Susana Galante

15/08/2026

Sugata Mitra says the real issue is judgement, cultivation of thought, and no longer delivery of information!
Finally there may be a true reform.

https://scoonews.com/news/ai-is-not-replacing-teachers-it-is-exposing-what-schools-forgot-to-teach/?fbclid=IwdGRjcATtPQtjbGNrBO086XBkb2YFZXh0bgNhZW0CMTEAc3J0YwZhcHBfaWQMMzUwNjg1NTMxNzI4AAEey-EtOqQBQpG0jQs_JbzrGh6MRCNLPxvcxBk0LMXVy2K46B368m-U0ty0yBI_aem_2myENwcCYbc9JJmUpXp-IQ&=1

Artificial intelligence is not destroying education. It is revealing a problem education has managed to ignore for decades: too many schools still confuse the delivery of information with the cultivation of thought. That confusion made sense once. When knowledge was harder to access, teachers were t...

26/07/2026

Are working? Well, no.
Are they truly what's needed to address the harms of social media (like unrealistic ; , , and ; and exposure to )? Hmmm...., I don't think so...
More importantly, how can we make things truly better⁉️💡

Before diving into these questions, I have to say I always love listening to Prof. Sonia Livingstone. She always brings much-needed common sense and perspective to this discourse. ✨️

In this interview, she discusses what both governments and parents can do:

👉Countries:
Governments have largely, and mistakenly, focused on blanket bans, missing what should actually be at the center of attention: . As we are already seeing in Australia (the first country to impose them), bans simply aren't working. What we need is targeted regulation that ensures the content teens consume isn't harmful. After all, social media provide a space for young people to connect with friends and that should be safeguarded.

👉Parents:
Prof. Livingston recommends three courses of actions for parents:
1. Talk with your children about how platforms could be better.
2. Reflect together with your children on your their social media use.
3. Discuss as a family ways to socialize offline, balance screen time, and prioritize overall well-being.

What are your thoughts on shifting the focus from total bans to algorithmic regulation? Do you agree with Prof. Livingston's recommendations?
What can we do as ?

24/07/2026

Very helpful ideas for the : Activities that encourage students to pause and before, during, and after completing a research or end-of-unit project that lasts multiple days or weeks.

They serve as a reminder that , now more than ever, lies in the process - not just the final product!

Here is a list with the suggested ideas:
1. Before Writing:
- Graphic Organizers: Map out main claims and supporting points visually first.
- Minute Idea Sort: Brainstorm rapidly, then sort ideas into Good, Better, and Best.
- Partner Explanations: Explain outlines to a peer and summarize each other's ideas.

2. During Writing:
- Screenshots: Take random, time-stamped progress captures.
- Progress Pit Stops: Close screens for 2 minutes to write quick paper updates on stuck points.
- Digital Diagnostic Checks: Post claims and key evidence on a shared board (See the Padlet template in the article) for peer review.

3. After Writing:
- Accountability Logs: Keep a quick daily journal of steps completed on longer projects.
- Revision Receipts: Submit 3–5 documented edits along with the reasoning behind each change.
- Source Checks: Explicitly show where two sources were used and explain why they were chosen.

Read more about them in the article below.
Have you tried any of these? Which one would yopu like to apply in your class?

Reflection practices that will leave students thinking twice about AI use: https://edut.to/3RPE9ze

21/07/2026

Fostering reading habits as a way to make learners less vulnerable to misinformation

Strong critical reading skills are more important than ever in a world of Americans check their phones over 140 times daily. And reading comprehension scores are declining.

Pausing for just a few seconds to critically evaluate information can counteract the mental habits that make us susceptible to misinformation, according to a literacy expert.

17/07/2026

How do we prepare AI-ready ? Amid the endless definitions, and the frequent lack of uniformity around what it is and is not, what matters most is what we need to get students ready for. This remains our responsibility!

ISTE has outlined the AI-ready graduate profile, focusing on Higher-Order Thinking and active roles students need to adopt to engage with AI and navigate this world.

Graduates need to be:
1. Learners 📚
2. Researchers 🔍
3. Synthesizers 🧩
4. Problem solvers 💡
5. Connectors 🤝
6. Storytellers 🗣️

Which of these have your students engaged in so far? Which one would you like to cultivate in this coming school/academic year? See what each involves here👇

#𝐒𝐤𝐢𝐥𝐥𝐬𝐃𝐞𝐯𝐞𝐥𝐨𝐩𝐦𝐞𝐧𝐭

Help students thrive in an AI-shaped workforce. The Profile of an AI-Ready Graduate defines the skills students need to think, create, and solve problems…

13/07/2026

"The problem with the AI revolution is not the destination, but the road there." We, educators, have a pivotal role to play in helping pave a road that is a "good" one and beneficial to all.
Food for thought:
👉How can we make this road be a "good" one?

10/07/2026

Reading as a tool to cultivate in a fragmented, tech-infused world. At a time when social media increasingly shapes how we think, connect, and understand the world, now more than ever- education is the answer.

How do you think reading helps cultivate ?

If you have a child who loves to read, count your blessings 📚

Fewer kids are reading for fun than ever before. And this matters not just for reading skills, but for vocabulary, empathy and learning to see the world through someone else's eyes.

https://theconversation.com/reading-for-pleasure-builds-empathy-in-children-but-fewer-kids-are-picking-up-books-just-for-the-fun-of-it-285784

07/07/2026

👉A vital reminder: It’s not about the quantity, but the quality❗️
It is not how many tools you or your students use, but HOW you use them.
For this, the careful and informed of activities by teachers is essential.

03/07/2026

That's it. I finally let it go. I sent the final version (or so I hope=)) of my book to my editor from Delta Publishing!!! If all goes as planned, it should be published in around two months. I really hope you will find it helpful!
Wow. I still can't believe it. I'm excited and exhausted at the same time. 🙃
By the way, I know I look younger and more beautiful in the AI-generated image, but who cares? I am celebrating, after all!😂=)))

זהו. שיחררתי. שלחתי את העותק הסופי של הספר שלי לעורכים של ההוצאה לאור!!! בשעה טובה. מקווה שתאהבו! עוד פחות מחודשיים אני מעריכה זה יתפרסם. וואו. לא מאמינה. מתרגשת ומותשת בו זמנית.

30/04/2026

In 2029 PISA (the Programme for International Student Assessment) will be evaluating and as one combined domain- MAIL- among 15-year-olds. This has been selected as the "Innovative domain" (targeting different key interdisciplinary skills every time) included in the last decade in addition to the core domains it has always evaluated (reading, mathematics and science knowledge and skills) for future graduates to meet real-life challenges and participate fully in society. This isn't just a new test; it’s a global shift that has been evolving for a few years in how we define what it means to be " " in the 21st century.

What will be assessed for the first time is "how equipped the next generation is to co-exist with AI and think critically about what they see online".

As I see it, the words "co-exist" and "think critically" tell the whole story here. It is all about being able to engage in “a dynamic dance of dialogue, interaction and co constitution” as Mishra (2025) maintained. It is about co-existence and retaining human agency in a landscape now inhabited by AI as well. It is about leveraging it rather than being replaced by it, which has become a major concern. Moreover, it is about human (that is having humans behind the steering wheel) with skills seen as vital to do so. It is about facing challenges and being a member of a healthy community.

As one of my students in my course at Shaanan Academic College wrote in a reflective task: "I find it quite ironic that we need to use our cognitive skills more than ever before when I used to think that digital technology could act as a replacement and allow that part of our brains to rest."

In the PISA draft, they explain the combination of these two literacies: "At the core of media literacy lies the critical thinking skills needed for engaging with, understanding, assessing, and filtering the images, words, and sounds encountered through books, newspapers, magazines, radio, television, video games, the Internet and social media.… AI literacy represents the technical , durable and future-ready required to thrive in a world influenced by technology"

So, this is what will be assessed. Will students be ready for this future by 2029? Three years are left. This sets a goal and a significant opportunity for the long overdue reimagination of education. Are the educational systems ready for it?

👉Have you noticed any preparation for or discussion on ways to cultivate this type of literacy (MAIL) beyond the mere integration of technologies or occasional mentions of the dangers of misinformation and disinformation through media outlets in your institution or country?"

👉What changes, if any, do you feel the current curriculum, professional development programmes, or your actual teaching need for this "dynamic dance"?

✨💫Above all, let's remember meaningful changes do not happen overnight. They are intentional and they all start with small steps (that are gradually refined) made by ordinary people- that is, educators in tehir own classrooms in this case.✨💫

https://www.teachermagazine.com/au_en/articles/pisa-2029-media-and-ai-literacy-key-concepts-curriculum-links-and-competences?fbclid=IwdGRjcARftEljbGNrBF-xsWV4dG4DYWVtAjExAHNydGMGYXBwX2lkDDM1MDY4NTUzMTcyOAABHpV3bwdegU-hO5_HYRp5yx2wtqepmND6kHUQWoSiJCIEvVQZRy0Lbu83NOWj_aem_DNzzLMmQN97Y5ZBLu-SN8Q

Media and Artificial Intelligence Literacy (MAIL) has been announced as the innovative domain for PISA 2029. The OECD has already released the first draft…