54 articles
A Getting Smart article explores the research behind virtual field trips, aiming to replicate the benefits of traditional field trips like fostering empathy and sparking curiosity. It provides a framework for educators to design engaging virtual experiences that expand access and deepen student learning, offering a practical guide for leaders seeking to enhance educational opportunities.
A recent California law regarding AI use in education aims to keep teachers central to the learning process. While AI tools can assist with lesson preparation, instructors still need to critically evaluate and adapt materials based on student feedback and their own experience. The article emphasizes the vital role of teachers’ judgment and responsiveness in the classroom.
A student in an online accounting course unexpectedly praised the instructor’s Canvas homepage design during a Zoom call. He had taken screenshots to share with a former professor, demonstrating a positive and engaging learning experience. The article explores this unexpected feedback and the importance of course design.
Heart of Oregon Corps demonstrates a 25-year commitment to connecting young people facing significant barriers with paid work, credentials, and career opportunities. This “Steward Stories” article highlights the trust-based relationships and community partnerships that have built a successful workforce and learning ecosystem. It offers valuable lessons for education leaders focused on partnership design, sustainable funding, and creating dignified career pathways.
Aldine ISD’s HEAL Center expands healthcare pathways through community voice, industry partnership, and real-world learning. The post How One District Answered 13,000 Voices appeared first on Getting Smart.
AI tools like Einstein highlight pre-existing issues in assessment practices, rather than breaking them. The focus should be on fostering student thinking and understanding, and addressing weaknesses in how learning is evaluated, not simply banning AI.
Chris Unger honors Jon Ketler, founder of the Tacoma School of the Arts, in a Getting Smart tribute. The piece explores Ketler’s visionary approach to school design and demonstrates how one person’s initiative can impact education systems. It serves as both a remembrance and an inspiration for education leaders.
The article from Faculty Focus discusses the challenges facing higher education institutions and explores how they can foster innovation. It highlights the importance of recognizing and supporting innovative part-time instructors to help universities and colleges remain relevant and impactful in society.
Eric Tucker argues that the unchecked use of AI in education poses a risk, not AI itself. The key issue is a lack of proportionate governance, where consequential AI decisions (like graduation) aren’t given the same scrutiny as less impactful tools. The article proposes a framework for leaders and educators to protect learners while encouraging innovation in the age of AI.
A Faculty Focus article discusses how faculty aren’t against technology, but are struggling to keep up with its rapid pace. They face a constant stream of new digital tools and platforms, including learning systems, AI policies, and security updates, leading to overwhelm. The piece offers insights from an IT perspective, aiming to help faculty navigate these changes.
Karen Pittman and Merita Irby explored community intermediaries to identify what’s needed to build a learning ecosystem. They found trust, time, and the ability to translate ideas are crucial. This contrasts with traditional system leadership and is essential reading for those aiming to integrate education, youth development, and workforce systems.
Why honest naming matters in education redesign: distinguish R&D from implementation so leaders scale learning, not assumptions. The post When Scale Gets Ahead of Learning appeared first on Getting Smart.
Course design often focuses on logistical tasks like accessibility and alignment, transforming it into a transactional process. Faculty Focus contributors emphasize that effective course design should be a relational practice, prioritizing connection and care rather than solely focusing on workflow.