Preparing Students and Teachers for What Comes Next (Part 3)

Schools are preparing students for a future they cannot fully predict—and asking educators to lead that work with technologies that can change almost as quickly as they arrive.In the third and final episode of the CoSN Podcast’s series exploring Cooper Sved’s work, the focus shifts from today’s devices to the skills, judgment, and professional support needed for what comes next.Drawing from Cooper’s articles “Preparation and Progress” and “EdTech Professional Development,” the episode examines how schools can prepare students for a changing world while giving teachers the trust, training, and time required to use technology effectively.Students may be comfortable with digital devices, but familiarity is not the same as digital literacy. Future readiness requires adaptability, critical thinking, source evaluation, responsible AI use, and the ability to decide when technology is—or is not—the right tool.That same principle applies to educators. A login and a product demonstration are not enough to create meaningful classroom use. Teachers need professional learning connected to instructional goals, realistic practice, ongoing coaching, and opportunities to help shape implementation.Listeners will learn:Why adaptability is more valuable than mastering one platformHow schools can prepare students for jobs and technologies that do not yet existWhy digital literacy must include privacy, credibility, attention, and responsible AI useHow technology can develop durable skills such as reasoning, collaboration, creativity, and problem-solvingWhy teacher hesitation can provide valuable information about an initiativeHow teacher voice, pilots, and feedback can improve EdTech decisionsWhy professional development should begin before a product is purchasedHow coaching, collaboration, planning time, and ongoing support strengthen implementationWhy platform usage alone does not prove that learning has improvedAcross all three episodes, Cooper offers a consistent message: the central question is not whether screens are good or bad. It is whether technology is being used with enough purpose, balance, precision, and human judgment to support students.This final episode brings the series together by showing that successful technology leadership depends less on predicting the next tool and more on preparing students and educators to approach change thoughtfully, critically, and confidently.Assets ⁠⁠2025 Blaschke Report & Toolkit⁠⁠⁠⁠Blaschke Report Preview and Blog Series from Cooper Sved⁠⁠⁠⁠What Does ‘Screen Time’ Mean, Anyway?⁠⁠⁠⁠⁠⁠⁠⁠Children, Screens, and Parent Perspectives⁠⁠⁠Cell Phones, Schools, and Solutions⁠⁠⁠Performance Without Paper⁠⁠Preparation and Progress⁠⁠EdTech Professional DevelopmentLearn More: To explore more CoSN resources, professional learning opportunities, and leadership conversations in K–12 education technology, visit⁠ ⁠CoSN⁠⁠.Produced in partnership with⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠edCircuit⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠.⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ CoSN is vendor-neutral and does not endorse products or services. Any mention of a specific solution is for contextual purposes. This episode was generated in part using AI tools. All content was reviewed and approved by CoSN and the edCircuit editorial team before publication.