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not Falling.

Working to integrate the lessons learned about the use of EdTech during the pandemic

illustration of a bright yellow chicken
illustration of a bright yellow chicken


It’s STILL not Falling.

Working to integrate the lessons learned about the use of EdTech during the pandemic

Volume 1 Issue 2


Charles P. Sosnik
Associate Editor
Ian Egan
Art Director
Monty Todd
Account Manager
Kristina Holloway
Web Services
Max Shulman
Account Services
Colleen Hinch
Account Services
David Frankel

(ET) Magazine is dedicated to providing the information and context necessary to advance the efficacy of technology used in education. Our articles are carefully selected by our editorial advisory board and are written by the finest minds in the world of EdTech.

(ET) Magazine is published four times per year by Digital Education Media.

Editorial Board of Advisors

Robyn Shulman, CEO, EdNews Daily; Robert Iskander, CEO, GG4L; Adam Gellar, Founder, Edthena; Victor Rivero, CEO, EdTech Digest; Daylene Long, CEO, CatapultX; Olli Vallo, CEO, Education Alliance Finland; Stephen Wakefield, SVP, Discovery Education; Sal Geraldo; Charlie Warhaftig, CEO, SBA Global Consulting; Dave Whitmire, COO, Digital Education Media; Jim Snyder, CMO, Quality Matters; Kevin Dorsey Ed.D., Strategic Solutions Engineer, Beacon; Eileen Belastock, CEO, Belastock Consulting; Michael Forshaw, CEO, EdTech Impact
For comments, suggestions, permissions, or to submit an article, please email:
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Prisoner of War/Missing in Action (POW/MIA) red logo
Beyond Curriculum (in a Post Pandemic World) typography

By Charlie Warhaftig

Back in the 70s, as a result of the Vietnam War, we had hundreds (and possibly thousands) of our soldiers that were Missing in Action. I remember those days well. In fact, I wore a POW/MIA bracelet, as did many of my friends. There is nothing worse than having people you care about missing in action.

But that is what’s happening to many of our students. The pandemic has taken a toll. A large number of students pulled out of traditional public education altogether, instead choosing homeschooling and (in some cases) literally missing in action. Still others who are back in the classroom are not doing well emotionally and as a result, their focus and ability to learn is also missing in action.

Now that We’ve

Cruised Past COVID,

(Let’s Stay the Course)

By Kevin Dorsey, Ed.D.
Most schools have returned to normal operations, but planning for future closures is still important. Now when schools close for weather, plumbing, transportation issues or so many reasons, schools can instantly flip to remote teaching and learning and never miss a scheduled school day. Benefits include not impacting school breaks or needing to extend the school calendar or adjusting graduation dates.

Now that We’ve

Cruised Past COVID,

(Let’s Stay the Course)

By Kevin Dorsey, Ed.D.
Most schools have returned to normal operations, but planning for future closures is still important. Now when schools close for weather, plumbing, transportation issues or so many reasons, schools can instantly flip to remote teaching and learning and never miss a scheduled school day. Benefits include not impacting school breaks or needing to extend the school calendar or adjusting graduation dates.
To properly prepare the school community for the instant switch back and forth from remote to in-person teaching and learning, it is important to continually train teachers and students on any instructional technology tools that can and will be used. Providing job-embedded professional development is one of the best ways to support teachers who may struggle while implementing new technology tools. An instructional technologist or coach can provide support to teachers as a peer in a non-evaluative manner. Studies have shown that teachers who have access to a peer who can come into their classrooms and assist them with new technology tools feel better, more supported, and are able to implement the tools quicker while increasing both teacher and student experiences.
The Sky is Not Falling typography
The Sky is Not Falling typography
By Scott Kinney
A landscape photograph of eggs in a carton with one of them broken and the other altered
Do you remember the story of Chicken Little? In the updated version of this classic tale that I recently saw an elementary school teacher deliver, Chicken Little read online that the sky is falling. Alarmed, he rushed to tell his friends who all replied, “If it’s on the internet, it must be true!” While the story then continues with predictable consequences, it also kickstarted my thinking on a phenomenon we are currently experiencing in education.

In some corners of the internet I have read articles outlining the failure of EdTech in the COVID era of instruction. Now I am not a “learning loss” or an “unfinished learning” denier but the data is clear that despite the heroic efforts of school systems and caregivers, the impact of the Pandemic on K–12 student learning was significant. However, I reject the premise that edtech failed students during the pandemic. Quite simply, you cannot believe everything you read on the internet.

(Potential Challenges)
of Distance Education on Mars
computer generated image of base on mars
By Mark Wagner, Ph.D.
Clearly educators today need to consider how best to prepare students for humanity’s rapidly approaching multi-planet future. But what if we look at another turn further down the road? What about the first students to be educated in space? What challenges might face the first school on Mars? The COVID-19 pandemic has highlighted many challenges associated with a move to remote learning, and settlements on a distant planet would face these same difficulties and more. For instance on Mars, any education system would face a significant delay in live communications with peers, experts and other resources on Earth. Similarly, hands-on learning of any kind would be challenging, as would scheduling, from daily meetings to academic years. But by considering these problems now educators and space philosophers can help lay a foundation for a successful education system on Mars in the coming years.
AI in Education
(and its Ethics)
By Ray Solomon
White neon sign that reads "CODE OF ETHICAL BEHAVIOR"
The mention of technology and the classroom evokes pandemic-era remote learning, disengaged human interaction and unequal access to hardware and software tools. What belies this is the growing trend of AI in education. As with previously mentioned technologies, AI is an agnostic tool whose impact greatly depends on policies and implementations surrounding it.

Artificial Intelligence is the ability of machines to work and think like the human brain. Within AI, Machine Learning is the study of algorithms that learn from examples and experiences. As data becomes more complex, Machine Learning is able to identify patterns and apply them to future predictions. Furthermore, Deep Learning is a sub-field of machine learning that uses different layers to learn from data. In Deep Learning, the learning phase is done through a neural network, an architecture where the layers are stacked on top of each other.

Wall St sign

How EdTech is Driving the
(and) Shaping the
of Learning in its Wake

By Jason Nordlicht

The concept of ‘classroom education’ has radically changed since the Pandemic. Accelerated by nationwide school closures during 2020, schools were challenged with combinations of in-person, hybrid, and remote learning models. Teachers had to adapt to unexpected conditions and teaching in unprecedented ways.

Technologies such as Artificial Intelligence, Virtual Reality and Augmented Reality have expanded teaching options in the education industry, providing opportunities for learners far outside the reach of the traditional classroom. EdTech is now at the head of the class offering promising learning experiences with seamless integration of teacher-student communication. In fact, education technology is at an inflection point – global EdTech digital spending is already over $250bn and is expected to reach $600bn+ by 2027. Growth drivers in EdTech will undoubtedly continue to thrive for the near future, benefiting from demonstrable value and growing recognition of the mission critical nature of innovation, improvement, and optimization to maximize learning outcomes. These transformations will be especially important in the coming years for school districts that are now working to leverage the lessons learned during the Pandemic-era. These technologies will be used to optimize the learning experience in both remote and in-person settings through both synchronous and asynchronous learning modalities.

a young girl holding books stands in front of a chalk board with a muscular arms sketch

Growth is a Mindset

and Technology is at the Core
By (ET) Magazine Editorial Staff
Who knew an online portal with access to a mindsets-based social emotional learning program would grow like Jack’s mythical beanstalk?

But grow it did. And people began taking notice, especially district superintendents, curriculum directors, school counselors and parents. And evidently, a researcher for Inc. Magazine, who decided to place this mindsets-based social emotional learning company on their Fastest Growing Companies list.

To be sure, the situation on the ground had a lot to do with the growth. The amount of stress caused by the pandemic was instrumental in driving the need for a mindsets company. But it didn’t start there. In fact, social emotional learning has been needed for much longer. And the key to its growth wasn’t the pandemic, but the technology that made the program so accessible. And the rest is a historical blur.

digital illustration of people crossing a bridge between two rockets in space
What Future Business Needs from Schools: Bridging workforce needs to a K-12 environment
By Stuart Patton
In the last century and into the early part of this century, the key role of education was to provide the future workforce with a clear knowledge and understanding of what skills the workforce would require. At the time, this was relatively easy to determine. Someone entering formal (traditional) education as a 6-year-old and leaving at 16 years to enter a higher education program would have gained a good foundation of the basic core skills. In effect, a decade to take on board the core skills and knowledge. However, in today’s world, 10 years is a huge time horizon. No one has any clear idea what will happen in the next 24 months, never mind what will happen in the next 10 years.

For the most part, assumptions were made that these skills would be best developed from an academic foundation. Right or wrong, the measurement of educational success we work with today is still linked directly to academic achievements, sometimes referred to as hard skills, where it’s possible to create an accurate measuring system. The education system, especially at K-12, is set up to ensure students are honed in these skills. The question now, is what else is needed from the formal education system from the workforce perspective.

Person wearing a VR Headset

Teaching Disruptive

to Prepare Students
for the Future

By Jude Ross

Recently I have been rethinking the idea of how we teach students to prepare them for the future. When I ask questions surrounding what they need in order to succeed professionally and personally over the next 20 years, I muse over the upcoming “Fourth Industrial Revolution,” a nod to the original of the early 1800s when tens of millions left a life of farming for city work in factories. According to a 2017 report from McKinsey Global Institute, up to one-half of all the jobs that currently exist in the world will disappear during this upheaval. This is due to disruption from new industries and technologies, such as Artificial Intelligence, Big Data, Deep Learning, Robotics, as well as PWC’s essential technologies. As former U.S. Secretary of Education Richard Riley famously stated, “We are currently preparing students for jobs that don’t yet exist, using technologies that haven’t been invented, in order to solve problems we don’t even know are problems yet.”

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