Ethical issues often arise in K-12 environments when new technologies are adopted before they have been validated through evidence-based research. There is a pressing need for an emerging technologies implementation model that incorporates anticipatory ethics in addition to traditional concerns. Presented are a case study of a recent, failed implementation and models from other fields that could be used to develop a set of ethical principles to be used by K-12 educational technologists.

The emergence of transformer architectures in 2017 triggered a breakthrough in machine learning that today lets anyone create computer-generated essays, stories, pictures, music, videos, and programs from high-level prompts in natural language, all without the need to code. That has stimulated fervent discussion among educators about the implications of generative AI systems for curricula and teaching methods across a broad range of subjects. It has also raised questions of how to understand both these systems and the at times overstated claims made for them. This class will introduce the foundations of generative AI technology, and participants will explore new opportunities it enables for K–12 education. It will also describe and explore how an analytical frame of mind can help make clear the core issues underlying both the successes and failures of these systems. Much of the work will be project-based, involving implementing innovative teaching and learning tools and testing these with K–12 students and teachers.

On Thursday, January 26, 2023, #GoOpen held a public webinar titled, “How Open Educational Resources Can Support Digital Equity in Your State”.  The session dove into the benefits of OER for digital equity, including hearing the perspective of a state that has invested in OER to promote equity. Featuring Connecticut education leader Doug Casey, the session provided specific examples of how participants might take action in their states to craft Digital Equity Plans that can leverage OER to support equity and capitalize on improved digital infrastructure.

Patrick Winston’s How to Speak talk has been an MIT tradition for over 40 years. Offered every January during the Independent Activities Period (IAP), usually to overflow crowds, the talk is intended to improve your speaking ability in critical situations by teaching you a few heuristic rules. Professor Winston’s collection of rules is presented along with examples of their application in job-interview talks, thesis defenses, oral examinations, and lectures.
About Professor Winston
A professor at MIT for almost 50 years, Patrick Winston was director of MIT’s Artificial Intelligence Laboratory from 1972 to 1997 before it merged with the Laboratory for Computer Science to become MIT’s Computer Science and Artificial Intelligence Laboratory (CSAIL). He led CSAIL’s Genesis Research Group, which focused on developing a computational account of human intelligence and how human intelligence differs from that of other species, with special attention to modeling human story comprehension. Professor Winston passed away on July 19, 2019.

This module is for Education Science majors specializing in Educational Technology, and those specifically interested in educational technology and instructional design. This module seeks to inform students about why accessibility is an essential consideration when developing online learning materials and how it manifests in online learning environments as well as provide a learning activity. In this learning activity, students will analyze their own online courses they are enrolled in and assess accessibility in their content.

Module DescriptionThis educational module provides an engaging introduction to two pivotal topics within the field of information technology: Machine Learning and Data Science. Designed for students, the module emphasizes the practical applications, processes, and ethical considerations of these technologies while equipping learners with the foundational knowledge necessary to understand their roles in today’s data-driven world. By exploring both machine learning and data science, students will gain insights into how these fields work together to drive innovation across various industries.Section 1: Machine LearningMachine learning is a branch of artificial intelligence that enables systems to learn from data and make predictions without being explicitly programmed. This section will highlight its transformative impact on industries such as healthcare, finance, and entertainment, demonstrating the increasing relevance of machine learning in everyday applications.Section 2: Data ScienceData science is an interdisciplinary field that combines statistics, computer science, and domain expertise to derive insights from data. This section will explain how data science underpins machine learning by ensuring that data is collected, cleaned, and analyzed effectively.

This blog post, written by Frieda Reichsman, discusses how educators can implement three-dimensional teaching methods into classrooms and meet the Next Generation Science Standards. The article introduces the 3D Teacher Moves Table, a lesson-planning tool created by Hedi Lauffer at Wisconsin Fast Plants, as a guide for high school biology teachers to use when developing lessons and curricula to support students' data analysis skills. Additionally, this article introduces a lesson investigation using Fast Plants and data analysis, where educators can implement the 3D Teacher Moves Table. The Biological Variation in Fast Plants Lesson Plan can be available to view separately.

"Integrating Bloom's Digital Taxonomy in Teaching Practices" is a 4-week course designed for preservice teachers to learn how to apply Bloom's Digital Taxonomy in the classroom. The course emphasizes using digital tools to support each level of the taxonomy, from basic recall to creative production. Through hands-on activities, multimedia projects, and lesson planning, participants will gain practical skills in integrating technology to enhance student engagement and cognitive development. The course is structured around learning theories and Gagné’s 9 Events of Instruction, ensuring a well-rounded, effective learning experience.

Knowing instructors have experiential knowledge of discipline-specific information and instruction success rates, this course is intended to convey an alternative to face-to-face instruction and aims to increase the commitment and desire of faculty to utilize online tools for instruction. Users I make no assumption about age or gender of learners; however, educational discipline and background are acknowledged, as well as the assumption that faculty have the knowledge to effectively operate a smart deviceSelf-Paced Study this course can be utilized as self-paced and focused on only those tools best suited according to discipline. Learning Objectives ​​​​​​​Learners will choose commonly utilized tools, technology and/or digital sources and identify technology(s) support of blended or fully online environment.Learners will use a technology evaluation rubric to evaluate a technology tool selected to meet a specific learning goal.Learners will develop a Technology Integration Professional Development Plan that will include their areas of need and a desire of use.

The goal of this module is to give teachers an overview of the basic considerations concerning integrating technology in the classroom to meet the needs of all learners.
Users:
Higher Education Instructors: This module could be integrated into a content area course or used as a mini course on technology integration.
Librarians: This module could be used as an in-service tool to introduce teachers to technology integration, library resources and how the librarian and teacher can work together to select, implement, and assess technology to enhance student learning.
Self-Paced Study: Anyone can work through the module at their own pace for professional development.

The goal of this module is to give teachers an overview of the basic considerations concerning integrating technology in the classroom to meet the needs of all learners.

The learner will assess their access to technology and their personal beliefs and attitudes about technology.
Learning Objectives

The learner will examine two models of technology integration.

TPACK - Technological Pedagogical Content Knowledge

SAMR Model of Technology Integration

The Common Core Standards that are related to technology and digital media will be examined.

Learners will choose a common core standard that suggests using technology and/or digital sources of information and identify technology(s) that will support the standard and enhance the learning environment. The focus will be on selecting technology for the content area (TK and CK) and determine the level of SAMR addressed in the application of the technology

Learners will reflect on best practices for maximizing using technology

Learners will use a technology evaluation rubric to evaluate a technology tool selected to meet a specific learning goal.

Learners will examine the important considerations regarding ethical and safe use of technology and Internet use.

Learners will examine and evaluate the “Privacy Policy” of two educational game companies.

Learners will develop a Technology Integration Professional Development Plan that will include their areas of need and a timeline and resources (network/PLC).

Knowing instructors have experiential knowledge of discipline-specific information and instruction success rates, this course is intended to convey an alternative to face-to-face instruction and aims to increase the commitment and desire of faculty to utilize online tools for instruction. Users I make no assumption about age or gender of learners; however, educational discipline and background are acknowledged, as well as the assumption that faculty have the knowledge to effectively operate a smart deviceSelf-Paced Study this course can be utilized as self-paced and focused on only those tools best suited according to discipline. Learning Objectives Learners will choose commonly utilized tools, technology and/or digital sources and identify technology(s) support of blended or fully online environment.Learners will use a technology evaluation rubric to evaluate a technology tool selected to meet a specific learning goal.Learners will develop a Technology Integration Professional Development Plan that will include their areas of need and a desire of use.

This module is an introduction to integrating technology in K-12 classrooms for the pre-service and in-service teacher. The goal of this module is to give teachers an overview of the basic considerations concerning integrating technology in the classroom to meet the needs of all learners. The learner will assess their access to technology and their personal beliefs and attitudes about technology The learner will examine two models of technology integration. TPACK - Technological Pedagogical Content Knowledge SAMR Model of Technology Integration The Common Core Standards that are related to technology and digital media will be examined. Learners will choose a common core standard that suggests using technology and/or digital sources of information and identify technology(s) that will support the standard and enhance the learning environment. The focus will be on selecting technology for the content area (TK and CK) and determine the level of SAMR addressed in the application of the technology Learners will reflect on best practices for maximizing using technology Learners will use a technology evaluation rubric to evaluate a technology tool selected to meet a specific learning goal. Learners will examine the important considerations regarding ethical and safe use of technology and Internet use. Learners will examine and evaluate the “Privacy Policy” of two educational game companies. Learners will develop a Technology Integration Professional Development Plan that will include their areas of need and a timeline and resources (network/PLC).

This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed to support your blended teaching practice. Then you will be introduced to four key competencies for blended teaching:

Online Integration – ability to effectively combine online instruction with in-person instruction.
Data Practices – ability to use digital tools to monitor student activity and performance in order to guide student growth.
Personalizing Instruction – ability to implement a learning environment that allows for student customization of goals, pace, and/or learning path.
Online Interaction – ability to facilitate online interactions with and between students

KICTCFT - The teacher must have deep knowledge of their subject's syllabus and the ability to apply it flexibly using ICT tools and resources. Specific Objectives: By the end of the unit you should be able to, 1] Access digital resources and use them to support learning 2] Evaluate a selection of digital teaching and learning resources in line with the set curriculum standards, 3] Use ICT Tools to develop lesson plans that align the digital resources to the teaching and learning goals as articulated in the set curriculum standards.

Integrate the fun of video into your classroom with these fun learning activities. Adaptable for different ages and subjects, the video projects can be as simple or elaborate as time, resources, and creativity allow. These creative activities can be customized to meet specific student learning outcomes, goals, and objectives. 

"Learning to Teach Online" is an open educational resource available to anyone with an interest in designing high quality online teaching and learning experiences for K-12 students. It is a self-paced course, designed to meet the needs of preservice teachers in Ontario, Canada and particularly those enrolled in the Bachelor of Education program at the University of Ottawa Faculty of Education. The course is composed of six modules (Relationships, Equity & Accessibility, Planning, Assessment, Modelling Norms, and Standards of Practice). Each module is designed around a central theme, practice, or idea. Generally, each module takes about two hours to complete. Estimated reading, reflection and practice times are provided at the start of modules 1-6.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"In a civil engineering class in Ireland, college students take their seats, open their tablets, cell phones, or laptops, and choose jerseys. They’re gearing up for a mad dash across Europe – cycling hard over hills and speeding through valleys – as they compete for best standing in Le Tour de France. To win the race, they need to answer questions on topics like structural engineering and stress analysis. But the game isn’t really about winning – it’s about making learning more effective, interactive, and fun. Designed by University College Dublin civil engineering professor Arturo Gonzalez, ‘Surviving Le Tour de France’ is a real-time assessment tool that improves the educational experience of both students and teachers alike. It works like this. A teacher prepares lectures and accompanying questions, which are delivered in stages. Each stage corresponds to a different leg of a simulated cyclist race that progresses over the course of a semester..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.