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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
- PaperOpenAlex — TESOL research21 Jul 2026
Methodological guidelines for english language teaching to help parents and educators at CEBG José Marciano Moreno
Manuel Antonio Cárdenas Aguirre, Patrick Alexis Gil Meneses
Designed a participatory English language training program for parents and educators at a multi-grade school in Panama, addressing the lack of specialized teachers and limited parental support. Four interactive sessions covered the importance of English, daily integration strategies, reading techniques, and building a support network. Outcomes included improved teacher methodologies, empowered parents, and a motivational mural symbolizing community unity.
Original abstract
Este proyecto está centrado en el diseño de un programa participativo de formación del idioma inglés, dirigido a padres y educadores del CEBG José Marciano Moreno, en la comunidad de Buen Retiro, Antón, provincia de Coclé. Esta iniciativa surgió ante la problemática de las escuelas multigrado-panameñas, en donde carecen de docentes especializados, y esto le sumamos el limitado apoyo de los padres debido a su desconocimiento del idioma. El objetivo principal es crear una red de apoyo sostenible para mejorar la calidad de la enseñanza, pero sobre todo empoderar a los padres con herramientas prácticas que sirvan como guía en el aprendizaje del idioma inglés. Teniendo como intervención un diagnóstico inicial de necesidades y la implementación de cuatro sesiones de capacitación interactiva. Estas sesiones abordaron temas como la importancia del inglés, estrategias para incorporarlo en la vida diaria, técnicas de lectura y la creación de una red de apoyo. Como resultado, se fortalecieron las habilidades metodológicas de los docentes, se empoderó a los padres con herramientas prácticas y se fomentó la creación de un mural motivacional que simboliza la unión de la comunidad. Este estudio de caso, con enfoque participativo, demuestra que la implicación conjunta de familias y educadores es clave para superar las limitaciones estructurales.
- 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>