teachers

My Reflections, Balance is the Key

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This series began with a simple but uncomfortable question: Is tech really the problem, or could it be something else? The teachers care, the students can learn with technology, and technology isn’t inherently bad.

However, the system moved faster than the support.

Across these past few weeks through these posts, we’ve explored how learning science favors retrieval, explanation, and production; how screen use is complex and nuanced; how professional development was often the missing bridge; and how teachers are still finding ways, quietly and creatively, to make learning meaningful within real constraints. It’s not easy, but teachers are doing it.

If there’s one thread that connects it all, it’s this: education doesn’t fail because educators fail. It falters when tools, policies, and expectations lack the support the systems need to sustain them.

Teachers were asked to learn and integrate platforms without pedagogy, manage mandates, and personalize learning without time. And yet, classrooms remain places where curiosity, care, and learning persist. We need to support this with pedagogy and giving time.

This series was never meant to argue for less technology or more technology. It was meant to argue for better use, grounded in research, shaped by pedagogy, and tempered by reality. Balance doesn’t come from extremes. It comes from thoughtful choices, small shifts, and shared responsibility.

Let me leave you with some final thoughts of hope.

Hope lives in teachers who start small.
Hope lives in students who explain their thinking.
Hope lives in leaders who listen before they buy or jump to a new mandate.

And hope lives in the understanding that change doesn’t require perfection: it requires intention.

If this series sparks conversation, reflection, or even quiet validation for someone navigating these tensions, then it has done its job.

A final question: What if we centered learning over tools, trends, or timelines? What could education become?

What Teachers Can Do Now (Without Burning Out)

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Post 5 in the Teaching in a Digital Age series. See previous post.

After research, reflection, and hard truths, the question many teachers are left with is a simple one:

What can I actually do, right now, without adding more to my plate?

It’s the question we are often asking ourselves. This post isn’t about sweeping reform or perfect implementation. It’s about small, realistic shifts that rebalance technology use, protect teacher energy, and put learning back where it belongs: with students. As they say, the person doing the work is the person who is learning.

Start With Choice Boards (Without Overthinking Them)

If you’ve read my blog long enough, you know that I am a fan of choice boards. But choice boards don’t have to be complicated or beautifully designed. In fact, many teachers already use a version of them without calling them that: a “must do” and “may do” list.

A simple way to begin, and what I do:

  1. Choose the skill you want students to practice or master.
  2. List familiar ways students can show understanding (write, draw, explain, build, record).
  3. Decide how students will share—digitally or not.

That’s it. I’m a fan of having students share their work, not just turn it in.

The focus stays on skills and mastery, not the tool. Technology becomes an option, not the driver. A student might choose to draw a model, make a poster, record an explanation, design a game, or write a short reflection. Over time, these low-tech options can naturally lead to digital creation, but only when it makes sense.

Choice builds ownership. Ownership builds engagement.
And none of this requires a new platform (unless you want one).

Lean Into Student Explanation

It’s easy to feel like there’s no time for student talk. There’s content to cover. Pacing to manage. Standards to meet. It all can feel overwhelming at times.

But explanation, oral, visual, or written, isn’t extra.
It is the learning. I know it sounds simple, and the time can feel like extra, but it’s really not. Remember: start small.

Short, structured opportunities for students to explain their thinking, turn-and-talks, quick presentations, sketch-notes, and exit explanations, strengthen understanding and surface misconceptions faster than silent work ever could.

These practices also align naturally with ELD standards, but they benefit all students. Being able to explain clearly, listen actively, and respond thoughtfully is a skill worth protecting instructional time for. And when a student can explain the material clearly, you know they understand it.

Sometimes the most powerful move is simply to stop and let students talk.

Build Simple Routines That Shift the Cognitive Load

When students know:

  • where to find materials
  • what success looks like (success criteria or proficiency scales)
  • how to make choices
  • where finished work goes

…the cognitive load shifts from the teacher to the learner.

This isn’t about losing control; it’s about creating systems that run themselves. As an instructional coach, I have found that having systems in place is valuable for teachers. It lowers your stress and makes for a more peaceful classroom. Once expectations are clear and routines are established, students work more independently, collaborate more naturally, and take greater responsibility for their learning.

That shift frees you up to do what matters most: conference, observe, intervene, and support students who need it most.

You already do much of this instinctively. The key is being intentional and letting go just enough. And if you are thinking to yourself, “I already do all of this,” then you should feel validated.

Start Small (Really Small)

This might be the hardest part.

Teachers are learners. We read blogs, attend conferences, watch webinars, and leave inspired. The temptation to do all the things is real. I am one of those who want to do all of the things right away.

But change works best when it’s edited. And I get it, I have trouble editing. But here are some things I have learned and would like to share with you.

Choose one shift:

  • One new routine
  • One way students explain
  • One choice opportunity

Let students become comfortable. Let yourself adjust. Once it’s working, then layer in something new.

Doing too much too fast overwhelms students and teachers alike. Sustainable change is slow, and that’s not a flaw. It’s the point.

Where MathReps and EduProtocols Fit

Strategies like MathReps and EduProtocols fit naturally into this work, not as mandates, but as examples.

They emphasize:

  • showing thinking over choosing answers
  • explanation as learning
  • repeatable routines that reduce planning load – This is probably the biggest bonus.

Used thoughtfully, they can support production without requiring perfection or constant novelty. But they’re options, not requirements. What matters most is the principle behind them: students actively making sense of their learning.

A Final Thought

You don’t need a new platform. (And if you’re like me, you want the newest, shiniest tool)
You don’t need a complete overhaul.
You don’t need to do more.

You need permission—to start small, to focus on thinking, and to build a classroom that works for you and your students.

That’s where balance begins.

So, what is one low-lift shift you could try this week that moves students from consuming to producing, without adding to your workload?

Was Professional Development the Missing Piece?

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This is part 4 in my series about the impact of technology on education. The previous post regarding research was profound. If you would like to read the whole series, you can start with Part 1, which provides an overview before subsequent posts dive deeper into the nuances.

What if the problem was never the tool, but the lack of sustained support? Or support from the onset?

For years, classrooms have been flooded with platforms, programs, and promises. New tools arrive with excitement, urgency, and often good intentions. Teachers are (sometimes) trained briefly, then sent back to their classrooms to “make it work.” Sometimes there is no training, and expected to “make it work”. When outcomes fall short, frustration follows. Fingers point in every direction.

But perhaps the most honest explanation is also the least controversial: we asked educators to transform instruction without giving them the time, space, or support to truly learn how to do so.

One-Time PD vs. Sustained Learning

Most teachers recognize this pattern immediately.

A new tool is introduced. There’s a short training – here’s what it does, here’s where to click – and then: Go use it. Sometimes there’s follow-up, but it’s often months later and/or focused narrowly on features, not instruction. Other times, PD becomes so repetitive that it feels disconnected from classroom reality.

The spacing matters, just like it matters with our students. When training sessions are too far apart, teachers naturally fill in the gaps themselves. They figure out what works (and what doesn’t) through trial, error, and time; often without a shared pedagogical vision guiding those decisions.

Add to that the reality that many schools roll out multiple new tools or curriculum adoptions at once, sometimes with little dedicated time at the start of the year to learn them deeply. And sometimes there’s too much information coming at the beginning of the school year. The result isn’t resistance, it’s overload.

There has to be a better way.

Pedagogy Must Come First: We Can’t Pretend the Clock Rewinds

In theory, most educators agree: pedagogy should come before platforms, curricula, and pacing.

In practice, that train has already left the station long ago.

Teachers are knee-deep in platforms that were adopted years ago. Pedagogy often became secondary, not because educators didn’t care, but because survival required learning to manage the tool with students in the classroom in real time before reflecting on how it shaped instruction.

So the question isn’t Should pedagogy come first?
It’s How do we re-center pedagogy now, given where we are?

One possible answer isn’t adding more tools, but pressing pause. Limiting new adoptions. Creating space for a pedagogical reset using the platforms already in place. Asking not What else do we need? But how can we use what we have better? Or how can I use what is already available? How will it help me/my students?

This isn’t easy. It can feel overwhelming. But if the goal is student thinking, understanding, and transfer, not just task completion or student compliance, then the work is necessary.

What Meaningful Tech PD Actually Looks Like

I know, this is a loaded question. We want it, we know we need it, but are often loath to attend, myself included. This is especially true when it’s district-provided. Why is that? (That was more of a question to myself, no sarcasm, just a real thought/question)

If professional development is meant to change classroom practice, it must be manageable, relevant, and immediately useful.

That starts with focus. If a district introduces three new tools, meaningful PD might center on just one—and even then, on one or two high-leverage instructional uses, not every feature. Depth matters more than breadth. I’m a fan of showing how it is relevant to you, right now.

PD also needs to be differentiated. Some teachers are ready to explore advanced applications. Others need a strong foundation. Meeting teachers where they are isn’t a luxury; it’s how learning works. The trick is to do this well. I’m not sure what the answer is, but I know it should be a goal.

And perhaps most importantly: teachers need to be able to use what they learn immediately. I am passionate about this point. If something isn’t implemented within a week, it often never will. This isn’t a failure of commitment; it’s the reality of teaching in a system filled with mandates, assessments, and competing priorities.

Ongoing support matters too. Not once a semester. Not when schedules allow. Consistent coaching, collaboration, and feedback help teachers refine their practice at a pace that feels sustainable rather than rushed.

Teachers invest in what moves their students forward. When the impact is visible, the motivation follows.

The Cost of Not Investing in Teacher Learning

When professional learning is shallow or fragmented, classrooms tend to drift toward extremes. Again, this isn’t a criticism of teachers; it’s a reality.

In some cases, technology becomes a digital babysitter, students consume, click, and complete without deep thinking. That’s the compliance factor. In others, technology is avoided altogether. Of the two, opting out may be the more responsible choice, but it still leaves potential untapped.

A middle ground exists.

When teachers are supported in learning how and why to use tools, technology can amplify good pedagogy rather than replace it. Tools that provide immediate feedback, surface misconceptions, or help analyze student thinking, like Snorkl or Wayground, can lighten the instructional load while keeping learning active and visible. I know I keep bringing up these two tools. They are ones I have available in my district. There are other tools that achieve the same things.

But even the best tools can’t compensate for a lack of investment in teacher learning.

A Shared Responsibility

This isn’t about blame. We are where we are, and reflection is necessary.

Teachers didn’t ask for constant change without time to adapt. Administrators didn’t design systems to overwhelm. Policymakers didn’t intend to sideline pedagogy. Everyone involved is operating within constraints and doing what they feel is best.

But if we want classrooms where students think, explain, and truly understand, then professional learning can’t be an afterthought. It has to be central to how we implement change.

Teachers and students deserve better than “I have to do this.”
We’ve tried that. It doesn’t work. It’s time we try something different.

So, my question to you is, if professional development were designed around learning rather than compliance, what would change, for teachers, for students, and for the system as a whole?

Coming Next:
If professional learning is the bridge between research and practice, the final question remains: what does balance actually look like in real classrooms? In the next post, we’ll step back to examine what sustainable, thoughtful technology integration can, and should, feel like for teachers and students.

Celebrating Creative Teaching Techniques in Classrooms

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One of the things I love most about my role as an instructional coach/tech TOSA (Teacher on Special Assignment) is the opportunity to visit all the elementary sites in our district. Each school has its own rhythm and energy, and every teacher brings something special to the table. I get to see it all – the creative ideas, the quiet moments of connection, and the unique ways teachers make their classrooms feel like home for their students.

For example, at one school, a teacher sets out a small chalkboard outside her classroom each day. On it, she writes a Joke of the Day – something silly and lighthearted, but always guaranteed to get a few smiles and spark conversation. (Today’s joke: “What do you call rotten eggs, rotten fruit, and spoiled milk in a bag? Gross-eries!”) I love how she’s zhuzhed up the board, complete with a festive skeleton and a splash of color. It’s such a small thing, but it builds community and connection.

Another teacher has found a meaningful way to help students express themselves through emoji writing. I’m still learning exactly how she structures it, but I know students get the chance to write about their thoughts and feelings, and share them if they choose. It’s such a beautiful example of using something familiar and fun to help students build emotional awareness and voice.

Then there’s a teacher at another site who’s rethinking her approach to reading. She’s diving into novel studies, aligning them to the standards while keeping student engagement and learning front and center. It’s exciting to see teachers continually reflect, innovate, and take risks for the sake of their students.

Every week I’m reminded that innovation in education doesn’t always come from big changes—it’s often found in the small, thoughtful touches teachers bring to their classrooms.

The teachers in our district are doing amazing things every single day. I feel incredibly lucky to have a front-row seat to their creativity and care. One of my favorite parts of my job is being able to share these ideas, anonymously, of course, across the district. When I visit another site and a teacher says, “I’ve been wanting to try something new; any ideas?” I get to say, “Actually, I saw someone doing something really neat…”

I love this perk of my job. I love celebrating great teaching and helping ideas spread from one classroom to another. Because when we share, we all grow, and our students benefit most of all. And if you know me, you know that I’m a chronic over-sharer!

Your turn: What’s something small but meaningful you’ve seen or done in a classroom that builds connection or joy? Share it in the comments or with a colleague—it might just spark an idea that makes someone else’s classroom shine a little brighter.

Public Education: More Than a Viral Post

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Lately, it feels like my social media feed has been sprinkled with negative takes on teachers and public education. Over the summer, I noticed an uptick in posts that painted educators in an unflattering light. Some parents shared that they didn’t want to purchase back-to-school supplies, suggesting that the teachers should go buy them themselves or go to donation drives and do the legwork themselves. Others shared stories of classrooms that weren’t ‘cute enough’ or didn’t have rugs, implying that the lack of decoration somehow reflected poorly on the teacher – “how dare they not make the room perfect for my child.”

And then there are the posts about rules and policies – things like cell phone bans in classrooms that teachers have no control over. In some cases, parents have gone as far as encouraging their children to disobey those rules, placing teachers in an impossible position.

Viral posts don’t tell the whole story of public education: our communities do.

I’ll be honest, when these posts go viral, it can feel disheartening. But here’s the thing: I don’t believe they reflect the majority of families across the United States. Instead, they seem to be part of a louder narrative that seeks to chip away at public education and those who dedicate their lives to it. And this is a problem.

The truth is, public education is one of the cornerstones of our country. It has always been, and should always be, a place where every child has access to learning, growth, and opportunity. Funding cuts at every level – from Kinder through universities – have made the work harder, but the mission remains the same: serving students and setting them up for future success.

And here’s the good news: in my community, I see something different from what goes viral. I’m sure you do too. I see families who send their students to school with supplies. I see kindness, collaboration, and a shared commitment to doing what’s best for kids.

That’s the story we need to remember and share. Viral posts may grab attention, but they don’t represent the heart of our communities. Let’s not fall prey to negativity; there’s already too much of that. Instead, let’s lift up the good, celebrate the work being done, and continue to build strong schools for our students. They deserve the best, no matter their zip code.

Because in the end, when we support public education, we’re not just supporting teachers, we’re investing in our children and in the future we all share.

Navigating Adult Cliques: Cultivating Kindness in Schools

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The idea that cliques exist as an adult is weird. Don’t get me wrong, I get that there are people I would rather hang out with, but being cliquish about it is a whole other thing.

This is one of the many thoughts I have as I prepare to return to school. As educators, we strive to instill kindness in our students. We teach them that while they may not get along with everyone, it is important to be kind; inviting peers to play at recess, greeting one another, and engaging with those who are alone are essential actions. However, when we step into the teachers’ lounge, the reality often reflects a different story. Sadly, many can relate to this experience.

As an adult, I have observed cliques, exclusion, and unkind behaviors, which is perplexing. We should strive to be kind to everyone. If we advocate for inclusion, we must also practice it. If we promote equality, we should embody it. When we discuss kindness and compassion, it is essential to implement these values in our daily lives.

As we approach the new school year, it’s important to reflect on our community. This transition brings new teachers, some of whom may be unfamiliar with their surroundings or have just moved to the area for their new positions. In this spirit, let us practice kindness and inclusivity by inviting everyone to join us at our tables. A simple smile or a friendly greeting in passing can truly brighten someone’s day.

One final thought. Many years ago, Ed Campos talked about ways to include others and bring them into our circles. He focused on doing this at conferences. He shared his idea when standing around and talking to others: leave a space open for others to join. Having a closed circle is uninviting, but by leaving a space, that circle is open and inviting. So, I guess I’m drawing inspiration from Ed; leave a space for others to join, you never know what greatness is out there.

Engaging Kids in Math: Using Play-Doh for Multiplication

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This school year, I have had the privilege of collaborating with several 3rd-grade teachers. During one meeting, I shared an innovative idea from a 4th-grade teacher, Ben Cogswell. He introduced the use of Play-Doh to help his students understand multiplication through hands-on activities. I really like how he incorporated MathReps into this lesson. In the accompanying image, you can see students recording their findings in a MathReps, along with an instructional video they can reference for guidance.

Students using Play-Doh and MathReps to assist in their understanding of Multiplication and Division.

Fast forward a few months into 3rd-grade. While meeting with one of the groups, one teacher, Jensen Hall, was excited to share that she had purchased some Play-Doh for her students to use as they begin learning about multiplication. Then, about a week later, she sends me this message with images:

Message: I meant to send this to you earlier but I'm so excited about it I had to make sure I didn't forget again (sorry it's after hours). I introduced multiplication today using the play doh and it was a massive success! Such a great idea you shared!!
Students showing off their work.

Taking a closer look at the image, the red arrow points to where a student wrote out the problem on their desk. Using equal sets, students were able to model how to solve the problem. While the faces have been hidden, I can assure you that they were all smiling and clearly having a good time.

We all want our students to be excited and engaged with math. In the rush to fit everything into a school day—assessments, end-of-the-year testing, and much more—we often forget how to make learning fun and hands-on. Starting with concrete models is essential when teaching new skills like multiplication. Taking the time to begin with concrete models will ultimately save us time later and allow students to truly understand these foundational skills, setting them up for future success.

The story and images have been shared with permission from the teacher.

Magic School AI

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The world of AI tools is vast and ever-evolving. Amongst the sea of options, one particular tool has caught my attention: Magic School. With a focus on teachers and schools, it offers a unique approach that sets it apart from the rest. Its comprehensive range of categories opens up exciting possibilities for integrating AI into different educational contexts. The best part? It comes in both a free and paid version, tailored to suit varying needs. Allow me to share an image of its advantages from their official website. Get ready to dive into a world of innovative possibilities!

Compare subscription options for Magic School

On the home page, you will find 66 different categories. Some examples of these categories include Math Spiral Review, Standards Unpacker, Sentence Starters, Text Leveler, and IEP Generator, among many others. As I was curious, I decided to take a closer look at the Standards Unpacker category. What caught my attention was the fact that it addresses the specific skills that students need to succeed, provides clear Learning Targets, and summarizes the standard. However, I found the Instruction and Assessment Plan section to be somewhat vague. Nevertheless, one interesting aspect is that you can go back to the tool and use that initial plan as a starting point to create a more detailed and thorough plan.

Standard: 5.NBT.A.1

Break Down Standard:

Skills: Recognizing place value in multi-digit numbers
Knowledge: Understanding how the value of a digit changes as it moves to the left or right in a number
Concepts: Place value, base-ten number system, positional notation

Define Expectations:
In this standard, 5th-grade students are expected to understand the concept of place value in multi-digit numbers. They should recognize that each digit in a number has a specific value determined by its position. Additionally, they should understand that the value of a digit in one place is 10 times greater than its value in the place to its right, and 1/10 of what it represents in the place to its left.

Formulate Learning Targets:
By the end of this standard, students should be able to:

-Identify the place value of digits in multi-digit numbers.
-Determine the value of a digit based on its position within a number.
-Describe the relationship between the value of a digit and its position.

Instruction and Assessment Strategies:
Use manipulatives, such as base-ten blocks, to help students visualize and understand the concept of place value.
Provide opportunities for students to explore and compare the values of digits in different positions within a number.
Use number lines and number charts to reinforce the concept and relationship of place value.
Engage students in problem-solving activities that require them to apply their understanding of place value.
Assess students' understanding through quizzes, worksheets, and real-life problem-solving tasks that involve place value.

Summarize:
In this standard, 5th-grade students are expected to develop a deep understanding of place value in multi-digit numbers. They should be able to recognize the value of each digit based on its position within the number and understand the relationship of each digit to its neighboring digits. Instructional strategies such as hands-on manipulatives, visual aids, and problem-solving activities can help students master this concept. Assessment strategies should include both formal and informal methods to gauge students' understanding and application of place value.

From my brief exploration, I believe that this tool has the potential to greatly assist teachers in working more efficiently. It eliminates the need for teachers to come up with learning objectives, develop grading criteria, and design lesson plans. Although AI should not replace all of a teacher’s work, it can certainly assist them in the more demanding tasks. Teachers will still have the ability to review and customize the generated outputs to suit their specific requirements. Overall, I am optimistic about the potential of this tool.

Gamification: Here’s the Deal

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And what a deal it is! I have written about my use of Mangahigh in my classroom in the past (Gamify My Homework, Math In the Summer, Engage Student With Mangahigh, and Online Homework). I really do like the tool!

Here’s an opportunity to check it out…for FREE (for a limited time). Not only do you get to check out all the features, your class/school can participate in an online challenge! Adding to the gamification fun. Go ahead, sign up for the challenge. What do you have to lose? It’s FREE.

10% Discount

And if you like it and decide to purchase…You can receive a 10% discount and a 30-day FREE trial. See, it just keeps getting better! Email Amber (amber@mangahigh.com) with the code: NOWATECHIE10.

Mangahigh

Challenge Details

The challenge will run from February 1st – 15th 2016 for all K-10 students at schools in the US and Canada. It’s completely free to participate and we encourage you to take advantage of this opportunity to explore Mangahigh and see the impact digital games-based solutions can have on students’ learning.

 

During the challenge, you will have full access to all of Mangahigh’s premium features, including 600+ activities aligned to Common Core and other state standards. You can assign specific challenges to support the topic you are currently teaching, or simply allow students to complete challenges independently.

What do we win?

The school that scores the most points during the competition will be crowned the Math Bowl Champion, winning a $500 Amazon voucher, $500 Mangahigh voucher, a trophy plus medals and certificates for their top 10 students.

The 9 runners up with all receive a $100 Amazon voucher, $200 Mangahigh voucher, medals, and certificates for their top 10 students.

Students with 200 points or more will receive a Mangahigh medal!

Who can enter?

The competition is open to all schools in the US and Canada for grades K-10 regardless of school size, location and previous experience with Mangahigh.com. You are welcome to enrol as many teachers and students as you like.

Who will join me?

I’ve already signed up. Who will join in the challenge?

 

Working WITH Technology

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This school year has had its ups and downs. One of the ‘Ups’ were my students’ State Reports. We used Google Maps to accomplish the same task that use to take 10 type written pages. I still maintain, no one wants to read a 10 page report – let alone 47? Yeah, much happier with the Maps idea. As we went through it, I saw ways to improve; and will implement those changes next year.

Then there were the ‘Downs’. Yeah, some of those made me want to pound my head against a brick wall. My ‘Road To the Revolution’ project. I thought I was soooo brilliant. Not so much! I will attempt it again next year, but will make several changes. Then, there are the downers that I have little to no control over. One that popped up throughout the year, were the ones where teachers and/admin wanted to block/ban sites. (This is where my head hangs low, before I hit a wall) Banning/blocking is NOT the answer. As with anything, education is. We not only need to educate our students, but we need to educate the teachers.

The answer is to teach our teachers HOW to work with technology. We need to show teachers and students what it means to integrate technology. When students are doing research; provide a list of acceptable sites,create a custom search engine via Google, and teach students HOW to search. Typing ‘What is the state flower of Maine?’ is not an efficient search. These are tools that students, and teachers, need. It is a district’s responsibility to provide the training so that quality instruction can occur. Far too often, a district thinks that giving a classroom a set of computers will be the answer, but it’s not. What ends up happening – more often than I care to think about – is that the computer becomes a babysitter, time filler, or dust collector.

I understand the need to block certain sites – like the super bad ones (remember: I’m coming from an elementary perspective). But in general, I am an advocate of keeping the sites open. Yes, students will push the limits. Yes, they will try to find inappropriate pictures, videos, whatever. But it’s our job to guide them along the path.

Teachers need to work WITH technology. We need to use the inappropriate searches as teachable moments. We need to monitor, walk around, give students the tools to be successful. Will we catch everything? No. But my teachers didn’t catch all the notes and things I tried to get away with, and I came out fine – mostly.