classroom technology

A new academic article titled 'Gods in the Classroom: Religion and Education in First Millennium BCE Babylonia' has been published in the journal Iraq, published by Cambridge University Press. The study examines how religious ideas and practices intersected with scribal education in ancient Babylonia, drawing on cuneiform sources from the first millennium BCE. It is currently drawing attention from readers of technology and general-interest discussion forums.

Students in Detroit have spoken out about their learning experiences, the role of artificial intelligence in classrooms, and what they want from the future of education. Their comments highlight growing student interest in how AI is reshaping teaching and learning, and come as schools nationwide debate how to adapt curricula and policies to rapid technological change.

Catholic education leaders are weighing how schools should respond to the rise of artificial intelligence, arguing that the more technology enters classrooms, the more important human relationships and moral formation become. The message — that 'with high-tech, we need to be deeply human' — frames AI as a challenge that should deepen, not replace, the personal and spiritual dimension of education.

New York City Public Schools will ban students from using artificial intelligence tools through middle school starting this academic year, according to ABC News. The policy means the largest school district in the United States is restricting access to AI for its youngest learners, a move likely to fuel wider debate over how schools should handle the technology in classrooms.

A debate is underway over whether schools should ban artificial intelligence tools from classrooms, with educators and policymakers weighing the risks of cheating and weakened learning skills against the technology's potential as a teaching aid. Commentators argue that outright bans may be impractical as AI becomes embedded in everyday work, while others warn unsupervised use could undermine students' writing, reasoning and independent study habits.

Candidates running for the local school board have laid out their priorities ahead of the election, with classroom technology and proposals to adjust or raise student grades among the key issues. Voters are weighing where each contender stands on these education policy questions as the campaign continues.

A market analysis piece highlights three stocks positioned to benefit as schools and education companies adopt new rules for artificial intelligence. The argument is that growing AI governance in education is creating winners among companies supplying compliance, assessment and learning technology. Investors are weighing which firms stand to gain as institutions move to regulate classroom AI use.

Hundreds of educators gathered for NYSUT's 'Unplugged' conference, which examined the growing role of technology in classrooms. Sessions focused on how schools can harness digital tools while keeping teaching, learning and human connection at the forefront. The event reflects ongoing debate among teachers over balancing edtech adoption with face-to-face instruction.

Candidates for the Grass Valley School District board met at a public candidate forum to outline their positions on the district's most pressing issues. Discussion focused on how the district should manage its budget, how to recruit and retain teachers and staff amid ongoing shortages, and how technology should be used in classrooms. The forum gave voters a chance to compare contenders ahead of the school board election, with candidates offering differing views on spending priorities and classroom tech policies.

Candidates running for the Albany County School District 1 board in Wyoming are laying out their positions ahead of the election, weighing in on how the district should handle funding, classroom technology and student well-being. The races give voters a choice over how schools manage tight budgets and growing demands on students.

US colleges and universities are wrestling with how to handle student use of artificial intelligence in science, technology, engineering and math courses. Instructors face uncertain effects on learning: AI can help students work through problems, but may also undermine the practice needed to build core skills. Institutions are experimenting with policies ranging from outright bans to structured integration, with no consensus yet on the best approach.

Educators and commentators are debating how hands-on learning should be defined as artificial intelligence tools spread through classrooms. The question being raised is whether practical, experiential teaching methods can survive, or must adapt, when students increasingly rely on AI for research, writing, and problem-solving. The discussion touches on how schools should balance technological adoption with learning that engages students directly and builds real-world skills.

Boston and New York City public school systems are moving in opposite directions on artificial intelligence in classrooms. Boston is embracing AI tools and training for teachers and students, while New York City has restricted access to AI chatbots like ChatGPT on school devices and networks. The contrasting policies highlight a wider national debate over how schools should handle rapidly evolving AI technology.

The Consortium for School Networking (CoSN) is advising school districts to put an adoption plan in place before purchasing new technology. The guidance stresses that buying devices or software without a clear strategy for training, implementation, and classroom integration often leads to wasted spending and underused tools. It is being discussed as districts weigh major edtech investments amid tight budgets.