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Classroom Q&A

With Larry Ferlazzo

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to lferlazzo@epe.org. Read more from this blog.

Classroom Technology Opinion

What Teachers Need to Know About Classroom Technology

By Larry Ferlazzo — July 29, 2024 | Updated: June 19, 2025 1 min read
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Updated: This collection was updated to include new content.

Teaching is inherently a challenging job, and technology can make it more effective and less stressful or more difficult and less fulfilling.

How can we make it more of the former and less of the latter?

Here are some resources that might be helpful.

Good luck to us all!

lookattheusejane

1. AI Can Save Teachers Time and Stress. Here’s How

What once took teachers hours to prepare now takes minutes, creating new opportunities for instruction. Read more.

2. AI Tutors Can Be Both a Help and a Hindrance in the Classroom, Explain Teachers

Chatbots are no silver bullet, and there’s much to caution about them, but they do offer some promise. Read more.

3. Wondering How to Deal With AI in Your Classroom? Try These Ideas

Technology tools aren’t magic. Consider whether they will support what you’re trying to do in the classroom. Read more.

4. Can AI Be Used Effectively in Class?

The challenge for users of generative artificial intelligence is retaining the human element. These teachers have done that. Read more.

5. How to Use AI Tools to Support English-Language Learners

There are many free tools available to educators, but a desired output is key to good results. Read more.

6. Ed Tech Can Be an Invaluable Tool for Teachers. Here’s How to Use It Best

Ed-tech tools can enhance student learning. But teachers need to ensure they can prove meaningful and promote fact-based knowledge. Read more.


More Classroom Q&A posts on classroom technology:


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The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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