 id="system-breadcrumb" class="visually-hidden">Breadcrumb</h2> <ol class="breadcrumb"> <li class="breadcrumb-item"> <a href="https://www.teachingenglish.org.uk/">Home</a> </li> </ol> </nav> </div> <div class="hidden block
- NewsEdSurge24 Jun 2026
Who Is Really in Charge When Tech Enters the Classroom?
Two educators share experiences with technology outpacing institutional readiness: one observes student teachers referencing TikTok for professional knowledge, while another builds an AI grading assistant that returns accurate feedback but raises questions about teacher ownership of grades.
Original abstract
<p>What happens when the tools teachers build start making decisions teachers have not reviewed? And what happens when the knowledge shaping future educators does not come from research or curriculum, but from a social media feed? On <strong>This Week with EdSurge</strong>, two educators are wrestling with technology that is moving faster than their institutions are prepared to handle.</p><h2><strong>When TikTok Becomes the Teacher</strong></h2><p><a href="https://www.edsurge.com/author/evi-wusk"><u>Evi Wusk</u></a>, Ed.D., teaches the people who will become teachers, and she noticed something during final exams that she could not ignore: her students kept referencing TikTok videos and social media reels, then apologizing for it. Wusk wrote about the experience for <strong>EdSurge</strong>, and her conclusion is not what you might expect. She is not calling for a ban or a warning label. Rather, she is asking whether teacher prep programs need to reckon with where professional knowledge is actually forming right now, and what it means if those teaching are the last ones to find out.</p><h2><strong>The Grader Who Was Not in the Room</strong></h2><p><a href="https://www.edsurge.com/author/steven-swanson"><u>Steven Swanson</u></a> teaches high school engineering, and after two consecutive days of field trips he came back to 450 ungraded assignments. So he built a solution: an AI grading assistant that drafted grades, generated comments against his rubrics, and returned everything to students automatically. Then a student thanked him for feedback he had never read. Swanson wrote about what happened next for <strong>EdSurge</strong>, and the story is less about the technology malfunctioning than about what it revealed: even when the AI is accurate, the grade still needs to belong to someone.</p><p>Join us on <strong>This Week with EdSurge</strong> where we dig into what both of these educators decided to do next, and what their answers might mean for every teacher feeling
- NewsEdSurge24 Jun 2026
Vibe Coding Sparked a Love of Reading in My Classroom
A primary school teacher used vibe coding—AI-assisted software development—to build a personalized reading recommendation app that increased student engagement with the school library catalog. The tool connects children to books likely to excite them, addressing the problem of curated books sitting untouched on shelves.
Original abstract
<p>I have had big ideas before. Ideas that felt urgent and important at 11 p.m. and somehow evaporated by morning. So, when the idea for creating an AI-powered reading recommendation system to generate student excitement about our school’s library catalog came to me, I asked my partner what she thought about me giving up evenings and weekends for a year or two. “Just go for it,” she said.</p><p>That conversation was in May 2025. By November, my <a href="http://www.libraryaid.net"><u>vibe-coded app</u></a> was live in my classroom.</p><h2>Why I Started Vibe Coding</h2><p>I’m a U.K.-trained primary school teacher with 11 years of experience in international schools across the Middle East and Southeast Asia. Over the years, I have seen librarians carefully curate books only to have them sit untouched on library shelves. This is because there was no systematic way to connect each child to the book most likely to excite them.</p><p>Existing solutions were expensive, rigid, and built around proprietary book lists that didn’t match our collection. The more I looked at what was available, the more I realized the problem wasn’t that the technology didn’t exist — it was that nobody had built it for teachers like me, working in schools like mine.</p><p>So, I decided to build one myself, using an AI technique that I had read about with increasing interest: vibe coding.</p><h2><strong>Learning to Build an App</strong></h2><p>Vibe coding is a practice where people use AI tools to generate software code by describing what they want in plain language to the tool, with little to no traditional programming knowledge required. So, I started vibe coding and telling a large language model what I was trying to build. </p><p>Progress was painfully slow — a day forward, three days back. Over the summer months I nearly quit several times. The early architecture decisions haunted me: I was working on a 12-year-old Mac I hadn’t upgraded, and just getting the right development environment inst
- NewsEdSurge24 Jun 2026
Outgrowing the Chromebook: Why Advanced STEM Demands Better Student Tech
K-12 schools' one-to-one Chromebook programs support basic digital literacy but lack the computing power needed for advanced STEM coursework like engineering CAD and data science, prompting districts to evaluate more capable student devices.
Original abstract
<p>Across the United States, K-12 schools have spent the past decade building one-to-one device programs. These initiatives have established an essential baseline for digital access, making it easier for students to complete daily schoolwork across grade levels and subjects. By putting a device in the hands of every learner, districts have created a standard foundation for digital literacy, research and everyday classroom engagement.</p><p>As STEM programs continue to grow and mature, however, school leaders are beginning to encounter new questions about how well those devices support more advanced coursework. Pathways in fields like robotics, engineering, cybersecurity and data science increasingly rely on specialized professional applications that reach well beyond general-purpose classroom software.</p><p>In many cases, students can successfully complete introductory work on school-issued devices. But as instruction progresses, the tools required for STEM programs place different demands on student computing resources. As a result, educators and technology directors are taking a closer look at how hardware capacity can keep pace with shifting curricular needs.</p><h2>STEM Tools and Computing Demands</h2><p>While web-based applications work well for introductory coursework and daily assignments, many expanding STEM pathways introduce entirely different technical requirements. Courses in engineering, 3D modeling, cybersecurity and data science rely on industry-standard applications that demand substantial local computing capacity, robust memory and dedicated graphics processing.</p><p>A prime example is <a href="https://www.solidworks.com/"><u>SolidWorks</u></a>, a professional computer-aided design (CAD) platform used in both higher education and engineering industries. When students build detailed, multi-part models or run stress-test simulations, the performance of the device they’re using directly affects how efficiently they can work. Insufficient hardware can