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- PinnedNewsEdSurge15 Jul 2026
How My School Used Common Sense and Collaboration to Confront AI
This news article describes how an Indigenous school's instructional technology coordinator helped teachers confront the challenge of AI-generated student writing through collaboration and common sense. They addressed the phenomenon of 'unproductive success' where students use AI to complete assignments without learning. The piece highlights the need for pedagogical shifts and teacher training in response to AI tools.
Original abstract
<p>We’ve all had some version of the nightmare: You’ve been inexplicably thrown back into high school, and now you’re standing in front of the class. You’re about to give a speech, but you can’t remember a word. The panic is exacerbated by the faces of students staring at you, some hiding snickers and others openly laughing. Everyone knows what’s going on but you.</p><p>I was reminded of this bad dream over the past few years. As my Indigenous school’s instructional technology coordinator, I have seen my office transform from a routine integration hub into a digital confessional. Colleagues and teachers who are trying to navigate destabilizing technology changes slip inside and close the door. Some are looking for practical technology triage, or just a safe space to vent their frustrations, only to recount a similar nightmare. </p><p>For these educators, the experience triggers a sharp wave of panic, a sudden realization that the pedagogical ground has shifted beneath their feet and they can no longer trust their own instincts or traditional technology guardrails. But what follows the panic is a deep, stinging embarrassment. </p><p>With open and hopeful hearts, these teachers publicly praised student writing, extolling the hard work and growth they believed the student had demonstrated, only to find themselves surrounded by the giggles of classmates who already knew the truth: the writing had been fully generated by an AI tool.</p><p>The students had technically succeeded while learning very little, a phenomenon Micah Miner describes as <em>unproductive success</em> in “<a href="https://minerclass.github.io/dissertationquestionsbeta/dissertation-sites/"><u>Beyond Secondary Orality</u></a>.” As a result, teachers and administrators are left trying to respond to tools and behaviors they don’t yet fully understand and have never been trained to address. </p><p>These individual instances of unproductive success were not isolated classroom frustrations; they were early s
- NewsLanguage Magazine25 Jul 2026
‘Speak the New Language of Adaptability’
The 2026 ETS Human Progress Report emphasizes adaptability as the most critical career skill, surpassing traditional job tenure. Multilingual individuals are found to have a distinct advantage in adaptability, based on a survey of over 32,000 workers across 18 countries.
Original abstract
According to the 2026 ETS Human Progress Report, traditional job tenure is no longer a guarantee of security; instead, adaptability has become the single most critical capability for career survival and progress. Multilinguals have an advantage when it comes to adaptability. Educational Testing Service’s survey of over 32,000 workers and individuals across 18 countries presents […] The post ‘Speak the New Language of Adaptability’ appeared first on Language Magazine .
- NewsLanguage Magazine24 Jul 2026
Supports for Struggling Adolescent Readers
Middle and high school teachers face diverse literacy levels, with some students lacking basic phonics and decoding skills. This challenge leads to disengagement and requires targeted support for struggling adolescent readers. The article highlights the need for interventions beyond grade-level text exposure.
Original abstract
Middle and high school teachers often face the challenge of addressing a wide range of literacy levels among their students. While some students are ready to read complex texts independently, others struggle with fundamental skills like phonics and decoding, leading to disengagement and a loss of motivation. At the same time, teachers may be limited […] The post Supports for Struggling Adolescent Readers appeared first on Language Magazine .
- NewsEdSurge24 Jul 2026
Early Childhood Education Teachers Grapple with Screen Time
The American Academy of Pediatrics updated its screen time guidelines for children, focusing on digital devices rather than TV, but early childhood educators found the recommendations too generic for pre-K students. Teachers report that excessive screen time can impair cognitive development and emotional regulation in young children, leading to shorter attention spans and quick-tempered behavior.
Original abstract
<p>When the American Academy of Pediatrics updated its<a href="https://publications.aap.org/pediatrics/article/157/2/e2025075320/206129/Digital-Ecosystems-Children-and-Adolescents-Policy"> <u>guidelines</u></a> around screen time for children and teenagers for the first time in 10 years this past January, many teachers and educators applauded the news. The document focused less on television and more on digital devices. It offered educators, families, pediatricians, and other stakeholders research-backed guidance on using digital devices to support children’s learning, rather than prioritize prolonged engagement. </p><p>However, many of the recommendations were not tailored to specific age groups. Recommendations like “create a family media plan” and “protect sleep” were helpful but offered few concrete steps for pre-K students. </p><p>That left early childhood educators asking what they could do for their young learners.</p><h2>The Risks in Pre-K Through K</h2><p>Unlike the physical world, digital content comes fast, in short bursts, and when kids get used to that, it has negative consequences. “Too much of this screen and things jumping in front of them, it could be damaging overall,” says Latoya Jones, a pre-K through fifth-grade media specialist in Broward County, Florida. “They are developing their cognitive processes, and if we’re teaching them to think in six-second bursts, maybe that’s not what we’re aiming for.”</p><p>When kids interact with devices rather than people, their emotional regulation can suffer, says Kristina Turner, a first-grade teacher at the Paterson, New Jersey, campus of<a href="https://collegeachieve.org/"> <u>College Achieve Public Schools</u></a>, a network of three K-12 charter schools. “A lot of the students, they are quick-tempered because they’re just used to quick things. If something takes too long, their behavior starts to heighten,” she says.</p><p>For the youngest learners in particular, “it is so important that they are learni
- NewsLanguage Magazine22 Jul 2026
Adolescent Literacy Can’t Wait
Only 30% of eighth graders and 35% of twelfth graders read at a proficient level according to the 2024 NAEP Report Card. Laura Stewart, Terrie Noland, and Jeanne Schopf provide practical strategies for improving adolescent literacy in secondary classrooms.
Original abstract
Laura Stewart, Terrie Noland, and Jeanne Schopf offer practical strategies for the secondary classroom The 2024 NAEP Report Card delivered a stark reminder: only 30% of eighth graders and 35% of twelfth graders are reading at a proficient level. These are not abstract statistics. They represent students like the eighth grader who threw a computer […] The post Adolescent Literacy Can’t Wait appeared first on Language Magazine .
- NewsEdSurge22 Jul 2026
We Must Stop Using AI to ‘Level-Down’ Our Students
This article argues that using AI to simplify texts for students, a practice known as text leveling, reduces the richness of literature and prevents students from engaging in effortful thinking. Instead, teachers should scaffold access to complex texts rather than dumbing them down. The author cautions against the temptation of AI shortcuts in education.
Original abstract
<p>No one would remember the line, “Keep being good and special, Ponyboy. Don’t change.” It just doesn’t hit the same as <a href="https://www.sehinton.com/"><u>S.E. Hinton’s</u></a> classic line, “Stay gold, Ponyboy, stay gold.” </p><p>Many English teachers, myself included, would consider it an atrocity to diminish this canonical line in literary history to such sterile and lifeless simplicity. Students deserve a better reading experience than that. Yet this is just what happens when teachers decide to level a text down to a student’s “instructional level” rather than scaffolding up their access to a complex text. </p><p>In my own district, just two years ago, educators raved about a new AI tool that helps teachers level text and encouraged the department to spend thousands of dollars on it. When I first heard about it, I admit, I was dazzled. The most time-consuming and work-intensive part of teaching for me has always been differentiating for the small percentage of kids who just don’t get it the first, second, or even third time you teach something. </p><p>This program was going to do it all for me, but the caveat was that it would also do all the thinking for the kids. When we keep kids from actually doing work that requires effortful thinking, they don’t learn anything at all. </p><p>While <a href="https://www.thereadingleague.org/compass/policymakers-and-state-education-agencies/"><u>many states</u></a> are passing legislation that focuses on the Science of Reading, moving districts away from programs that promote text leveling, many edtech companies are promoting this practice through their newest AI models. In our world of quick and snappy AI solutions, the leveled text shortcut is all too easy to take, but we should not give in to temptation. </p><h2>The History of Text Leveling</h2><p>The practice of teaching students at their “instructional” level has a long, storied history leading back to the founding colonies. If that sort of history interests you, I
- NewsEdSurge22 Jul 2026
What Does AI Cost When We Skip the Work?
This EdSurge podcast episode discusses the enduring value of a college degree and writing skills in the age of AI, featuring guests who argue that the benefits of these experiences—such as personal growth and deep learning—cannot be replicated by artificial intelligence.
Original abstract
<p>Every few months, another headline declares the college degree dead. <strong>This Week with EdSurge</strong> examines what still holds up when artificial intelligence moves fast, through two guests who are both defending something slow against something fast.</p><h2>A Four Year Degree in the Age of AI</h2><p><a href="https://www.edsurge.com/author/rita-finkel--9b5e61f9-c70d-441e-b13a-0c1a116d3d60"><u>Rita Finkel</u></a>, co-president of the Armory Foundation and director of the Armory College Prep program, argues that a college degree was never just about a technical skill. She says the data tells a different story than the headlines suggest, and that the value of a degree comes from something artificial intelligence cannot replicate.</p><h2>The Fourth Essay</h2><p><a href="https://www.edsurge.com/author/cobretti-williams"><u>Cobretti Williams</u></a> of the <strong>EdSurge</strong> Voices of Change Fellowship makes a similar case for writing. He talks about the beauty in imperfection, and how a fellow's fourth essay reads nothing like the first, growth that only comes from doing the work yourself.</p><p><a href="https://www.edsurge.com/podcasts"><u>Listen to the episode</u></a>.</p><h2>Stories Mentioned in This Episode</h2><p><a href="https://www.edsurge.com/news/2026-05-28-why-college-degrees-matter-in-the-age-of-ai"><u>Why College Degrees Matter in the Age of AI</u></a></p><p>by Rita Finkel</p><p><a href="https://www.edsurge.com/collections/edsurge-voices-of-change-writing-fellowship"><u>EdSurge Voices of Change Writing Fellowship</u></a></p><p>by EdSurge</p><p><strong>This Week with EdSurge</strong> is a weekly podcast from <strong>EdSurge</strong>. Subscribe to the <a href="https://www.edsurge.com/newsletters"><u>EdSurge newsletters</u></a> for more news and analysis on education and technology.</p><p> </p>
- NewsEdSurge21 Jul 2026
The Language Barrier Is the Real Barrier in Edtech
This article argues that most educational technology platforms are built in English first, creating an invisible barrier for non-English-speaking families who cannot help their children with schoolwork. It highlights how this language gap widens opportunity disparities, particularly as states like California mandate personal finance courses, and calls for bilingual solutions to ensure equitable access.
Original abstract
<p>When I started looking closely at the learning platforms schools ask families to use, I noticed something easy to miss if it doesn’t affect you: almost all of them are built in English first.</p><p>For families who speak Spanish at home, that one fact quietly changes everything. A child might be able to follow along in class, but the parent often can’t — and a parent who can’t understand the material can’t sit beside their kid and help them with it. The language barrier becomes an opportunity barrier. And it’s invisible to the people who never have to think about it.</p><p>For me, the English-first technology trend was never abstract. My own children use the technology I’ve built, and I built it for families like the ones all around me — so that the opportunity to understand money, technology, and how to build something of your own doesn’t depend on which language gets spoken at the dinner table. I’m tired of watching the same families get left a step behind — not because their kids are any less capable but because no one built the on-ramp in a language they could use.</p><p>That language gap is what I set out to close.</p><p>It matters now more than ever because a growing number of states are starting to require students to take a personal finance course to graduate. For example,<a href="https://www.cde.ca.gov/ci/cr/cf/personalfinance.asp"> <u>California’s Assembly Bill 2927</u></a> requires students to complete a stand-alone personal finance course to graduate high school starting with the class of 2030-31, with schools required to offer it by 2027-28. But if the lessons exist only in English, many households that need that knowledge are also the ones least able to access and reinforce it at home. A mandate built that way doesn’t close the gap. It can widen it.</p><p>I’ve spent the past three years building a bilingual K-12 learning platform, and the single most important thing I’ve learned is this: there is a world of difference between a product that has been
- NewsEdSurge19 Jul 2026
These Hip-Hop Artists Were Already Teaching
A new partnership between College Unbound and the Hip-Hop Education Center offers a BA in organizational leadership and change for hip-hop educators, recognizing their community-based teaching expertise rather than requiring traditional credentials. The program asks who gets to define expertise in education, aiming to validate alternative pathways into teaching.
Original abstract
<p>For decades, hip-hop artists have been invited into schools as guest speakers, workshop leaders and visiting performers. They’ve mentored young people after school; started nonprofits; taught music production, poetry, history and entrepreneurship; and helped generations of students find their voices.</p><p>Yet many of these artists lack the one credential schools still value most: a bachelor’s degree.</p><p>But what if these artists have been teaching all along?</p><p>A new partnership between <a href="https://collegeunbound.edu/">College Unbound</a> and the <a href="https://www.hiphopeducation.org/">Hip-Hop Education Center</a> aims to answer that question, not by teaching artists how to become educators but by recognizing the expertise they’ve developed through decades of community leadership, cultural work and mentorship.</p><p>The program — a Bachelor of Arts in organizational leadership and change designed specifically for hip-hop educators and cultural leaders — isn’t a separate degree or a simplified version of one. Students complete the same degree requirements as every other College Unbound student. “It’s the same degree,” says College Unbound President Adam Bush. “It’s simply lived differently.”</p><p>The program is about more than hip-hop. It asks a question that reaches far beyond music: Who gets to decide what expertise looks like?</p><h2>A Degree Years in the Making</h2><p>Although the bachelor’s degree officially launched this year, its roots stretch back decades.</p><p>Hip-hop emerged outside traditional institutions, often in response to systems that excluded Black and Brown communities. As hip-hop education gained legitimacy, educators wrestled with a difficult question: How can we preserve the authenticity of the hip-hop culture while creating pathways that allow practitioners to teach at schools and colleges?</p><p>Long before there was a curriculum at College Unbound, there were conversations between Bush, educator and author Sam Seidel, and
- NewsLanguage Magazine17 Jul 2026
Bilingualism Delays Brain Aging By 6 Years
New research presented at the FENS Forum 2026 shows that speaking multiple languages is linked to younger brain age, with bilingualism delaying brain aging by up to six years. Learning languages at a younger age and achieving fluency are particularly beneficial for slowing cognitive decline.
Original abstract
New research suggests that the more languages people speak, the younger their brains appear. Learning more languages, especially when younger, and achieving fluency in a second language also seem to slow brain aging. The research was presented at the recent Federation of European Neuroscience Societies (FENS) Forum 2026 by Dr Lucia Amoruso from the Basque […] The post Bilingualism Delays Brain Aging By 6 Years appeared first on Language Magazine .
- 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
- 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
- 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
- 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 .
- 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 .