An instrument for spotting the next edtech opportunity — generated ideas, each traced to the real-world signals behind it.
The evidence library — the raw signals the pipeline is watching across the education ecosystem. Every idea is built from these.
Students will be presenting environmental research projects they've spent the year developing during a virtual research showcase this Friday. We'll also be sharing highlights from our recent in-person International Science Fair, where young researchers came together to present their work, exchange ideas, and connect with peers from around the world. One of the most exciting aspects of the program is that selected students and their teacher/chapter leader receive scholarship support to attend the annual science fair. Please reach out if your are interested in attending the virtual event. submitted by /u/comicalsun [link] [comments]
I've been thinking a lot about how students are using AI tools like ChatGPT in their daytoday schoolwork. There's a real tension right now between two camps. Some educators and students feel like AI genuinely helps with breaking down complex topics, getting instant feedback, and exploring ideas faster. Others feel like it's quietly eroding the skills we actually want students to build: critical thinking, writing from scratch, working through frustration when something is hard. What I keep coming back to is whether the problem is the tool itself or how we're teaching students to use it. We don't ban calculators, but we still teach kids the underlying math. Could the same logic apply here? I'm curious what others have experienced, whether you're a teacher, student, or parent. Have you noticed a difference in how students engage with material when AI is involved? Are schools moving fast enough to set clear expectations, or are we mostly just reacting after the fact? I'd love to hear from
Bonjour, je fais des cours, exercices et simulation d’oraux pour les étudiants qui souhaitent faire le concours centrale universitaire dans la spécialité mécanique . J’ai pu le faire cette année et le réussir ! Intéressé MP submitted by /u/Big-Fan-339 [link] [comments]
My partner and I are designing a new school workshop aimed at Key Stage 2 (Year 5 & 6) students. We are blending ancient history, roleplay, and the Socratic method to transform abstract geometric concepts into visual physical puzzles. This is our first time running a session like this (we have been facilitators before, but not for kids) and we would love feedback on ideas and general tips for classroom management. For context, we are both pivoting academically from design to mathematics and physics for me, and classical studies for my partner, all at the OU. Logistics & Setup: 5-8 students, 60 minutes, students spend a day in Ancient Greece. We hand out "Tetractys" clay pendants at the door, and they let go of their student identities to become "Mathematikoi" (learners). To goal is to build conceptual fluency and mathematical oracy, not really teach Pythagoras' Theorem. By embedding the curriculum in a mystery, if a student makes a miscalculation, it’s a plot point in the story, not a
Already tried the obvious routes. My high school still technically exists but their admin office told me diploma reissuance isn't something they handle anymore and pointed me to the district. District pointed me to the state. Been at it for six weeks. What I need it for isn't complicated. My original got destroyed in a move and I just want a physical copy to display. Not for employment verification, not for anything official. Just something to have. Wondering if I'm missing something obvious. Has anyone dealt with a situation where the school exists but has basically stopped handling records requests? submitted by /u/Autotunize [link] [comments]
I'm sure this has been asked before, but if you could point me in the right direction I would greatly appreciate it. So I travel for work due to have a full time job. The money is good, but I don't want to do this forever. My goal is to get a degree in engineering. It's been a while since I was back in school and don't really know if any of my credits are still viable, so I don't mind retaking any classes, especially math courses. I don't want to quit my job just yet. Is there any online places I can start at with transferable credits where I can get all my foundational math, physics, etc. Out of the way? I know I will eventually have to attend class physically, but is there anything I can do in the meantime? Any online college or program recommendations would greatly appreciated. submitted by /u/IntroductionOne248 [link] [comments]
I always wondered what it was like back 50 or 60 years ago like back in the 1950s or 60s for kids that had learning disabilities. I know for kids with regular disabilities like Autism ADHD, Dyslexia. That many of them struggled and were had to work 75 times harder if they wanted to pass or succeed. My grandmother, who passed away in November. She taught third and fourth grade back in the 1950s. And I remember asking her what happened to kids who struggled and she told me that her superiors this was like back in 1955 or 56. She said that they would give the kids coloring books and she told me that she had one boy in her class who didn’t pay attention and her bosses just told her just don’t even bother with teaching him. Just give him a coloring book Or some building blocks. And even back then she felt really bad for him and she’s like no I’m not gonna treat him like a second class citizen I’m gonna challenge him just like all the other kids. obviously good on her. From what she told me,
I'm already seeing signs between parents pressure and students under social media stress they are saying dumb things like "I think I'm going to take a gap year vs transferring to 4 year." LET ME TELL YOU - this is the WORST year to take a gap year in the USA. You will NEVER have a better chance at getting max financial aid or getting into a college or uni that used to have a waitlist. If you just spent all last year pushing these students to be ready to transfer please call, email, or text them. If you are a recruiter and you've been AFK for a month, grab those students. Your hot potatoes are getting COLD. You have to keep poking them, encouraging them, and enticing them to be there for the greatest Fall 2026 of their life. And of course - FAFSA 26-27 is due by June 30th to receive Pell grants in time. So GET ON IT. (Sadly, standards have never been so lowered due to low birth rate 20 years ago and low amounts of people taking advantage of scholarships, fellowships, internships, and gr
I am sharing this on behalf of the publisher, but I really think that this book could fuel a much needed conversation in this community. The book is called The Honor Code: Students, Integrity, & Our Path Forward by Tim Plaehn. It just came out through ElectraCast Books. Tim spent ten years as Faculty Chair of a school Honor Council and over 30 years teaching, and the book walks through four real student honor cases in full detail—what happened, what the hearing looked like, and what came after. What makes it different from the usual "kids these days" hand-wringing is that it's actually grounded in what happens inside these situations. He's not theorizing. He was the person deciding outcomes. For anyone in this sub dealing with the AI cheating wave right now, he makes a pretty compelling case that detection tools and zero-tolerance policies are treating the symptom, not the cause. The real fix is culture — and the book gets specific about what that actually looks like in practice. Avail
Last year, our company, Algae Research Supply was awarded a phase 1A Small Business Innovative Research Grant by the Department of Education. More than half of the world's photosynthesis is preformed by microalgae in the ocean, and in turn more than 90% of the strains of algae have remained undiscovered and uncharacterized. We are building a hands-on microbiology program where students isolate living algae from real samples and log their findings to a national science platform, all funded by the U.S. Department of Education. Phase I results: 117 kits shipped, nearly 300 students, real gains in science confidence, and our teachers even helped uncover algae strains with antimicrobial activity. Now we are recruiting teachers to prototype. Should we be awarded the grant, phase 2 will include several rounds over the next two years, and every selected teacher gets a free kit and full materials. If you are interested, please reply below for DM us for a link to the information site! submitted
What happens when students are challenged to turn $1 into $100 in just one week? In 1 to 100, Alabama CEO students take on a challenge that pushes them far beyond the classroom. With only one dollar to start, they must think creatively, communicate confidently, solve real problems, and take action. What unfolds is more than a business competition. It is a story of transformation. Over the course of one week, these students build businesses, face rejection, adapt under pressure, and discover strengths they did not know they had. Many earned more in one week than most adults make in a month. But the real outcome goes deeper than money. Confidence grows. Mindsets shift. Students begin to see themselves differently. 1 to 100 captures the power of experiential learning and the impact a community can have when it invests in young people. submitted by /u/i_am_daniel_wilson [link] [comments]
I've been thinking about this a lot lately and wanted to get some perspectives from teachers, students, and parents here. It feels like there's a real shift happening in how learners tackle challenging material, and I'm not sure it's entirely for the better. A few years ago, struggling through a hard problem was kind of the point. That friction was where the actual learning happened. Now it seems like the default response to difficulty is to immediately turn to an AI tool for the answer, or at least a strong hint. The effort threshold before seeking help has dropped dramatically. What worries me isn't that students use AI, but that they may be losing their tolerance for productive struggle. Working through confusion is a skill in itself, and it seems like it's getting bypassed more and more. Have educators here noticed changes in how students handle frustration or ambiguity compared to even two or three years ago? Are there strategies that have actually helped students stay engaged wit
Complex problem solving. Critical thinking and creativity. People management and collaboration. Do you agree? submitted by /u/SubjectBear657 [link] [comments]
I found out recently that my state doesn't require automatic retrieval of simple multiplication by end of 3rd grade. I'm genuinely curious how that works. I would imagine students who don't have multiplication table fully memorized would forget even more so during summer. If it takes several seconds of thinking to get 8 x 7, then how do you teach them, multiplication, long division, let alone..... fraction....?? submitted by /u/Common_Perception807 [link] [comments]
Just read an article about how there is a double standard around AI - with a lot of educational facilities (schools, colleges, and universities) rejecting it and forcing students to complete their work without using AI, so far as to face significant disciplinary action. On the flip side, corporate jobs recruiting basically have all their resources in developing AI solutions for their companies and proving upper management right now matter what, which is driving the dynamic that all hires need to have experience with AI at the least, and ideally being proficient in leveraging tools and understanding AI. Personally, I understand the college side of it because they want the kids to think and hone that side of their mind, not just plug questions in and get answers out. (I, myself, didn’t realize the real reason why we learn things all along the way until the very end of college - it’s not about the information 95-99% of the time. It’s about the students ability to understand it,using diffe
Hello! I am apart of the generation that never learned phonics, I was taught to memorize my words and eventually became well read and read 60+ books a year. I have zero problems understanding literature and analyzing text, and words that I cannot pronounce, I can understand the meaning behind them through context clues, etc. I KNOW HOW TO READ! (Kinda… lmao see later) My problem is PRONUNCIATION!!! I don’t read aloud a lot, and recently I just started reading a book to myself and realized, holy shit, I can’t pronounce these words and I also don’t know how to. I am missing the phonetic knowledge to properly sound words out. For example, here are some words I know how to say from memorizing but I would pronounce like this prior to hearing it correctly: hyperbole → “hyper-bowl” instead of “hy-PER-buh-lee” epitome → “epi-tome” instead of “eh-PIT-uh-mee” segue → “seg” instead of “SEG-way” facade → “fuh-kade” instead of “fuh-SAHD” I could not tell you why those words are pronounced that way.
So I failed my entire chemistry class, I’m not missing any credits because I’ll get another science class next year, do I still have to go to the regents test for it? submitted by /u/Outrageous-Gift7819 [link] [comments]
Hello, I’m a 16M, and I am working on creating mental health initiatives at my school. As the junior class vice president and someone who has struggled with mental health, I want to help others. I’m thinking of collaborating with our mental health club to make videos about the signs and symptoms of depression or anxiety, along with some ways to support a friend. I also want to develop a buddy system for students who feel isolated. I plan to have students take leadership roles to assist those who feel left out. This could involve a Google form where students feeling lonely can ask for help, and then they would be matched with a buddy. I’d love to hear if anyone has additional ideas or advice on how I can implement this. submitted by /u/WPJHtx [link] [comments]
I am 16 years old and my dream is to pursue a higher education, or be able to learn understand and know about difficult subjects, this dream of mine is motivated by the fact that, due to financial struggles, i have not been able to attend school or any sort of educational curriculum ever since primary school, which created a lot of insecurity surrounding my education or critical thinking abilities. i have always thought of myself as pretty dumb or average and ever since i couldn't go to school it made me feel even worst about what im intellectually capable of achieving. i want to be able to do hard things and i want to be able to pursue a higher education and challenge myself, but i believe or i feel that its not possible for me to get to that level with a different learning experience, i dont have any guidance, or a environment that helps point out and correct my personal mistakes, or a environment to discuss subjects with people who have more experience. ……… I plan to take a GED in r
Curiosity vs fear submitted by /u/SubjectBear657 [link] [comments]
submitted by /u/Weird_Pair4899 [link] [comments]
I've recently been accepted into a Masters program to study Higher Education and Administration, and I'm wondering if the degree is worth it? I already have a masters in Secondary Education, and have been a secondary teacher for 4 years. I'm ready to transition into a college academic advising, student success, or career advising role. I'm willing to take an available position that might not be related to these just to get my foot in the door, and gain experience needed that will equip me for more desirable roles in the future. I'm just ready to move on from the high school environment, but sincerely passionate about supporting young adults in higher level education. I've read that you don't necessarily need a masters in a particular field to work in higher education, but have also come across hiring managers who say they don't even consider hiring applicants who do not have a MA in Higher Ed. I've been applying for lower level positions at my local colleges/universities but I'm hoping
Ive always had a lot of absences except for 2nd to 1st grade, the limit is 100 absences and in 3rd grade i ended up having 216, in 4th 251, in 5th 122 and in 6th grade 99.. in like 4th to fifth grade i had a surgery and was absent for a while though so i had that excused. I usually have 98-99 absences in a school year now, which id say is way better than how it was back then but could still be improved.. i have 6 classes every weekday except for friday thats when i have five classes.. how many absences should i be having? submitted by /u/xXTouhouPenisGod3Xx [link] [comments]
I've been thinking a lot about this lately and wanted some honest perspectives from teachers, students, and parents. AI tools like ChatGPT are everywhere in schools now. Some students use them as a genuine study aid, asking followup questions, checking their understanding, working through problems step by step. But a lot of students seem to be using them to skip the thinking entirely, paste in an assignment prompt and copy whatever comes out. The thing is, struggling with hard material is kind of the point. That productive frustration is where a lot of real learning happens. When AI removes that friction completely, are students actually building any skills, or just getting grades without the growth? I've also seen teachers mention they want to stop relying on AI detection tools because it shifts focus away from actual teaching. That resonates with me. So I'm curious what people here think. Have you seen AI genuinely improve how a student understands something? Or does it mostly functi
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