- Home
- I
- Publications
- Blogs
- The Lens
This piece is a follow-up to this blog, published last year. AI is present in classrooms more than ever before, partly due to tech companies’ provision of professional learning for teachers and partly due to school districts’ large-scale purchases of AI software. Beyond helping educators save time and enhance student learning, AI has also given them a new field to teach: AI literacy.
Must-Reads
- Research Reports
School districts are making consequential AI decisions largely on their own—purchasing tools, training teachers, setting policies for student use, and trying to determine what responsible and effective adoption looks like.
- Research Reports
New AI tools are entering the ed tech market every day. But how are they actually playing out in schools and classrooms?
Latest Research Publications
- Research Reports
How Can Learning Management Systems be Used Effectively to Improve Student Engagement?
This paper summarizes findings from a consensus panel on using data from learning management systems and software to help educators understand and improve student engagement during remote instruction.
- Research Reports
Student Supports, Professional Development, Operations and Finance at Proyecto Vimenti
Three papers document lessons about finance and operations, professional development, and student support from the first year and a half of Proyecto Vimenti, Puerto Rico’s first public charter school.
- Research Reports
U-Turn: Surge of COVID Cases Reverses Reopening Progress in America’s School Districts
Our December review of a statistically representative sample of 477 districts found 31 percent are operating in fully remote learning—a larger percentage than at any other point during the fall semester.
- Research Reports
Putting Families at the Center: The Role of Parent Advocacy Groups during COVID-19
As school systems nationwide struggle to deliver learning in a pandemic, parent advocacy groups are stepping up to help Black and Hispanic families who have often been left out of previous education policy making discussions.