COVID disrupted classroom teaching and learning, but it also prompted school district leaders to come up with new and paperless processes to keep school offices and operations running remotely.
Are you interested in building on your “keep after COVID” processes? Learn from a panel of experts in the first of two online conversations to discuss building efficiencies in education. If so, check out Part 1 of this eSchool News webinar series.
Discover how automating your district’s various workflows–from staff onboarding and 1:1 device management to digitized e-signature consent forms–can improve the user experience for administrators, educators, parents, and students alike, while also saving time and money.
- Children learn best on paper: We need better technology, not less of it - July 13, 2026
- In districts, reaching readiness, retention, and success - March 5, 2026
- AI use is on the rise, but is guidance keeping pace? - January 2, 2026
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Why K-12 cybersecurity education needs practice, not just awareness
Students are already making cybersecurity decisions every day. Giving them a list of rules is not the same as teaching them how to recognize a threat.
The compliance trap waiting on the other side of Title II
Every few years, something shifts how schools think about accessibility. A law changes, a new technology arrives, or a group of advocates succeeds in bringing attention to the topic. Right now, it’s Title II of the Americans with Disabilities Act.
The everyday access control gaps schools overlook
School leaders have invested heavily in campus security over the past decade. Cameras, visitor management systems, emergency communication platforms, and access control upgrades have become standard parts of many districts’ safety strategies.
AACTE releases national framework on AI in educator preparation
A new national framework from AACTE (American Association of Colleges for Teacher Education) aims to help educator preparation programs (EPPs) navigate the rapidly changing role of artificial intelligence in education.
When practice becomes data: Helping teachers respond to student misconceptions
A student can complete 20 questions and still leave a teacher with very little useful information. A score may show that something went wrong, but it does not always show which learning objective needs attention, whether the problem is a misunderstanding or a careless error, or what the student should practice next.
Why reading interventions plateau—and why New York’s new dyslexia center won’t change that
I’ve sat across from more than one district administrator staring at a dashboard full of reading intervention minutes and a flat progress line. The pattern is familiar: a student gets pulled for extra decoding practice, scores move for six or eight weeks, and then they stall — not because the student stopped trying, and not because the intervention stopped running.
Career readiness in the AI era needs decision practice, not just tool access
Schools are racing to teach students how to use AI. That is necessary, but it is not enough. The workplace advantage will increasingly belong to people who can decide when an AI output is useful, when it is incomplete and when it is wrong.
Building an everyday equitable practice for AI in schools
AI technology is advancing rapidly in schools, but research is increasingly showing that Large Language Models (LLMs) lack the common sense, morality, and knowledge of individual classroom dynamics needed to be truly equitable.
A new approach to middle school math data boosted our state test scores
Picture a group of middle school math teachers meeting to mull over a specific problem. Their eighth graders keep missing the same assessment question about graphing a system equation, and the educators’ assignment is to figure out why.
We stopped waiting for the teacher pipeline–we built our own
Every hiring season, school districts ask the same question: Where are the teachers? We stopped asking and started building.