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Lit & Tech

Teaching literacy with technology in an era of educational innovation. By Jen Roberts 🦋 @jen.litandtech.com

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Learn with Me: Upcoming Workshops & Conferences for Educators

AI in Education ERWC Literacy Conference Future Ready Nebraska literacy conference San Marcos Writing Project teacher PD Write to Joy Writing Instruction

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Looking to expand your knowledge on writing instruction, AI in education, and innovative teaching strategies? Here are some fantastic upcoming opportunities to learn with me! Future Ready Nebraska Conference 📅 June 2-3, 2025 🕘 Time: 8:00-3:30 CDT 📍 Online & In-Person (if you happen to be in Nebraska) 💰 FREE 🔗 Register: nefutureready.com Join me at the Future Ready Nebraska Conference, where I’ll be speaking on AI and writing. This conference is packed with experts discussing AI’s role in education, offering both online and in-person participation. ERWC Literacy Conference 📅 June 23, 2025 🕘 8:00 AM - 3:00 PM 📍 Long Beach Marriott 💰 FREE 🔗 Register: https://app.smartsheet.com/b/form/5158473eee4a4ff98c64d2879329223f 📝 Theme: "Leaning into Liminality: A Return to Language, Wonder, and Inspiration" The Center for the Advancement of Reading and Writing (CAR/W) team at the California State University Office of the Chancellor i...

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Grouping Students: Cast a Wider Net with Grouper.school for Better Classroom Collaboration

classroom collaboration classroom efficiency collaborative learning differentiation edtech tools Grouper.school instructional strategies student engagement student grouping teacher tips

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Advice about AI to Pre-Service Teachers

December 17, 2024

AI educational tools AI Grading AI in Education AI writing feedback classroom AI strategies Classroom Technology edtech educational innovation student learning technology teaching with AI

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Can AI Assist You With Grading? Probably

December 08, 2024

AI Ethics AI Grading AI in Education artificial intelligence edtech Educational Assessment Learning Feedback Student Writing Assessment Teacher Technology Teaching Technology

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What Happens When Students Have Access to Instant AI Feedback?

November 13, 2024

9th Grade English AI Education AI Feedback AI Writing Classroom Technology edtech English Feedback High School narrative writing Student Writing Teaching Teaching Innovation Writing Instruction

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Digital Alchemy: Transforming Images with Adobe Express

Adobe AI Tools Classroom Innovation Creative Learning Digital Creativity edtech education technology generative AI Image Editing Photography

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Revisiting my 2014 predictions for education, the ISTE Ignite talk reprise

adaptive learning AI edtech trends Education education futurism education technology Future future predictions immersive learning ISTE personalized learning Predict students

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Revising From an AI Created Essay Draft: An end run around potential unethical behavior

Academic Integrity AI in Education AI Writing Tools ChatGPT Digital Learning edtech High School English Student Writing Teaching Strategies Writing Instruction

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Preserving Authenticity in Student Writing in the Age of Generative AI

January 06, 2024

AI AI Detection AI Writing English High School plagiarism Scaffolding students teaching writing writing assessment

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Availability

Jen is available to speak virtually and in person depending on your needs and geography. Please reach out if you have an event coming up where her perspective would be helpful. Jen(at)Litandtech.com

Jen's Edutopia Articles

🗣️ When Students Use AI in Ways They Shouldn’t
✍️Authentic Writing in the Age of AI
⛔️ Proactively Limiting the Use of AI in the Classroom
🤖 What ELA Teachers Should Know About AI Detectors
📄 Using AI Tools to Give Feedback on High School Students’ Writing

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Popular Posts

What Happens When Students Have Access to Instant AI Feedback?

I teach English to 9th graders, which means I frequently ask them to write things. Right now we are working on a narrative unit and I often ask them to write stories related to our readings. Recently, we have watched the famous TED talk about the danger of a single story, and read a great essay on the same topic, and then I asked students to write about a time when they had a single story about a person or place, or a time when someone else had a single story about them. Nothing revolutionary here, just a pretty typical classroom writing exercise, except that I also gave them access to immediate AI feedback through Magic School . What happened: Some students started writing, some went to the idea generator in the Magic Student room I gave them, and then started writing. So, as usual, the first ten minutes of writing time was pretty productive and on task. Initial AI Feeedback Then we hit the usual wall. You know the wall. The moment when one student ...

Revising From an AI Created Essay Draft: An end run around potential unethical behavior

I just finished packing up my classroom for the 23-24 school year; my 28th year as an English teacher. What a ride it has been. I'm not retiring, I just mean this last school year has been quite a ride. In 22-23 ChatGPT became a thing and students started to try using it. I started to try to guide them in ways to use it better. You can find previous posts about lessons for introducing AI and strategies for promoting academic honesty elsewhere on this blog. Ideogram: A high school English classroom of seniors 23-24 though, was the year we all took more than just a few cautious steps. A new group of students meant I had to start over with my campaign to convince them I can tell when they use AI instead of doing their own writing. Teenagers are natural risk takers, and that is generally a good thing, but it also means a few of them will take a risk and try using AI to cheat. Eventually, they believe me that they will probably be caught. I overheard one of my seniors tell a ...

Grouping Students: Cast a Wider Net with Grouper.school for Better Classroom Collaboration

Creating effective student groups has always been a challenge. Ten+ years ago I created a spreadsheet to help me group my students based on my observational and academic data, so that I could quickly create both heterogeneous and homogeneous groups. I've learned a few things from over a decade of regularly using flexible student groups. Reel Results: First, students don't like this. Changing seats is out of their depth. Talking to new people feels like swimming upstream. Working on a task with a new person makes them crabby. This does not deter me because I have seen the magic happen. Year after year my students report that even though they didn't like being in new groups, or working with new partners frequently, over time it helped them get to know many more of their classmates. Years ago a student told me, "In my other classes I only know a few people, but in this class I feel like I know everyone because you make us move a lot." Second, being able to group a...

NBCT: Component 1: The three hour test

Stock Photo: Not from the testing center. In the summer of 2016 I began the process of National Board Certification. I stumbled upon a program from our county office that supports teachers through the process over two years. I just finished Component 1 and 2. For more on Component 2 see my previous post . While Component 2 is a year long process of collecting student work and writing about it, Component 1 is a test I took last weekend. This test counts for 40% of my overall NBCT score, and that's more than any other component. Of course it is a three hour test, and yes, every time I say that I hear the theme song to Gilligan's Island in my head. So just sit right back and you'll hear a tale, a tale of a fateful test... Actually, I can't tell you anything about the test. I agreed to a confidentiality statement when I sat down to take it. I can tell you about my experience, and how I prepared, and what the day was like. The testing center is a 20 minute dri...

Collaboratively Written Scenes: Dialogs on Video For The Win

I have found a remarkably effective way to get students writing and speaking. I let them work in pairs, specifically writing in pairs. Earth shattering, I know. This protocol works well for argument writing and narrative writing. It works equally well with my seniors and my 9th graders. It is remarkably easy to grade, and students produce really good products. Process: 1. Students choose their own partners. (This works better than having assigned partners.) I usually don't tell them why they are choosing partners. I want them to pick their friends. That's fine. 2. I assign the prompt, but it is always to write a scene in the form of a dialog between two characters. For my seniors it was a scene between a director and an actor arguing about whether or not to cut a speech from a Hamlet production. For my 9th graders it was a scene about some pitfall of social media that had to tell a story with a moral. The seniors were writing to show they could argue and the 9t...

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