VSTE

Virginia Society for Technology in Education

VSTE Professional Services

AI as a Co-Pilot: Guiding Student to Ethical Use

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Written by VSTE Professional Services member Dr. Tysha Batts (Instagram-tyshsan, LinkedIn-Tysha Batts)

The fear that AI will destroy academic integrity is real. Many educators raise the issue that AI is allowing students to cheat and not do their work. Scientists are even looking at AI and the behaviors of students before and after the release of ChatGPT. Lee et al., 2024, stated that when looking at private high and public high students were using ChatGPT to generate ideas for papers and assignments and for explaining new concepts.

However, the real discussion is how we, as educators, are helping students to use AI ethically. AI can be used as a co-pilot when used ethically. As we know, AI cannot build and refine themselves yet. AI is still being trained by the human-in-the-loop. This human-in-the-loop model is essential when it comes to having students use AI in their assignments. In a student’s workflow, this means the student remains the editor, evaluator, and final authority on the content. Using AI does not replace thought but helps to accelerate brainstorming, first-drafting, or finding alternative perspectives.

So how can this be done? This can be done by guiding our students. We need to determine how AI will support learning. Students need to understand the strengths and weaknesses of AI. We also need to guide students in academic integrity by giving them guidelines of when they can and cannot use AI in their assignments (co-pilot mode). For example, using AI to summarize long text, generating alternative titles for an essay or debugging code.  For restricted use (integrity mode), we need to let students know for example, that AI is prohibited for generating final, graded response to a prompt. Students also need to have guidelines for a “cite and reflect” policy where they include a short AI use reflection statement at the end of assignments. This means as educators we must model the approach for students. Modeling this approach means educators must demonstrate AI use in their own planning, material creation, and research.

We know that AI detectors are inconsistent and are not reliable. The focus should not be on surveillance but on reimagining the assignments. Assignments need to promote the skills of an AI-ready graduate. We want students to be learners, researchers, synthesizers of information, storytellers, ideators, and connectors. However, to achieve this goal, we need to have assignments that promote critical thinking, synthesis of real-world or personal data, and unique perspectives that AI cannot provide..

 

Lee, V. R., Pope, D., Miles, S., & Zárate, R. C. (2024). Cheating in the age of Generative AI: A high school survey study of cheating behaviors before and after the release of chatgpt. Computers and Education: Artificial Intelligence, 7, 100253. https://doi.org/10.1016/j.caeai.2024.100253

ASCD. (n.d.). Profile of an AI-ready graduate. https://www.ascd.org/blogs/profile-of-an-ai-ready-graduate

Carve Out Some Time to Celebrate Digital Citizenship Week October 20-24, 2025

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Carve Out Some Time to Celebrate Digital Citizenship Week October 20-24, 2025

Written by VSTE Professional Services member Sarah Finch (@mrs.finch_tech)

In today’s world, a smartphone is as common in a student’s backpack as a textbook once was. Our students are digital natives, growing up in a world where social media, online gaming, and instant information are the norm. While they may be tech-savvy, are they truly equipped to navigate the complexities and challenges of the digital world?

For many of our students, the answer is no. Digital citizenship is more than just a buzzword; it’s a critical, and often overlooked, component of a well-rounded K-12 education. That is why it is important to carve out some time to include digital citizenship into our lessons.

What is Digital Citizenship?

Digital Citizenship is more than just knowing how to use a computer. It’s about empowering students to be responsible, respectful, and safe online. It encompasses a wide range of topics, including:

  • Digital Etiquette
    • Encourage students to be careful with their words, use complete sentences in emails, and to report cyberbullies and internet trolls.
  • Digital Downtime
    • Encourage students to be aware of when it's time to step away from technology and hangout with their family and friends face to face.
  • Digital Integrity
    • Encourage students to know how to cite their sources and give credit where credit is due. Teach them about copyright and fair use laws when sharing or using others’ work.
  • Digital Privacy
    • Encourage students to check their privacy settings on social media and to be careful about what they share online with strangers.
  • Digital Security
    • Encourage students to use multiple strong passwords that include capital and lowercase letters, numbers, and symbols. Teach them how to be aware of scams and phishing attacks.
  • Media Literacy
    • Encourage students to think for themselves and not take everything at face value. Teach them to verify information, using multiple sources.

Integrating Digital Citizenship into School Culture & Partnering with Families

Digital citizenship is not a one-and-done lesson. It needs to be an ongoing conversation, integrated across subjects and grade levels. It requires a collaborative effort between schools, parents, and the students themselves.

Parents can reinforce these lessons at home by:

  • Engaging in open and honest conversations about online activities.
  • Setting clear expectations and rules for device usage.
  • Modeling responsible online behavior themselves.

Schools can lead the way by:

  • Developing a comprehensive, age-appropriate curriculum.
  • Providing professional development for teachers.
  • Creating a supportive environment where students feel safe to report online issues.

In a world where screens are an extension of our lives, teaching digital citizenship isn’t about limiting our students’ access to technology. It’s about empowering them to thrive in it. It’s about giving them the tools to be smart, kind, and responsible global citizens, both online and off.

Resources you can use with ready-made lessons:

From Consumption to Creation: Coaching for Media Literacy and Deeper Learning

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VCC Blog Header - From Consumption to Creation: Coaching For Media Literacy and Deeper LearningA VSTE Certified Coach Blog Series on Transformative Coaching

This blog is authored by VSTE's Certified Coach Program Coordinator & VSTE Professional Services member, Katie Breaud

Note: This month’s blog is inspired by Digital Citizenship Week (October 20-24) and Cybersecurity Awareness Month (October, annually).

In a recent meeting with instructional and technology coaches from across my school division, the common question arose - “Where’s the fun?” I should preface by saying our teachers are knocking it out of the park learning new guaranteed and viable curriculums. The Virginia Literacy Act stepped up our English Language Arts instruction, and now we’re tackling Mathematics. Our data is showing strong student gains. But in the back of my head, I return to that initial question. Post-COVID, as a collective, we’ve defaulted to digital worksheets and passive use of technology. Especially at the elementary level, our students aren’t creating at the level that they were pre-pandemic. They’ve shifted to the consumption role. And it’s justifiable, because our teachers are managing immense change. This has led me to consider: How can I adjust my coaching to move from supporting technology as a delivery method to helping students create with it?

Why Student Creation Matters

As coaches (regardless of the type) our job isn’t to support tools; our mission is to build capacity for meaningful learning experiences. Personally, this is what excites me about being a coach and supporting teachers. Student creation isn’t just engaging - it’s essential. When students create their own content, they engage in deeper thinking, are active owners of their learning, and build skills that transcend their classroom walls. This approach dovetails with Domain 2 of Forward Edge’s Core of Coaching Framework, which centers on Sustainable Change in teacher practice. As a bonus, it reinforces key competencies in the Virginia Digital Learning Integration (DLI) Standards, especially in the Creative Communicator and Innovative Designer strands. For example, in grades 3-5, students are expected to “use appropriate technologies to create original works” and “communicate ideas visually and graphically.” By enabling teachers to aim for creation-based learning experiences, coaches foster more than technology integration. They also foster creativity, critical thinking, and meaningful student voice.

Three Coaching Moves to Inspire Creation

  • Lead with the Learning Outcome, Not the Tool: This shift has been especially important for technology coaches. When teachers hear about a tool they saw online that they want to try, ask: “What do you want students to learn or be able to do?” This small shift reframes the conversation around student learning and empowers technology to serve that purpose (as opposed to driving it).
  • Celebrate Low-Lift, High-Impact Creation: Lessons don’t have to be completely overhauled to embed creativity. Some suggestions:
    • Novice Teachers: Use Book Creator to make a class book. Each student contributes one page. Tie to a recent learning experience or field trip.
    • Tenured Teachers: Use Canva for Education or Google Slides to create a digital visual summary of a social studies or science topic. Publish to a class website to serve as a review later in the year or for future classes.
    • Veteran Teachers: Use WeVideo to produce a podcast series that students plan, record, and publish based on interests or topics of study.
  • Make “Fun” Intentional: Fun doesn’t have to be fluff or saved for a holiday or the day before break; it’s student engagement with purpose. It’s about designing experiences that spark curiosity, creativity, and connection. Intentional “fun” in learning helps students feel emotionally safe, cognitively engaged, and much more likely to remember what they learn!

Tying This to the VSTE Certified Coach (VCC) Program

VCCs help teachers shift practice through coaching cycles, which include modeling, co-teaching, and reflection through a gradual-release process. Keep in mind that a shift from consumption to creation is just as much a mindset shift as an instruction strategy and technology tweak. Sustainable change happens when teachers see their students succeeding. Data doesn’t lie!

Tools Coaches Can Use

Coaching Reflection Prompt

What is one way you can support a teacher in helping students move from content consumers to creators?

 

This post is part of a monthly series inspired by the VSTE Certified Coach program and the Core of Coaching Framework, designed to support and grow coaches across Virginia.

Transparency Statement: This blog post was co-developed with support from an AI writing assistant (ChatGPT). The author retains full creative control and authorship of the post content. AI was used to brainstorm ideas, organize outlines, and review grammar and spelling.

 

How Accessibility Can Transform Learning

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How Accessibility Can Transform Learning

Written by VSTE Professional Services member Sarah Finch (@mrs.finch_tech)

Accessibility is about making sure everyone, regardless of their abilities or disabilities, can access and use information, environments, and technology. What does accessibility look like in your classroom? Are your assignments accessible? It is important to create assignments with accessibility in mind, much like an ingredient in a recipe- it's much easier to incorporate from the beginning rather than trying to add it later.

When we utilize inclusive practices or Universal Design for Learning, we have the opportunity to create something that benefits everyone, not just those who require it. Answering the “why”, “what”, and “how” of learning when designing instructional resources for our students will set us on a path to accessible design. Always remember, the barrier exists in the environment and not in the person.

Key Principles of Accessible Design

What should accessible assignments look like and what should they include? Something that is digital or available is not always accessible. Here are some things to consider when making your learning materials accessible:

Accessible Text: Use live, selectable text that isn’t an image or screenshot. When text is live and selectable, it means users can highlight, copy, and paste it. This is essential for assistive technologies like screen readers, which can convert on-screen text into spoken words or braille. Use a clear, simple font consistently throughout a document along with consistent formatting. This helps users follow the flow of information and reduces cognitive load.

Accessible Text

Images and Alternative Text: Images should have text descriptions and alternative (alt) text for non-visual learners. Descriptions are like image captions, while alt text is provided “behind the scenes” and read by a screen reader. Descriptions should provide context and details that a sighted person would see, offering a more comprehensive understanding of the image's content. Alt text, on the other hand, is a concise description of the image's purpose or essential information, typically read aloud by screen readers to help users understand what the image represents without seeing it. It's crucial for alt text to be brief and informative, conveying the key takeaway of the image.

Images and Alt Text

Colors and Contrast: Color should never be the only way to share information. Use additional markers like labels or bolding to emphasize importance. Ensure there is high contrast between the background and text to make it easy to see. Be mindful of common forms of colorblindness and avoid using those colors together.

Colors and Contrast

Headings: Use heading styles (e.g., Heading 1, Heading 2) to format a document, making it easier to navigate and understandable for screen reader users. When making use of this in Microsoft Word or Google Docs, it automatically creates a document outline which can be an incidental benefit to everyone.

Accessible Hyperlinks: Use descriptive text for links (e.g. “VSTE Blog Post about Accessibility”) instead of “click here” or a full URL. This is useful for everyone but imagine if a screen reader had to read an entire URL that provides no context for its use or importance.

Accessible Hyperlinks

Content Readability: Use simple, clear language and provide information at various levels to ensure all readers can understand. Avoid colloquial phrases that may not be easy for all readers to understand. Readable content can reduce the cognitive load for some of our students, making them more willing learners as well as  making the information they need to learn accessible.

Why Make Assignments Accessible

When assignments are designed accessibly from the start, they:

  • Reduce barriers for students with diverse learning needs, including those with learning disabilities, ADHD, anxiety, or even temporary challenges.
  • Improve clarity for everyone, leading to less confusion and fewer questions.
  • Promote equity, giving all students a fair chance to demonstrate their knowledge and skills.
  • Enhance student engagement by making tasks more manageable and less intimidating.

Accessibility Checkers & Other Resources

Checking resources for accessibility helps ensure you’re providing inclusive instruction and sending out inclusive communications. It lets everyone in your audience know that they matter. Before you send out or assign resources, run an accessibility checker and fix the issues it finds. The following list is a list of recommended accessibility checkers and other resources you can use to support your work in making your instructional materials accessible.

VSTE Professional Services

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For many in education, there is no greater feeling than the one that fills your heart when your guidance facilitates a breakthrough with a student. It could be a 7th grader or a teaching veteran of 30 years.  Either way, teaching and learning alongside another, reaching levels of achievement they had not envisioned for themselves, is a reward far greater than any paycheck.

This fulfillment drives many of the best professional development (PD) facilitators, just as it does those amazing educators in the classroom every day (some are even in both roles!). The Virginia Society for Technology in Education (VSTE) Professional Services Team (PST) is made up of such educators, all with impactful PD leading experience. They’re all driven by the passion to assist all educators to reach their goals, and, in turn, provide more technology enhanced opportunities for students within their classrooms.

This group of dedicated professionals is the embodiment of VSTE mission “to promote excellence in education through professional development endeavors supporting the integration of existing and emerging technologies.” This team is able to offer PD opportunities through consulting/coaching, events, online courses, technology integration planning, and fully customizable PD packages including, but not limited to, the following areas/topics:

  • Artificial Intelligence (Generative AI)VSTE professional services who, what, & how
  • Meaningful Technology Integration
  • Computer Science Integration
  • Creation technology to demonstrate mastery
  • Google Workspace for Education
  • Microsoft for Education
  • Learning Management Systems (Google Classroom, Canvas, Schoology, etc.)
  • Best Practice/Evidence-Based Instructional Strategies
  • Robotics
  • STEM/STEAM
  • Project-Based Learning
  • Digital Citizenship
  • Productivity
  • Mastering Specific Devices, Technology Tools, and Systems
  • Coaching
  • Leadership

The team will work with you step-by-step from the time the contact form is submitted to when the team connects back with you to know how implementation is going and receive feedback to continue honing our craft. Our goal is to engage, inspire, and transform education through meaningful technology integration PD to elevate success in education and beyond for all students.

 

For more information on the VSTE Professional Services please visit https://www.vste.org/professionalservices 

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