Ross, M. & Rae, N. (2026). STEM Integration Through Project-Based Learning (PBL). Follow the workbook in order, or decide where to begin based on your schools’ needs: Need a shared understanding of what high quality PBL looks like? Use Tool #1: Building Shared Foundations Feeling unprepared to design and facilitate PBL experiences? Use Tool #2: … Read more
Lescault, T. & Codding, D. (2026). Collaborating for Effective Technology Integration. Technology integration is most effective when it is purposeful, collaborative, and connected to student learning goals. Collaboration between teachers and instructional technology specialists, coaches, librarians, curriculum leaders, and colleagues can help educators identify meaningful ways to use technology that enhance learning rather than simply … Read more
DiMaria, S. & Davis, C. (2026). Beyond Content: Preparing Students to Solve, Communicate, and Lead with Practice Pathways. This brief provides instructional coaches and teachers in established Project Based Learning schools, with the grounding needed to explain why focusing on disciplinary practices through Practice Pathways supports deeper student learning and guidance on incorporating these practices … Read more
Thompson, A. & Cook, A. (2026). Digital Citizenship – A Workshop for the Community. Why does digital citizenship education matter? Inseparable Worlds. Digital and offline life are fully integrated. Students navigate both simultaneously as a single reality. Safe Spaces. Schools provide a supportive, structured environment for students to practice digital behavior safely and reach the … Read more
Yeadon, B., & Kelley, C. (2026). Recipe for Lesson Planning. Just as a master chef follows a recipe while adding creativity and expertise, effective teachers use intentional planning to create meaningful learning experiences. A lesson plan is more than a schedule of activities, it is likely a carefully crafted recipe that blends essential ingredients such … Read more
Anders, A., & D’ Angelo, C. (2026). Centering Learning with Technology Co-Design Protocol. When students use technology without understanding why, they are following directions. When they can explain how a specific tool helps them solve a specific problem, they are doing something fundamentally different. Most people don’t walk into a garage, pick up a hammer, … Read more
Mays, M., & Harper, A. (2026). Educational AI Implementation Guidelines. As the AI landscape continues to expand, schools are developing policies and procedures to ensure learning environments and their stakeholders (i.e., Leaders, teachers, instructional coaches, parents, and students) are adequately prepared for the future. In doing so, schools need to be equipped with strategies and … Read more
Sadik, O., & De Los Reyes, J. (2026). Beyond AI Adoption: Building an AI Instructional Ecosystem Through Instructional Coaching. This Research Practice Brief presents the AI Instructional Ecosystem, a coaching-supported professional learning framework designed to move schools from AI adoption toward intentional AI implementation. Rather than centering technology, the framework positions instructional coaching as the … Read more
Cannon, N. & Burris, S. (2026). Best Practices for AI-Supported Lesson Planning: A Research Practice Brief for Teachers New to AI Infographic. This brief is designed to support teachers who are new to AI in their exploration of incorporating–or making decisions not to use–AI in their teaching practice. In this document, we focus on lesson … Read more
Humburg, M., Moore, A. & Duda, S. (2026). AI Literacy in Action: A practical guide for teaching, learning, and leadership. AI is an umbrella term encompassing many different types of artificial intelligence. While there are many benefits to using AI tools, it is still a growing field, and there are limitations to what current AI … Read more
This material is supported by National Science Foundation awards #2300618 and #2300619. Any opinions, findings, conclusions, or recommendations are those of the authors and do not necessarily reflect the views of NSF.