Learning Unleashed: ISTE Podcast

Are we ready to teach our students how to embrace the promise and avoid the perils of generative AI? This discussion explores how we can help students understand and use AI responsibly and creatively. We review practical strategies and real-life examples to help anyone interested in helping students navigate the exciting world of generative AI while making ethical choices.

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Jennifer LaGarde is a lifelong teacher and learner with over 20 years in public education. Her educational passions include leveraging technology to help students develop authentic reading lives, meeting the unique needs of students living in poverty and helping learners (of all ages) discern fact from fiction in the information they consume. A huge fan of YA Literature, Jennifer currently lives, works, reads and drinks lots of coffee in Olympia, Washington. Follow her adventures at www.librarygirl.net or on Twitter @jenniferlagarde.

For decades, we've been writing about, discussing, and preparing for 21st-century teaching and learning. Now it looks like that moment is finally here, and the possibilities are more exciting than we imagined. We talked with an educator and researcher completing a study of how generative AI empowers teachers and students to do what was unachievable until now.

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Dr. Helen Crompton is an Associate Professor of Instructional Technology, at Old Dominion University (ODU). She is the Director of the Virtual Reality Lab and the Technology Enhanced Learning Lab (TELL) at ODU. She draws from over 25 years in education and a Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel Hill. Crompton is on Stanford’s list of the top 2% of scientists in the world, and she has received numerous awards in the USA and her home country England for her work in technology integration, including the SCHEV award for the Outstanding Professor of Virginia. She is a consultant for various governments and bilateral and multilateral organizations, such as the United Nations and the World Bank on educational technology topics. She also consults for organizations, such as the International Society for Technology in Education (ISTE). Dr. Crompton has published over 150 articles on technology integration including authoring publications for the United Nations, the World Bank, and ISTE.

The practice and methods of communication are evolving rapidly, challenging educators to find new ways to teach the skill. This discussion explores innovative ways to help kids become creative communicators.

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Kristin Harrington is an edtech coach for Flagler County School District in Palm Coast, Florida. Harrington is a PLN Leader for the ISTE Learning Spaces Network and the 2020 ISTE Edtech Coaches PLN Award recipient. She is also the co-founder of Edcamp St. Augustine and Edcamp Flagler, and she co-moderates #FLedChat on Twitter. As an adjunct professor, she’s developed a deeper knowledge and appreciation for what it takes for students to succeed beyond high school and is passionate about sharing this information with others.

In this discussion, we explore the emerging link between AI and makerspaces and the need to nurture and teach the cross-discipline skills that bridge these instructional tools.

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Caroline Haebig’s expertise is centered on developing innovative coaching practices to support productivity, efficiency, and engagement. Caroline designs and leads professional learning and training nationwide.

As a specialty, Caroline leverages digital learning technologies and platforms in her coaching and leadership work. Caroline started her career as a classroom educator before advancing to district-wide administrative and coaching positions expanding her work to an organizational level, expanding to developing non-education industry partnerships, focusing on computational and design thinking and maker learning.

In her educational administrative roles, Caroline has successfully led teams working toward multi-grade, system-wide implementations of 1:1 devices, as well as productivity and collaboration platforms.

Few of us have time to keep up with new teaching practices and technologies. In this segment, we discuss how exploring AI with students during class can reduce stress, decrease our workload and open new possibilities for teaching and learning.

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Rachelle Dene Poth is an accomplished edtech consultant, presenter, author, blogger and teacher. She currently teaches Spanish and a course on emerging tech that covers AR/VR, artificial intelligence, coding, gaming, digital citizenship, video animation and more. She presents regularly at conferences on technology and ways to drive student learning. Poth is the president of the ISTE Teacher Education Network and serves on the leadership team for the ISTE Mobile Learning Network. At ISTE19, she received the Making IT Happen Award and a Presidential Gold Award for volunteer service to education. She’s a Buncee Ambassador, Edmodo Certified Trainer, Nearpod Certified Educator and PioNear, Microsoft Innovative Educator Expert and Google Certified Educator Levels I and II. Poth is the author of In Other Words: Quotes That Push Our Thinking, The Future Is Now: Looking Back to Move Ahead and Unconventional Ways to THRIVE in EDU. She’s a contributing author to Education Write Now, Volume 3; several volumes of the Edumatch book Snapshot in Education; and the ISTE book Gamify Literacy. Poth is a regular blogger for Getting Smart and DefinedSTEM.

When education technology evolves quickly or takes a sudden leap, schools, school leaders, and educators can find it challenging to decide how to respond. Our guest explains why the best initial response is an inclusive conversation.

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Carrie Rogers-Whitehead founded Digital Respons-Ability, which works with educators, parents and students to teach digital citizenship. Her company provides training to tens of thousands of students, parents, and educators across Utah and beyond. Carrie is also the author of several books, including Deepening Digital Citizenship (ISTE, 2022) with Vanessa Monterosa and Digital Citizenship: Teaching

Tutoring is one of the most effective strategies for accelerating learning in the wake of the pandemic. The In-Class Flip is a strategy that lets teachers restructure class time to give more one-on-one attention to each student.

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Get the Book: In-Class Flip

Martha A. Ramírez is an English instructor in the Department of Languages and Culture at Universidad de Los Andes. She has a bachelor’s degree in foreign languages from the National Pedagogical University and a master’s degree in education from the University of Los Andes. She’s a master teacher for the Flipped Learning Global Initiative (FLGI), and an expert in the Flipped Learning Level II course and the FLGI Differentiation Certification course. She served as a volunteer coordinator for Electronic Village Online (EVO; TESOL initiative) for four years, and has been a virtual moderator of the Flipped Learning EVO session since 2016. Ramirez has participated in several national and international flipped learning projects, including those at La Universidad de Los Andes, Universidad Externado, Pontificia Universidad Católica de Ecuador and University of Oregon. Currently, Ramirez is part of a research group on bilingualism and multilingualism in the Andes, studying growth mentality and applying flipped learning to her research projects.

Carolina R. Buitrago has been an EFL teacher for over 20 years. She currently works as a professor and researcher at Institución Universitaria Colombo Americana–UNICA. Buitrago is a master teacher for the Flipped Learning Global Initiative, and was recently named to the FLGI 50, a list of the top 50 flipped learning leaders in higher education worldwide. She is also one of 49 international delegates who participated in the revision and evaluation of the Global Standards for Flipped Learning. Buitrago co-led the project “Flipping English learning, improving our 21st century Colombian learners’ outcomes through technology and autonomy,” which won the BETT Education and Technology in Higher Education Award in 2015. She also led the planning team for FlipTech Latam 2019. Buitrago has served on the board of the Flipped Learning Network since 2021.

We’re all discovering that the post-pandemic classroom requires greater flexibility to meet the broader spectrum of student needs. Our guests explain how the UDL framework can help us provide the flexibility to personalize instruction, reduce the need for IEPs and restore a love for learning. They assure us that most good teachers are already using elements of UDL and offer resources for assessing and building on what we are already doing right.

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Get the Book: Liven Up Your Library

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Kendra Grant (@KendraFGrant) has held many roles in education, including teacher, district special education coordinator, and assistive technology (AT) specialist for a large school district. She was also the owner of a professional learning company delivering large-scale technology implementation across North America. Grant recently moved into corporate training with the goal of creating a more inclusive workplace built upon Universal Design for Learning. Grant holds a master’s of educational technology (MET) from the University of British Columbia and is a Certified Training and Development Professional (CTDP).

Luis Pérez (@eyeonaxs) is a technical assistance specialist at CAST. He holds a doctorate in special education and a master’s degree in instructional technology from the University of South Florida. He was selected as an Apple Distinguished Educator (ADE) in 2009 and as a Google in Education Certified Educator in 2014. More recently, Pérez was recognized with an ISTE Making It Happen award. He is past president of ISTE’s Inclusive Learning Network, which named him its 2016 Outstanding Inclusive Educator. In addition to Dive Into UDL (ISTE), Pérez is also the author of Learning on the Go (CAST Publishing).

We invest much time, energy, and resources in getting elementary students to read, but that effort often wanes as we approach middle school and high school. Join us as we zero in on the challenges of inspiring teens and tweens to continue to love reading and how school librarians can help.

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Get the Book: Liven Up Your Library

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Valerie Tagoe is a high school librarian in Texas. She’s a winner of the S. Janice Kee Award from Texas Woman’s University, and a past president of the Dallas Association of School Librarians. Valerie has 20 years of experience in education and libraries. She holds a bachelor’s in French, with a minor in History, from the University of Oklahoma; a Master’s of Bilingual Education from Southern Methodist University; and an MLS from Texas Woman’s University. Valerie is also involved in the American Library Association and the Texas Library Association. I am excited to learn more about Data Science through the LEADING Fellowship and plan to apply what I learn to my work as a school librarian. I also plan to share Data Science concepts from the LEADING Fellowship with colleagues through professional development sessions, and with students via instruction in Advanced Placement program classes such as AP Seminar and AP Research.

Julia E. Torres is a veteran language arts teacher and librarian in Denver Public schools. As a teacher/activist committed to education as a practice of freedom, her practice is grounded in the work of empowering students to use language arts to fuel resistance and positive social transformation. Julia was awarded the 2020 National Council of Teachers of English (NCTE) Teacher of Excellence award and currently serves teachers as part of the Assembly on Literature for Adolescents of NCTE board of directors. Julia facilitates workshops and professional conversations about anti-bias/anti-racist education, social justice, and culturally sustaining pedagogies in language arts, as well as digital literacy and librarianship. Her work has been featured in several publications, including NCTE’s Council Chronicle, NPR, Al Jazeera’s The Stream, PBS Education, KQED’s MindShift, New York Times Learning Network, the Chicago Tribune, Association for Supervision and Curriculum Development’s Education Update, Rethinking Schools, School Library Journal, and many more.

Many of us hope we can get back to normal this school year, but some educators are doubling down on blended learning even if the pandemic is "over." In this episode, our guest explains why many teachers are not going back to traditional teaching and how blended learning makes her a more confident and effective teacher.

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Get the Book: The Perfect Blend

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Michele Eaton is the director of virtual and blended learning for the MSD of Wayne Township in Indianapolis, Indiana. She focuses on staff and course development for Achieve Virtual Education Academy and the district’s various blended initiatives and programs, from elementary to adult education. Eaton is a Consortium for School Networking (CoSN) Certified Education Technology Leader (CETL) and 2016 Next Generation Leader, 2018 EdWeek Leader to Learn From, president-elect of the ISTE Online Learning Network, conference chair for Indiana Connected Educators (an ISTE affiliate), member of the EdTech Heroes and moderator for the #INeLearn chat.