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Personalized Learning, Global Citizenship: A Framework for the Modern Classroom

k12 Digest

From a young age, I was captivated by a single question: “Can learning be more meaningful than memorization?” My journey has been one of constant evolution—from questioning the system to becoming someone who works to reimagine it. As a student, I found myself disengaged, even though I deeply valued the idea of learning.

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Artificial Intelligence and Critical Thinking in Higher Education: Fostering a Transformative Learning Experience for Students

Faculty Focus

Critical thinking is defined by Paul and Elder as “the art of analyzing and evaluating thought processes with a view to improving them” (Paul and Elder 2020, 9). Navigating the Disorienting Dilemma As we reason through this innovative technology, we will question truth and reality.

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article thumbnail

Personalized Learning, Global Citizenship: A Framework for the Modern Classroom

k12 Digest

From a young age, I was captivated by a single question: “Can learning be more meaningful than memorization?” My journey has been one of constant evolution—from questioning the system to becoming someone who works to reimagine it. As a student, I found myself disengaged, even though I deeply valued the idea of learning.

article thumbnail

Artificial Intelligence and Critical Thinking in Higher Education: Fostering a Transformative Learning Experience for Students

Faculty Focus

Critical thinking is defined by Paul and Elder as “the art of analyzing and evaluating thought processes with a view to improving them” (Paul and Elder 2020, 9). Navigating the Disorienting Dilemma As we reason through this innovative technology, we will question truth and reality.

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Teacher-Authors: What’s Happening on my Writer’s Blog–Online Images

Ask a Tech Teacher

In fact, the answer to the question… “What online images can I use?” The law states that works of art created in the U.S. Personally, I won’t read authors who use ai.” –Anonymous author on X “Authors using AI art on your covers, you’re cutting off your own leg. That’s not always true.

Teachers 109
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Why I Stopped Starting Class with Content—and What Happened Instead

Faculty Focus

I walked into my classroom and started with a question I didn’t know the answer to. The Paradox Effect That one question—unresolved, unanswerable, alive—did more to wake up my students than any HBR case ever had. I never position the question as rhetorical. I return to the paradox and ask: “What questions are you leaving with?”

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Why I Stopped Starting Class with Content—and What Happened Instead

Faculty Focus

I walked into my classroom and started with a question I didn’t know the answer to. The Paradox Effect That one question—unresolved, unanswerable, alive—did more to wake up my students than any HBR case ever had. I never position the question as rhetorical. I return to the paradox and ask: “What questions are you leaving with?”