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- 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
- NewsEdSurge23 Jun 2026
I’m a Teacher, and I’m Against Phone Pouches
A teacher argues against the use of phone pouches in schools, noting that while they reduce distractions and may improve learning, practical concerns such as storage and student resistance outweigh the benefits. The article cites surveys showing strong public support for phone restrictions and research on teenage screen time.
Original abstract
<p>A recent craze in education that has garnered the attention of students and teachers alike is the ever increasing presence of phone pouches, or more specifically for my school, <a href="https://www.overyondr.com/about"><u>Yondr pouches</u></a>, These small, neoprene packs have a firm magnetic seal that can only be released by tapping it against an unlocking base. Their main purpose is quite simple: stop students from accessing their phone during the school day. The rationale is that the less time students spend on their phone, the more time they will spend learning.</p><p>Recently, the response from students and teachers seems to be fairly divided, with most students vehemently opposing it and most teachers earnestly welcoming it. Indeed, according to a recent poll from the Pew Research Center, <a href="https://www.pewresearch.org/short-reads/2026/01/13/about-4-in-10-teens-support-cellphone-bans-in-classrooms-fewer-back-all-day-restrictions/"><u>a majority of U.S. teenagers oppose banning phones during the school day</u></a>. On the contrary, a separate survey of 1,098 adults found that <a href="https://uasdata.usc.edu/survey/UAS+740"><u>93% of adults support cell phone restrictions</u></a>. This survey is part of the Understanding America Study (UAS), which was conducted last year by the University of Southern California Center for Economic and Social Research.</p><p>While common sense dictates what side I should take as a teacher, I can’t say I’m a fervent supporter of phone pouches.</p><p><strong>The Problem with Storage</strong></p><p>On the surface, phone pouches promise to create distance between the phone and their pupil. Ultimately, this distance may improve learning outcomes by helping minimize phone-fueled distractions. Indeed, according to a study published in the <em>Journal of the American Medical Association</em> (JAMA), U.S. teenagers already <a href="https://jamanetwork.com/journals/jama/fullarticle/2843506"><u>spend approximately 70 minutes using
- NewsEdSurge17 Jun 2026
5 Things We Did Wrong with Edtech
The article critiques early 2000s edtech adoption, highlighting five key mistakes: adopting technology without clear purpose or guardrails, insufficient professional development, adding too many platforms causing noise, and failing to address digital distraction. It argues for intentional adoption and sustained training to make technology effective for learning.
Original abstract
<p>In the early 2000s, classrooms were simple.</p><p>One desktop computer sat in the back of the room, usually reserved for Accelerated Reader quizzes, and a computer lab down the hall hosted weekly keyboarding lessons. When laptop carts arrived, it felt like the future had rolled in on wheels.</p><p>My principal believed in slow, intentional adoption. The first month, she handed each teacher a laptop and said, “Keep it on your desk. Turn it on. That is all you have to do.” For most teachers across the country, the shift looked nothing like this. Schools scrambled to adopt technology, sometimes for learning, sometimes simply to keep up.</p><p>Debates emerged: Should we still teach cursive if students will be typing anyway? Should computer labs disappear? Should every student have a device? As the years progressed, students arrived more digitally fluent than ever and quickly outpaced teachers despite ongoing professional development. Districts kept adding more software, more platforms, more bells and whistles. Learning management systems became central to instruction. Individually, each tool was an advancement. Collectively, they created noise.</p><p>COVID accelerated everything, but it was not the sole cause of technology fatigue. By 2021, <a href="https://www.edweek.org/technology/what-the-massive-shift-to-1-to-1-computing-means-for-schools-in-charts/2022/05">90% of schools</a> had adopted at least one new digital platform, but fewer than half provided sustained professional development to support its use. Teachers were overwhelmed. Parents were unprepared. Students were distracted.</p><p>So where did we go wrong, and how do we get back on track?</p><h4><strong>1. We Adopted Technology Without Guardrails or Purpose</strong></h4><p>Before adopting any tool, districts must answer a simple question: Is this for learning, productivity, accessibility, or innovation? The distinction matters. Digitizing worksheets is not innovation.</p><p>Tools should help students create
- NewsEdSurge17 Jun 2026
Before Schools Write the AI Policy, Should They Have a Conversation First?
Only one in three students report having a school-wide AI policy, yet many use AI for assignments and studying. Aleta Margolis argues that schools should prioritize open conversations with students over top-down AI policies, aiming to co-create guidelines that address both the promise and pitfalls of AI in education. The article cites polls showing teachers' concerns about AI harming critical thinking and the need for responsible use instruction.
Original abstract
<p>Only about one in three students say their school has a school-wide AI policy, yet students across the country are already using AI to complete assignments, study for exams, and make decisions about their daily lives. Aleta Margolis, founder and president of the Center for Inspired Teaching, has spent three decades coaching teachers to ask better questions and listen more carefully to students. She argues in <a href="https://www.edsurge.com/news/2026-06-03-what-to-do-about-ai-begin-by-talking-about-it"><u>a recent </u><strong><u>EdSurge</u></strong><u> piece</u></a> that the policy conversation cannot come first: the human conversation has to.</p><h2><strong>What the Classroom Conversation Looks Like Right Now</strong></h2><p>Margolis describes a growing dynamic in schools where teachers are using AI to generate assignments and students are using AI to complete them, raising a deeper question about what teachers and students are actually there to do together. She says co-creating AI guidelines with students, rather than handing down a list of rules, puts everyone on the same team and draws on knowledge that young people already have.</p><h2><strong>When the Policy Gap Comes Home</strong></h2><p>A new <a href="https://www.npr.org/2026/06/05/nx-s1-5779757/school-ai-education-students-teachers-poll-critical-thinking"><u>NPR and Ipsos poll</u></a> found that 54 percent of teachers worry AI is hurting students’ critical thinking skills, and nearly three in four believe its impact will be larger than the internet or computers. Sarah McKibben, editor-in-chief of <strong>EdSurge</strong> and the parent of two middle schoolers, is watching that tension play out at her own kitchen table. She sees both the genuine promise of AI as a learning tool and the corners students are cutting when no one has taught them what responsible use actually looks like.</p><h2><strong>Stories Mentioned in This Episode</strong></h2><p><a href="https://www.edsurge.com/news/2026-06-03-what-to-do
- NewsOxford University Press ELT Blog23 Jun 2025
The Future English Language Classroom: Human-Centred, Powered By AI
An envisioned future English classroom uses an AI assistant to provide real-time feedback on student fluency and pronunciation during pair work, allowing teachers to offer personalized support and facilitate self-expression. The model emphasizes human-centred design where AI enhances, not replaces, the teacher's role.
Original abstract
In a not-so-distant future, the English language classroom has been transformed, not by replacing teachers with machines, but by empowering teachers through technology. An AI assistant listens as students speak in pairs, offering real-time feedback on fluency and pronunciation. The teacher, freed from constant correction, moves between groups offering personalised support, encouraging self-expression, and facilitating […] The post The Future English Language Classroom: Human-Centred, Powered By AI appeared first on Teaching English with Oxford .
- NewsOxford University Press ELT Blog17 Jun 2025
3 Fun Activities to End the Year with Gratitude
Three classroom activities are described to help English language teachers foster gratitude and positive community at the end of the academic year, encouraging reflection and collaboration among students.
Original abstract
Dear Teacher, Throughout the year, you’ve worked tirelessly to create a positive environment where learners feel supported and valued. Through carefully designed activities, you’ve helped your students grow both academically and personally. By encouraging collaboration and responsibility through these daily activities, you’ve inspired your students to become thoughtful, engaged, and compassionate members of their community. As […] The post 3 Fun Activities to End the Year with Gratitude appeared first on Teaching English with Oxford .
- NewsOxford University Press ELT Blog12 Jun 2025
How To Evaluate Student Success With Assessment
A recent webinar hosted by Teaching English with Oxford highlighted the variety of assessment opportunities available in the Everybody Up course, designed to help English language learners reflect on their progress and achieve success.
Original abstract
As teachers, how do we know that our students understand the class material? And how do our students know that they understand it? Everybody Up has a variety of assessment opportunities that can help your students reflect on their progress and lead them to become successful English language learners. In a recent webinar, Erika Osvath […] The post How To Evaluate Student Success With Assessment appeared first on Teaching English with Oxford .
- NewsOxford University Press ELT Blog5 Jun 2025
Teaching Values To Very Young Learners
A preschool classroom activity helped a young learner internalize the value of helping others through active participation. The article discusses integrating value-based lessons into very young learners' language education, highlighting the importance of fostering social-emotional skills alongside language development.
Original abstract
I vividly remember Oscar, a preschool child in my class, jumping up and down excitedly during an activity as he called out, ‘I’m helping!’ Oscar knew that not only had he learnt that helping others was a nice and good thing to do, but he could also put it into practice. For him, it was […] The post Teaching Values To Very Young Learners appeared first on Teaching English with Oxford .
- NewsOxford University Press ELT Blog30 May 2025
Arts and Crafts Classroom Management for Preschool Projects
Oxford University Press provides classroom management tips for arts and crafts projects in preschool education, specifically through its Toy Team course. The advice aims to help teachers manage these often chaotic lessons more effectively.
Original abstract
If you teach Early Years, you probably love doing arts and crafts lessons as much as your learners do, but they can easily go wrong. In this blog post, we will explore some simple tips on how Toy Team, our new preschool course from Oxford University Press, can help you make these lessons more manageable. […] The post Arts and Crafts Classroom Management for Preschool Projects appeared first on Teaching English with Oxford .
- NewsOxford University Press ELT Blog23 May 2025
The Power Of Music In Learning: How Songs Make Education Engaging, Fun, And Effective
Using songs in young learner classrooms enhances pronunciation and phonological awareness through repetition, making language learning engaging and effective.
Original abstract
Do you use songs in your lessons with young learners? Most teachers will say, “Yes!” But have you ever thought about why we use songs in our young learner classrooms? Here are some qualities that make songs so important. Songs can improve pronunciation and develop phonological awareness. Many songs have repetition. Songs can aid the […] The post The Power Of Music In Learning: How Songs Make Education Engaging, Fun, And Effective appeared first on Teaching English with Oxford .
- NewsOxford University Press ELT Blog15 May 2025
Bridging the Gap: How Real-World Connections Make Learning More Meaningful.
The article discusses strategies for engaging young learners by making real-world connections in the classroom, addressing common challenges like varying abilities and motivations. It emphasizes the importance of linking learning to students' lives to maintain focus and positive energy.
Original abstract
Teaching young learners can feel like juggling. It’s hard to keep students’ attention. It’s hard to keep the energy focused and positive. There are always a variety of abilities in the class. Children have different motivations and needs. It reminds you of the expression “like herding cats”. With everyone heading in different directions with their […] The post Bridging the Gap: How Real-World Connections Make Learning More Meaningful. appeared first on Teaching English with Oxford .
- NewsOxford University Press ELT Blog29 Apr 2025
Can concept-based inquiry help us nurture future-ready kids?
Concept-based inquiry, a methodology combining concept-based and inquiry-based learning, is introduced as a way to future-proof young English learners. The approach aims to educate students to become changemakers by fostering deeper understanding and critical thinking. The article highlights its potential for nurturing future-ready kids in English language teaching.
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Future-proof your young learners with concept-based inquiry, an innovative new methodology in English language learning that combines concept-based and inquiry-based learning to educate tomorrow’s changemakers. It was an unremarkable, cold and wintery afternoon when suddenly a little voice said: “I’m the boss of you!” My five-year-old niece’s words sent an icy shiver down my spine […] The post Can concept-based inquiry help us nurture future-ready kids? appeared first on Teaching English with Oxford .
- NewsOxford University Press ELT Blog9 Apr 2025
Stress Management Skills For Educators
Teaching involves far more than lesson planning and delivery, requiring educators to balance multiple responsibilities and manage unexpected challenges, often prioritizing others' needs. The article emphasizes the importance of developing stress management skills for teacher well-being and effectiveness.
Original abstract
When you first start teaching, you imagine that the hardest part of the role would be the planning and delivery of lessons. However, you probably quickly realise that teaching is so much more than that. It’s about balancing responsibilities, managing unexpected challenges and often putting others’ needs before your own. You take on the role […] The post Stress Management Skills For Educators appeared first on Teaching English with Oxford .
- NewsOxford University Press ELT Blog18 Mar 2025
Sustainability At School: Simple Steps To A Greener Classroom
The article discusses the growing importance of sustainability in education and offers simple steps for English language teachers to adopt greener classroom practices that minimize environmental impact.
Original abstract
As the world continues to face growing environmental challenges, the concept of sustainability has become increasingly significant in all areas of life, including in the classroom. Sustainability refers to meeting our current needs without compromising the planet for future generations. In the context of the English language classroom, this means adopting practices that minimise environmental […] The post Sustainability At School: Simple Steps To A Greener Classroom appeared first on Teaching English with Oxford .