Editor’s note: This story originally appeared on CoSN’s blog and is reposted here with permission.

Key points:

• CTOs should maintain critical relationships for efficient school technology processes
• The journey to digital sustainability: A CIO’s perspective
• How to direct a districtwide tech transformation on a budget
• For more news on district CTOs, visit eSN’s IT Leadership hub

One of our jobs as CTOs is developing great relationships with other district leaders. IT touches every aspect of the modern K-12 district, and our success, as well as the success of the district, relies on our ability to build and maintain these relationships.

All relationships are important, but the ITS and Facilities relationship cannot be overstated. From the simplest ‘thorns in our sides’ to the most wicked challenges, our relationship with the facilities leaders can pay off in big ways.

Simple  example – IU5 and the generator

IU5 is a service agency. We provide professional development and other services for districts at our main facility. Our Executive Director was unhappy when we had to send hundreds of teachers and administrators home during a power outage. We were in the process of bidding a generator for just the data center. After the power event, we were instructed to ensure the entire facility could stay powered up for an extended period. We initially worked with facilities to solve the problem, and in 2004, the Caterpillar generator was installed. Jump ahead 19 years, and we were experiencing inconsistent startups (30-40 second blackouts before the generator would start and provide power) when power failure events happened. The maintenance company was having difficulty isolating the problem. Through collaboration with facilities, we captured multiple data points about what was happening from the point of failure until the generated power was active. This data proved instrumental in finding the problem and finding a resolution. Teamwork is fantastic–especially when the relationship is conducive to making it happen instantly.

A complex example – Curtis and the “Not a Tornado”

On August 10, 2023, at about 10:30 pm, the central part of Wichita Falls was hit by what is being labeled as a microburst. It looks pretty similar to a tornado in damage capability. It removed most of the roof and toppled a wall at our alternative education center only three working days before the start of the 23-24 school year. Phones started ringing around 11:00 pm that same evening, and those relationships that had been built before that event were put to the test. I’m proud that the trust relationship between Technology, Maintenance, and Fixed Assets was already strong. This allowed us to trust one another’s judgment and rapidly move toward a common goal. On Friday morning, while the rest of the staff was at Convocation, these three teams were hard at work stripping all the salvageable equipment from the damaged campus. We were then able to coordinate together to rebuild that campus completely at a previously abandoned location. There were simultaneous efforts from Warehouse personnel delivering items to the “new” campus, Technology installing networking, classroom, and security hardware, Maintenance performing last-minute repairs, and Fixed Assets rounding up surplus items to complete the puzzle. We had this empty campus up and running again for the start of school on Wednesday. The timely coordination required focus, grit, and respect for the needs of each department. This could have never been accomplished between silos or dysfunctional leadership. So put in the effort today to build those bridges between other departments and leaders, for you never know when a “Not a Tornado” could roll through your own life.

Build the relationship now

These examples are some of the many reasons that having a solid relationship with your facilities team is essential to the successful technology support of any school organization. However, you do not want to wait for an emergency to build the relationship. Make a concerted effort to build those relationships now so they will be there when needed.

In partnership with CoSN, eSchool News is highlighting the innovative and dedicated work of IT leaders in school districts across the country.

This month, the spotlight is on Don Wolff, Chief Technology Officer in Oregon’s Portland Public Schools.

1. What is your biggest IT challenge today?

The obvious challenge is cybersecurity; that is a beast of a challenge we are all struggling with. Tangential to cybersecurity is the deployment of applications, including the procurement process, which includes ensuring vendors are protecting the data contained in the applications, as well as supporting interoperability standards to make the deployment and rostering seamless, secure, and usable.

2. What project, initiative, or accomplishment are you most proud of?

Currently, I am most proud of our investment in cloud-based solutions. We have had our ERP in the cloud for over 5 years and we continue to leverage the expertise, ease of expansion/contraction, and leading-edge technologies to support the critical work that takes place in our classrooms.

3. What are your top 3 priorities over the next few years?

First and foremost will be a Business Modernization effort, which will center around a refresh of our 20-year-old ERP system. Being able to modernize our business practices will support efficiencies in overall operations, while supporting our efforts to retain staff, as well as provide meaningful insights and reporting to the strategic priorities and programs being delivered in the district. Along with this will be a deep dive into developing and refreshing of a data governance model to support this work. And as always, we will be focusing on elevating our cybersecurity profile to protect our students and staff as much as we are able to in the face of aggressive attacks on public K-12 institutions.

4. Technology evolves at such a high rate—what are some of the school IT innovations you see coming down the pipeline, and which are you most excited for?

I’m very excited about the promise of AI to help automate redundant and repetitive processes around support, deployment, and data analysis. When deployed properly and with sufficient safeguards, AI has the potential to streamline operations and make more human resources available to focus on two critical areas: supporting the humanistic processes required for an effective teaching and learning environment, and directly enhancing student education.

5. What advice would you give to other school IT leaders and school IT teams?

The best thing we can do, for those whose jobs are focused on technology, is to focus on the people! Education is a social endeavor that requires that the focus is on the people we support, teach, work with, and lead. In all things be kind!

For more news on IT leadership and innovation, visit eSN’s IT Leadership page.

Editor’s note: This story on generative AI originally appeared on CoSN’s blog and is reposted here with permission.

Key points:

• Gen AI is a game changer for all industries due to its ability to produce original outputs
• Don’t miss out–stay up to date on AI in Education
• Can artificial intelligence help teachers improve?
• For more news on generative AI, visit eSN’s Digital Learning page

As we step into 2024, the educational landscape is just beginning to feel the transformative shift brought on by generative artificial intelligence (Gen AI). This year marks a significant milestone in integrating advanced AI technologies into educational practices, heralding a new era of teaching and learning. Gen AI is set to revolutionize the way we approach education.

The rise of generative AI in education

Gen AI is a type of AI that can create new content, from text to images, audio, video, code, 3D models, and more. It is a game changer for all industries due to its ability to produce original outputs.

Gen AI is revolutionizing education by offering a range of capabilities that cater to diverse learning needs and styles. Here’s a non-comprehensive overview:

• Text generation: From drafting lesson plans to creating formative assessments, Gen AI can produce a wide range of written content and aid educators in curriculum development.
• Visual content creation: Gen AI can design images, graphics, and diagrams, useful for visual learning aids. Canva has a host of AI features in their Magic Studio that assist with graphics creation.
• Audio production: Beyond text, Gen AI can create spoken audio content, music, and sound effects, enhancing auditory learning experiences. SpeechKi turns any text into audio with realistic AI voices.
• Video production: AI can produce videos, making multiple means of representation possible for a teacher to provide learners. I have had great luck with Pictory for creating quick and easy visual representations of content.
• Personalized learning materials: Gen AI makes it easy to tailor educational content to individual student needs; it can adapt materials based on difficulty levels, interests, and learning styles. Try asking a Gen AI chatbot such as ChatGPT to customize text to a specific reading level.
• Language translation: Gen AI can translate educational materials for diverse language needs, making learning more accessible and inclusive.

In essence, the rise of Gen AI in education signifies the potential to shift towards more dynamic, inclusive, and personalized learning experiences. However, due to the original outputs, it also presents a challenge to traditional educational methods with focus on memorizing content. Students often demonstrate their learning through written explanations in the forms of short answer questions and essays. Gen AI is flipping this on its head. 

Demonstrating learning in the AI era

The advent of Gen AI in education is reshaping the way we assess and demonstrate learning. The traditional methods of testing and evaluation must evolve to accommodate the capabilities of AI. Demonstrating learning needs to move from testing memorization to showcasing transferable skills. This shift has the potential to make assessments more engaging and more reflective of real-world skills and knowledge application.

In this new era, educators are exploring innovative assessment methods that emphasize critical thinking, creativity, and problem-solving. AI-assisted tools can provide real-time feedback, enabling personalized learning experiences that adapt to each student’s progress. Project-based assessments, peer reviews, and interactive simulations offer students opportunities to demonstrate their understanding in diverse and meaningful ways.

Moving away from traditional memorization-based methods, educators are exploring how to evaluate students’ ability to apply knowledge in practical, real-world scenarios:

• Project-based learning: Students can work on real-world problems, using AI as a tool to analyze data, predict outcomes, and propose solutions. This hands-on approach fosters critical thinking and problem-solving skills.
• Reflective learning: AI can prompt students to reflect on their learning journey, guiding them to articulate their thoughts and feelings about the material learned. This reflective practice helps students internalize their learning and develop metacognitive skills.
• Real-time feedback: One of the significant advantages of AI in education is the ability to provide immediate feedback. This instant response helps students quickly understand their mistakes and learn from them, promoting a growth mindset.
• Ethical and critical engagement with AI: As students interact with AI tools, they also learn to critically evaluate the information and outputs provided by these systems. This critical engagement is essential in an era where digital literacy and ethical considerations around AI are becoming increasingly important.

These evolving assessment methods, empowered by AI, not only cater to the diverse needs of learners but also align with the skills required in a technologically advanced society.

Preparing educators and students for a world of AI

The integration of Gen AI into education necessitates a shift in how educators and students interact with technology. Educators need to be equipped with the skills and knowledge to effectively incorporate AI tools into their teaching methodologies. This includes understanding how to use AI for content creation, personalization of learning experiences, and assessment, as well as being aware of the ethical considerations and limitations of AI.

Students need to be prepared to navigate an AI-enhanced world. This involves not only leveraging AI tools for learning but also developing critical thinking skills to discern the quality and reliability of AI-generated content.

The Consortium for School Networking (CoSN) plays a crucial role in this transition. As a leading voice in advancing innovative teaching and learning, CoSN provides valuable resources and support for educators to navigate the new AI-enhanced educational paradigm. Educators can explore a wealth of information on effectively navigating this new normal at CoSN’s AI in Education resource page.

What lies ahead

2024 stands as a watershed year for the integration of Gen AI in education. This technology’s transformative potential extends beyond just enhancing teaching methodologies; it reshapes the very way we demonstrate and assess learning. As we embrace the opportunities presented by AI, it’s imperative to prepare both educators and students for this new era. The journey ahead is filled with possibilities to improve educational outcomes and foster a more engaging, inclusive, and adaptive learning environment.

Editor’s note: This story on digital learning originally appeared on CoSN’s blog and is reposted here with permission.

Key points:

• Small design changes when creating digital content can make a huge impact on how audiences ultimately learn information
• See article: 5 essential digital learning reads
• See article: How meta creativity prepares students for the future
• For more news on digital learning design, visit eSN’s Digital Learning page
• Stay up to date on the latest trends about learning in the digital age

Teachers, principals, and district administrators are creating digital content every day for a variety of audiences. From classroom lessons and professional learning resources, to staff guides and announcement graphics, more and more information is being delivered in a visual way. Research shows that we process information presented in visual form more quickly than that presented in writing. However, if digital content is created without consideration of accessibility, visual processing, and basic design principles, the message we are trying to communicate can get lost, or worse, misinterpreted. 

Small changes in the design process when creating digital content can make a huge impact on how audiences access and process, and ultimately learn, information. Here are three things to consider when designing digital learning experiences for students and why:

Consider cognitive load

Cognitive load refers to the amount of working memory being used by the brain, similar to the RAM in your computer. When a computer has multiple programs running and is processing a lot of information, it starts to slow down because the memory usage is high. The same thing happens to the brain when learning. When the brain becomes overloaded with information — a high cognitive load — learning slows down and becomes less efficient, because less information makes it to the permanent memory.

What does this mean for us as designers?

Avoid information overload. Outline all of the information you are providing, and consider breaking large ideas down into smaller parts. Present these smaller parts in an order that is easy to follow, with time to process the information. This method of “chunking and sequencing” content makes information easier to process.

Visual hierarchy

In a world full of visual content, understanding how to control what our audience sees first is crucial. We’ve all seen slides with lines and lines of text, or digital flyers overloaded with images, colors, and fonts. In these moments, our brains are unsure where to look, and our ability to understand and process the information slows down. Visual hierarchy is the art of arranging elements in a design — a slide, poster, webpage, etc. — to guide the audience’s attention and convey information efficiently. 

What does this mean for us as designers?

Creating visual hierarchy starts with identifying what is most important, the information you want your audience to understand and remember. This might be an image, a word or phrase, a date or time, etc. This main element is placed first, so that it remains the focal point. Larger elements draw more attention, so prioritize the important content by making it the largest element in the design. Additional elements like titles, small lines of text, or images and icons should be added in order of their place in the visual hierarchy, being mindful of keeping the focus on the main element.

Less is more. The fewer elements in a design, the easier it is to process the information. Instead of one slide with five lines of text, try breaking that into multiple slides with larger text. Multiple images can be distracting. Try choosing one powerful image with carefully aligned text of different sizes or colors.

Design with accessibility in mind

When creating digital content, a significant amount of time is often spent painstakingly choosing the perfect fonts and colors. In reality, visual design best practices say that fonts and colors should be kept simple and at a minimum to keep designs accessible and lessen cognitive load.

Using loud, decorative fonts or mixing too many fonts together can be highly distracting, and break down visual hierarchy in the design. Script and handwriting fonts have gained popularity recently, but can be difficult to read and should be avoided when creating designs for large audiences. 

Similar to fonts, color can be used to create visual interest and draw attention. Using a few high-contrast colors that work well together supports visual hierarchy while making the content accessible for those with visual impairments or color blindness.

What does this mean for us as designers?

Keep it simple. Choose easy to read fonts as the foundation of the design. Lexend was created with this in mind — to decrease visual stress and increase processing efficiency. Decorative fonts can always be added for visual interest and to draw attention.

Use online tools. Generators from Adobe and Canva make it easy to build color palettes, and the built in accessibility tools ensure color selections are high contrast.

Be consistent. Whether it’s a slidedeck, website, or series of social media graphics, be consistent in your designs. Consistency in layout, fonts, and colors helps audiences anticipate the content and process it more quickly.

References

de Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38(2), 105–134.
https://doi.org/10.1007/s11251-009-9110-0
https://digitalpromise.org/initiative/learner-variability-project/
https://www.lexend.com/
https://color.adobe.com/create/color-wheel
https://color.adobe.com/create/color-contrast-analyzer

Key points:

• Stay up to date on the latest trends about learning in the digital age

Editor’s note: This story on collaborative learning originally appeared on CoSN’s blog and is reposted here with permission.

Artificial Intelligence (AI) has been around for many years, but the introduction of ChatGPT in November 2022 has generated many discussions of how this technology can impact education – both how students learn and how educators teach. 

While new and emerging technologies can feel like a hurdle at times, there is also much that can be gained by incorporating them into our curriculum. And those benefits are even greater when educators and students learn together, especially as we navigate new tech enablers like AI apps and tools. 

Technology’s effect on teachers

Individuals who struggled to use technology have argued that the incorporation of too much technology is one of the reasons for teacher burnout. Technology use and implementation have been challenging in the classroom, but AI technologies, like ChatGPT, have made it even more controversial. The fear of technology plays a large role in the hesitation of adopting technology in the classroom. This could be due to a combination of many reasons: fear of change, lack of training, effectiveness of technology, pace of learning, and new technology trends, to name a few.  To overcome these obstacles, collaboration and communication are key.

How technology impacts student learning

Current school-aged students have been growing up with technology, and they are often comfortable using the technology. If we want to create learning environments where students can thrive, we need to foster learning environments where students can learn effectively. This does not mean teachers have to be experts in using all technologies, but teachers should be willing to incorporate technology into their everyday curriculum delivery. Fear of technology influences a teacher’s thinking, perhaps thinking that many students have more knowledge of the technology. Most of the time, this is not true. Students may know how to use some technology, but not all. If the teacher and student collaborate and start learning technology together, it would be beneficial for both teachers and students.

Mutual benefits of learning technology…together

Learning together with students can provide several benefits for teachers and students to support the overall learning process. Some of the advantages can be:

Enhanced Learning: There are many educational technologies available including online courses, simulations, virtual reality, and gamification. This would not only allow students to enhance their learning but also teachers to incorporate new teaching methods to support students in different learning environments.

Student-Centered Learning: The incorporation of technology allows learning to be more student-centered rather than teacher-centered learning. Student and teacher collaboration promotes an effective understanding of different concepts. 

Effective Assessment: Digital tools make it easier for teachers to create and grade assignments, quizzes, and exams. It also allows opportunities to increase constructive feedback to students and teachers to modify and adapt different teaching strategies for students.

Accessibility: The use of the internet allows students and teachers to access and research information quickly and effectively to support self-improvement. Access to academic websites, online libraries, and other educational resources provides knowledge at their fingertips.

Flexibility: Learning and teaching with technology provides flexibility since it can take place anywhere. This will promote self-paced learning among students and curriculum resources can be accessed anytime.

Engagement: Gamification tools will make learning more fun and engaging for students. These tools can allow teachers to create dynamic and engaging lessons to motivate students.

Modern Skills: Today’s modern workforce requires digital literacy skills. The use of technology will not only prepare students for this environment but allow them to be proficient in the use of different software, analysis tools, and digital communication.

Data-Driven Decisions: Educational technology will allow us to collect data and generate individual student reports. Teachers can use this information to provide additional support to students who may be struggling.

Lifelong Learning: Students and teachers are encouraged to adopt new technologies together, which promotes adaptation of new tools and commitment to continuous improvement. It also allows students to share ideas with other individuals around the world to enrich their learning experiences.

Moving forward in synch

Successful integration of technology into the curriculum is not possible without thorough planning and ongoing support. Technology should not take over every teaching method, but there should be a balance between the use of educational technology and traditional teaching methods to support varied education opportunities for students. Learning together will promote collaboration and communication among teachers and students, which is imperative as we incorporate generative AI and emerging technologies into the classroom. 

Related: Leveraging the K-12 generative AI readiness checklist: A guide for district leadership

Editor’s note: This story on how to manage academic integrity as generative AI moves into classrooms originally appeared on CoSN’s blog and is reposted here with permission.

The rapid advances in artificial intelligence (AI) technology present both incredible opportunities and significant challenges for educational settings. Whether or not a school district is considering leveraging AI, the influence of this technology on educational ecosystems is undeniable. As AI increasingly becomes a part of our daily lives, district leaders have a responsibility to understand its impact in educational settings and make informed decisions accordingly. This is true whether the aim is active adoption or simply preparation for a future where AI tools become more prevalent in educational settings.

To ensure school districts are adequately prepared for the integration of generative AI into their instructional and operational systems, the Council of Great City Schools, CoSN – Consortium for School Networking, and Amazon Web Services have partnered to create the K-12 Gen AI Readiness Checklist Questionnaire. There are several ways in which district leadership can best use this checklist for assessing and enhancing their readiness for integrating generative AI technologies into both instructional and operational systems.

The first step should be to bring together a group of individuals that will form the district’s Generative AI Leadership Team. Who Should Be Involved?

• Superintendents and District Leaders: As decision-makers, your insights into aligning AI adoption with overall goals and strategies are critical.
• Chief Technology Officers and Chief Information Officers: You will be the primary users of the checklist, evaluating technical capabilities, limitations, and needs.
• Cross-Functional Teams: The checklist addresses a wide array of considerations, making it essential for input from representatives of all departments involved, including academics, finance, and legal.

The Checklist covers readiness in Executive Leadership, Operational, Data, Technical, Security, Legal/Risk Management. Below are some ideas for how the Checklist can be leveraged in your school district.

Initial Assessment

Alignment with District Goals: Start by examining whether AI technologies align with your district’s mission, vision, and values.
Resource Inventory: Make sure you have designated teams or individuals who will be responsible for overseeing AI adoption.
Tactical Steps
Legal Review: Consult the legal department to ensure compliance with state laws or district rules concerning the use of AI technologies.
Policy Development: Establish clear policies around the responsible use of AI, keeping in mind to align them with existing federal guidelines and best practices.
Staff Training: Ascertain the training needs for different roles within the district and prepare a training roadmap.

Operational Readiness

Procurement Standards: Set forth clear standards for AI procurement, with a focus on compliance and ethical considerations.
Data Governance and Privacy: Make sure you have robust data governance policies in place and that you are compliant with privacy regulations.
Technical Readiness
Security Framework: Update your cybersecurity policies to include AI-specific considerations.
Identity and Access Management: Implement centralized role-based data access controls specifically for AI tools.
Monitoring: Develop processes to keep track of systems that use AI and how they are used.

Risk Management

Legal Remediation: Update terms and conditions to include AI-specific clauses and ensure the legal team has remediation plans.
Copyright Policy: Create or update the copyright policy to include content created using AI tools.
Continuous Review
Iterative Approach: The adoption of AI is not a one-off event but a continual process. Periodic reassessments should be conducted.

Making the Most of the Checklist

Customization: One of the key strengths of the checklist is that it is designed to be adaptable. Districts should customize it according to their unique needs and challenges.
Community Resource: The checklist is intended to evolve. Once it is made publicly available under a Creative Commons license, districts can not only modify it but also share their experiences and modifications, contributing to its value as a community resource.

The extremely rapid pace of gen AI development brings with it both great opportunities and exposure to risk. Creating a team to provide governance for the adoption of AI in educational settings is a critical step in guiding use and preventing abuse. The K-12 Gen AI Readiness Checklist provides a comprehensive framework to guide district leadership to engage in understanding a complex AI ecosystem and the numerous considerations that come with AI adoption. By strategically leveraging this checklist, school districts can navigate the complexities of AI technology while aligning with educational objectives and ensuring data privacy and security.

The goal is not just to blindly adopt new technology but to transform our education systems for the better, and this checklist is a strong step in that direction.

Click Here for Everything You Need To Know About AI In Education

Editor’s note: This story on how to manage academic integrity as generative AI moves into classrooms originally appeared on CoSN’s blog and is reposted here with permission.

With AI dominating conversations among education leaders, the importance of managing expectations and academic integrity is now more critical than ever as the new school year commences. Most districts are realizing that straightforward banning of ChatGPT and other tools only keeps the students without home access and data plans from using A toolsets. Certainly, none of us want to create additional digital inequities. However, as students leverage generative AI for assignments and “Cheat detectors” prove ineffective in detecting AI-generated output, school administrators must take proactive measures to safeguard the authenticity of student assignments and promote ethical use.

Since AI-detection tools are being shown to fall short in detecting AI-generated output, it becomes crucial for school administrators to be proactive to ensure ethical use and safeguard the authenticity of student assignments. The best way to manage assignments and ethical use is to set expectations and put them front and center in the assignments themselves. Teachers need training on how to rework assignments to incorporate and evaluate the AI generated output.  Academic Integrity Statements are a good place to start with districts setting expectations for students. Academic Integrity Statements allow educators to put ethics first and teach essential tenets to students up front. They should be integrated into the framework of every project and report while emphasizing the importance of honest work and original thinking. By encouraging students to pledge their commitment to academic integrity, we instill in them a sense of responsibility and respect for the academic process. Can students just give this lip service? Yes, of course, But that does not reduce their importance. We also have a board approved RUPs (AUPs) that set expectations on tech use that may get circumvented. They set the standard, much like a speed limit sign does on a city street. As educational leaders, we must emphasize the significance of academic integrity, not just as a set of rules but as a core value that fosters a positive learning environment. By making it a focal point, we reinforce the notion that authentic learning experiences and personal growth come from genuine effort and creativity.

This may beg the question of the need for school board policies around Generative AI. Although this may initially seem like a good idea, The rapid pace of change in AI and the slow change of policy may indicate otherwise. I think that it may be better to couch AI management under administrative guidelines and let them fall under the RUP (AUP) or other existing policies. We found this to be true in our district as well with Social Media several years ago and issued Guidelines under our RUP.

The concerns surrounding Generative AI’s impact on academic integrity, among larger issues, have not gone unnoticed in the tech industry. Prominent voices, including Sam Altman of OpenAI, have urged AI regulation to ensure ethical and responsible use. As educational leaders, we must lead the call for action to protect the integrity of our academic institutions.

With at least 15 states already considering bills related to Generative AI and its potential impact on various industries, it’s not far-fetched to envision education as the next area of focus. As pioneers in the educational sector, we should proactively engage with policymakers and advocate for responsible AI usage that aligns with our values of integrity, fairness, and inclusivity. As we anticipate the evolving landscape of AI in education, it’s crucial to equip our schools and educators with the necessary knowledge and resources. Professional development programs should include training on identifying AI-generated content, how to adjust assignments to encourage prompt development/ evaluation, and best practices for fostering academic integrity.

As we embrace the digital age with Generative AI, promoting and managing academic integrity is a shared responsibility among our educational communities. We are taking steps like these to help ensure that our schools remain beacons of authentic learning in the digital age.

Editor’s note: This story on 10 back-to-school resources for edtech leaders originally appeared on CoSN’s blog and is reposted here with permission.

1) Digital Equity Dashboard 

CoSN’s Digital Equity Dashboard is an innovative and practical tool designed to help school districts and communities leverage data to close digital equity gaps. This powerful instrument integrates various national data sets into one comprehensive dashboard. By anonymizing the data and breaking it down into county, school district and zip code units, the Digital Equity Dashboard provides school and community leaders with valuable data to inform decision-makers and address equity concerns.

• To learn more about how school districts and communities can effectively employ the dashboard, explore CoSN’s informative video tutorials.
• Take a deep dive into the Digital Equity Dashboard at our upcoming webinar on September 13, 2023. (All registrants will receive a recording of the Webinar.)
• Explore the Dashboard here.

2) AI in Education

The advent of Generative AI presents an unprecedented opportunity for K-12 institutions. CoSN Resources on AI offer insight, advice and peer experiences that will guide EdTech leaders in harnessing the power of AI to enhance learning. The AI in Education Community, along with resources, blogs and webinars, serves as a platform for discovering innovative strategies for schools and districts.

• Check out the CoSN Blog Series on Artificial Intelligence. 
• Watch the CoSN Webinar Series: Generative AI — The New School Supply? (Recording available here [member exclusive], Podcast here.)

3) Cybersecurity

In today’s digital landscape, safeguarding our schools’ networks and information is paramount. CoSN Tools and Resources on Cybersecurity empower EdTech leaders to analyze their current security status, reduce risks, and contribute to effective teaching and learning environments. CoSN resources include information on Planning; Prevention & Preparation; Implementation; and Response.

• Read the CoSN Cybersecurity Staffing Resource for K-12, which identifies and addresses staffing cybersecurity across the K-12 organization.
• Read “Making the Case for Increased Investment in Cybersecurity,” which identifies actions a school system IT staff can take to better defend IT infrastructure.
• Check out the Cybersecurity Leadership Game, a valuable group cybersecurity professional development tool.

4) 2023 Driving K-12 Innovation

CoSN’s Driving K-12 Innovation 2023 series continues to provide trend reports that support the integration of emerging technologies in education. With insights from a global advisory board of K-12 leaders, practitioners and changemakers, this initiative delves into the themes driving, hindering, and enabling teaching and learning innovation at schools.

• Check out CoSN blogs on K-12 Innovation — including Be a Catalyst for Change: 10 Expert Tips for Driving K-12 Innovation in the New School Year and How Learner Agency Can Accelerate Innovation — to learn more.
• Read about the Top 2023 Hurdles and Accelerators and Top 2023 Tech Enablers  driving K-12 innovation for the year ahead.
• Stay informed by signing up for the CoSN Roadmap to Innovation newsletter.

5) K-12CVAT

The CoSN K-12 Community Vendor Assessment Tool (K-12CVAT) offers a framework for K-12 schools, districts and education service districts to assess vendor risk. Before purchasing a third-party solution, ask the solution provider to complete the K-12CVAT tool to confirm that information, data and cybersecurity policies are in place to protect sensitive school system information and constituents’ PII. 

• Download the K-12 Community Vendor Assessment Tool.

6) Disaster Preparation

CoSN cybersecurity expert Amy McLaughlin testifies before U.S. Senate

Before a disaster strikes, it is incumbent upon school system IT personnel to have emergency operations plans in place to ensure continuity of learning. Natural disasters can be spontaneous events, requiring school system leaders to implement and train team members on procedures so that they can act swiftly. Administrative and school personnel should be able to assess damage quickly, update all stakeholders, bring critical systems back online, and resume operations as quickly as possible.

• Building a Learning Continuity Plan 
• Building Your Disaster Recovery “GO KIT” (member exclusive)
• Strategies for Building Information Security Governance (member exclusive)

7) Asset Management and Budgeting

In the face of tight IT budgets, assessing the costs and benefits of educational tech projects is crucial. CoSN provides the tools to assist K-12 districts in estimating overall expenses and advantages, which aids in project assessment, validation and long-term viability. Grasping the complete computing expenses is vital for strategic planning, budgeting, and adapting to shifting needs and technologies.

• Explore CoSN resources on Value of Investment (VOI), Total Cost of Ownership (TCO), Asset Disposal, Lifecycle Replacement planning and more. 
• Budgeting, TCO & VOI
• Implementing Asset Management (member exclusive)
• Implementing Asset Disposal (member exclusive)

Lifecycle Replacement Planning (member exclusive)

8) Trusted Learning Environment Seal (TLE Seal)

The CoSN Trusted Learning Environment (TLE) Seal is the nation’s only privacy framework designed specifically for school systems. The TLE program helps K-12 schools and districts build strong, effective privacy programs and a culture of trust and transparency. 

• Access the TLE Self-Assessment tool.
• Preview the CoSN TLE Seal Application.

9) Fall Courses

CoSN’s online courses target the skill areas in CoSN’s Framework of Essential Skills of the K-12 CTO, offer CEA Credits for CETL® recertification, and access to course materials for a full year. Register now for Early Bird & Bulk Pricing discounts!

• Student Data Privacy: Laying the Foundation
• CETL Foundation
• Cybersecurity in K-12 Schools
• Project Management
• Cybersecurity Online Workshop 101

10) CoSN Blogs, Webinars and Podcasts

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Questions? Email Dr. Jill Brown of Professional Learning, jbrown@cosn.org.

Related: Schools are at a greater risk for cyberattacks than ever before

Click Here to Discover Some Innovative Ideas for School Libraries

Editor’s note: This article on digital citizenship in schools originally appeared on CoSN’s blog and is reposted here with permission.

Part of a Blog Series from the Emerging Technologies Committee Leveraging Technology for Improving School Wellness and Safety

Sometimes it feels as though social media has taken over the world. We live in an age of competing attention to hold our interest. If you have ever been in a K-12 classroom, you will see that it won’t take long for students to be distracted by the latest YouTube video or TikTok trend. We must find the balance in day to day interactions at school, work, and with family to focus on what is important at the time.

First, it is important to define a few terms. According to Virtual Library, digital citizenship is “engaging in appropriate and responsible behavior when using technology.” Digital literacy is the ability to find, evaluate, and communicate information using digital platforms. A digital footprint is the trace one leaves behind on the internet which can be from posting photos, videos, or text.

The Oshkosh Area School District (OASD) in Oshkosh, WI is actively addressing digital citizenship with students in their elementary, middle, and high schools. A team of library media specialists adapted the free Common Sense Media curriculum. They work with classroom or homeroom teachers to deliver monthly instruction based on various topics which include: media balance, online safety, digital footprint, cyberbullying, and more. Another option for other districts and schools could be to leverage their learning management system to push out lessons. Additionally, the OASD’s library media department promotes Digital Citizenship Week each October and shares a handout with families to promote conversation between parents/guardians and their students. 

It is important to note that Common Sense Media is not the only platform available. ISTE has a plethora of resources as well and emphasizes the benefits of using social media in the classroom. In Digital for Good Richard Culatta explains five qualities youth should develop in order to thrive and contribute as a good digital citizen. Additionally, #ICANHELP is a non-profit that focuses on helping students and educators to “lead, educate, and engage” in the positive power of social media. 

The Oshkosh Area School District also evaluates apps for curricular value and for data privacy. Teachers are able to request apps, extensions, and websites that they would like to use in the classroom with their students. First, the curricular team reviews the tool. If it is deemed appropriate, they send it to the technology integration team who reviews the Terms of Service and the Privacy Policy. Items that the team examines for each tool can include COPPA compliance, protection (or disclosure) of Personally Identifiable Information (PII), and compatibility with current technology. The resource will then be placed on an approved resources list and categorized as following: Green (district supported), Blue (approved but not supported), Yellow (approved with cautions), or Red (not approved). View more information on the Instructional Technology page from the Oshkosh Area School District website.

When families ask what resources are available, schools may refer them to Common Sense Media for Parents. Guardians are encouraged to engage in conversations with their children as to what apps they are using and who they are talking with online. Additionally, Google has offered Be Internet Awesome for internet safety. Often parents can change the settings on their child’s phone to regulate access. Cell phone and internet providers may also offer resources or tools. Ideas such as not allowing computers or phones to be charged overnight in bedrooms may be helpful.

Social media companies are also investing in ways to help children balance a healthy amount of social media. While TikTok has a Kids Mode for those under 13, they will be instituting time limits for children under 18.  After one hour of screen time, it will prompt teens for a passcode causing the user to have to actively decide whether to keep scrolling on the app. Of course, it will be up to the user and the family to input the correct age information when signing up for an account to take advantage of these settings.

In conclusion, schools should work with educators and families to ensure students have an awareness of their digital footprint and teach ways that social media can be positive. Students need time to learn appropriate digital skills and practice those skills inside and outside of the classroom. These digital literacy skills will help them to be college, career, and community ready. 

Related:
Is digital citizenship in schools the most important takeaway from distance learning?
Students need freedom to develop critical skills with edtech

Editor’s note: This blog post originally appeared on CoSN’s blog and is reposted here with permissions.

When it comes to students in the classroom, they want to feel ownership and control of their learning. According to the American Institutes for Research, encouraging student agency is beneficial because:

• students who believe their knowledge can grow over time perform better on IQ tests,
• those with a growth mindset are more likely to set academic goals focused on mastering content versus studying for a test score or course grade,
• students who set mastery-focused goals tend to process information in a deeper and more organized fashion, and
• the skills and behaviors that learner agency fosters are positively related to higher education and career outcomes.

During CoSN’s Driving K-12 Innovation 2022-23 cycle, our esteemed Advisory Board of about 100 educators and technologists agreed that learner agency is, indeed, one of the top three accelerators in education today. Download the 2023 Driving K-12 Innovation Report: Hurdles + Accelerators to learn more.

About learner agency

In CoSN’s 2023 Hurdles + Accelerators Report, we define Learner Agency as:

Learner Agency is a combination of the will and the skill to learn. It is about students as active choice-makers in their education and about reconceptualizing their role from that of “student” to that of “learner.” Combined with a strong learning environment, students are able to transform from order-takers to innovators, experience the state of “flow,” and learn far more authentically. In order for schools to facilitate learner agency, they must also encourage educator agency. Learner agency is essential for lifelong learning and requires a different approach to school structure and practices. Truly embracing learner agency will require transforming education systems. This Accelerator is deeply intertwined with Personalization.

It’s all about students as active choice-makers in their education; reconceptualizing their role from that of “student” to that of “learner.” Combined with a strong learning environment, students could transform from order-takers to innovators.

The negative effect of lack of learner agency

During our Driving K-12 Innovation Summit in February 2023, Advisory Board Member Marie Bjerede (E-mergents, Oregon, United States) shared a mini-deep dive into the world of Learner Agency, and why it is critically important for learners today.

Bjerede started her presentation by giving the vivid example of a girl named Gia and her love of reading:

“Imagine Gia: she has a little library under her mattress that she thinks her parents don’t know about. Past her bedtime, she devours the pages of Nancy Drew on thrilling adventures, cozy in her little nest under the covers. She thinks about how good she is at solving puzzles just like her hero.

She’s a little tired going to school in the morning, but wonderful news is waiting. Her class is going to have a reading challenge! Starting with a Wrinkle in Time, she’s given a list of great books to choose from. Her teacher shares that whoever reads the most pages each day will win a candy.

This is a challenge that she is up for, every evening, she forces herself to read just a bit extra, so that she can win the morning’s prize.

It worked.

The teacher was delighted to let her parents know that she read more pages than ever. Gia felt very proud, knowing she had worked hard. That night, it felt good for her to go to bed without the pressure of reading. She told herself that she would get back to Nancy Drew soon, but somehow school and activities just kept her too busy. Gia’s agency around reading diminished – instead of reading out of curiosity and enjoyment, she began reading for rewards and good grades.

Regrettably, it is more the rule than the exception that students work to earn grades rather than enjoying learning. They game the system to get the most award for the least effort. They are convinced that they wouldn’t work hard unless someone made them. And because they believe it to be true, it is.”

How learner agency empowers students

Bjerede further explained that learner agency is like Gia reading under the covers at night. Agentic learners, who take ownership of their learning and academic career, do so because they have both the will and the skill to do so.

• Will is the high-quality motivation that can be achieved in an environment where the learners’ base psychological needs – autonomy, mastery, and relatedness – are met.
• Skill refers to the quality of the learners’ ability to productively apply their motivation. Metacognitive skills include the ability to plan, monitor, evaluate, and make changes to their behaviors to confront challenges more effectively.

“When students have both the will and the skill, they often get to experience the thrill of being intrinsically motivated,” said Bjerede. “Of doing a task purely for the enjoyment or satisfaction of it, of experiencing a state of flow where time falls away, and they become engrossed in their task of working, for understanding or out of curiosity, instead of receiving rewards or avoiding punishments. When learner agency is engaged, the learners themselves become the most impactful accelerators.”

Watch Bjerede speak at Learner Agency at the Driving K-12 Innovation Summit 

Watch the full Summit recording

Visit the Driving K-12 Innovation webpage to read the 2023 reports, get free resources to help you drive innovation, and more.

CoSN is vendor neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes.

Related: Technology’s key role in personalization and differentiation

Editor’s note: This blog post originally appeared on CoSN’s blog and is reposted here with permissions.

Part of a Blog Series from the Emerging Technologies Committee Leveraging Technology for Improving School Wellness and Safety

The renewed focus on the whole student, specifically on social and emotional needs and growth (social emotional learning – SEL), is certainly a positive direction in K-12 education. Technology leaders and providers have answered the call, with the development or enhancement of digital content and resources to assist teachers and parents in promoting students’ growth. However, perhaps we as edtech and curriculum leaders are overlooking the value of other high impact avenues for addressing those needs.   

Alongside the increased focus on SEL, we have been working to leverage technology to promote more customized, or personalized, learning experiences. I see a distinct overlap between the objectives and outcomes of these two areas of focus. In my former district, leadership has been working for many years to develop paths for learning that optimize student choice and interest.

As an example, several years ago the district transformed coursework to offer personalized learning paths, focused on areas of emerging technology and industry trends. High schools began providing students customized coursework, with intensive areas of focus in career clusters such as health sciences, information technology, STEM, public safety, international law, performing arts and technology, and now even artificial intelligence. To date, the district offers students more than 60 different pathways to high-demand, high-skill, and high wage careers.

As research and practice predicted, students immersed in studies within areas of individual interests experienced secondary (or perhaps primary) benefits of growth in collaborative skills, problem solving, self-regulation, self-efficacy, i.e., social and emotional growth. Technology plays a key role. Teachers must rely heavily on technology to keep up with vetted content in these ever-emerging fields. In addition, the offered pathways are future-focused and in the epicenter of the emerging technologies that will define society’s future.  

The district stretched the skills and concepts of these emerging fields back into the middle and even elementary school content as well. For instance, in a cluster of schools where the high school offers an artificial intelligence (AI) focus, students as early as kindergarten are exposed to AI concepts as consumers. The AI content builds through the grades, helping students move from informed consumers to skilled developers and creators. The content by its very nature embeds supports for students to become effective contributors to society as well as promoting a sense of self worth and efficacy… again, social and emotional skills.  

While not all schools or districts are positioned to provide multiple course programs in an array of fields, all can seek to offer increased choice and personalized options to students. What might otherwise be a heavy lift for development can be eased by ready access to a wealth of digital content, increasingly sophisticated scheduling systems, computer-based curricula, etc. 

Technology now also provides unprecedented support in the design and delivery of more personalized learning experiences, down to the lesson level. Most learning management systems help teachers manage differentiated instruction by using performance data to automate the learning path, allowing students to receive just-in-time, personalized instruction. Through curriculum-based measurement and management tools, teachers can facilitate learning activities exactly where, how and and when students need them.  In fact, many if not most systems now incorporate SEL standards into those learning paths. These tools can truly change the way students learn. We know the myriad benefits for students who are continuously operating in their zone of proximal development, benefits that definitely support students’ social and emotional development. 

It is a struggle to meet all of the demands placed on K-12 education, and they are only growing. We serve ourselves and our students well to look for strategies and mechanisms that not only offer a high return on investment, but also hit multiple targets with a single arrow. The pairing of personalized learning and social emotional supports can be a great example. Let’s keep asking ourselves how we can leverage more customized, personalized, and therefore engaging learning opportunities to help our students grow in social constructs and emotional strength? 

EdTechNext 2023 Blog series:
Download the resource here. 

And listen to the Education meets the universe: The promise and the worry Webinar Archive organized by the Emerging Technologies Committee.

CoSN is vendor neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes.

Related:
5 to thrive: SEL resources to help students grow