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

<p>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.</p><p><br></p><p>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.</p><p><br></p><p>Drawing from Cooper’s articles “<a href="https://www.cosn.org/preparation-and-progress/" target="_blank" rel="ugc noopener noreferrer">Preparation and Progress</a>” and “<a href="https://www.cosn.org/edtech-professional-development/" target="_blank" rel="ugc noopener noreferrer">EdTech Professional Development,</a>” 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.</p><p><br></p><p>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.</p><p><br></p><p>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.</p><p><br></p><p><strong>Listeners will learn:</strong></p><ul><li>Why adaptability is more valuable than mastering one platform</li><li>How schools can prepare students for jobs and technologies that do not yet exist</li><li>Why digital literacy must include privacy, credibility, attention, and responsible AI use</li><li>How technology can develop durable skills such as reasoning, collaboration, creativity, and problem-solving</li><li>Why teacher hesitation can provide valuable information about an initiative</li><li>How teacher voice, pilots, and feedback can improve EdTech decisions</li><li>Why professional development should begin before a product is purchased</li><li>How coaching, collaboration, planning time, and ongoing support strengthen implementation</li><li>Why platform usage alone does not prove that learning has improved</li></ul><p><br></p><p>Across 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.</p><p>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.</p><p><br></p><p><br></p><p><strong>Assets </strong></p><p><a href="https://www.cosn.org/2025-blaschke-report-toolkit/" target="_blank" rel="noopener noreferer">⁠⁠2025 Blaschke Report &amp; Toolkit⁠⁠</a></p><p><a href="https://www.youtube.com/watch?v=wfDuOeYlTYU&t=1s" target="_blank" rel="noopener noreferer">⁠⁠Blaschke Report Preview and Blog Series from Cooper Sved⁠⁠</a></p><p><a href="https://www.cosn.org/what-does-screen-time-mean-anyway" target="_blank" rel="noopener noreferer">⁠⁠What Does ‘Screen Time’ Mean, Anyway?⁠⁠⁠⁠⁠⁠</a></p><p><a href="https://www.cosn.org/children-screens-and-parent-perspectives" target="_blank" rel="noopener noreferer">⁠⁠Children, Screens, and Parent Perspectives⁠⁠</a></p><p><a href="https://www.cosn.org/cell-phones-schools-and-solutions/" target="_blank" rel="noopener noreferer">⁠Cell Phones, Schools, and Solutions⁠⁠</a></p><p><a href="https://www.cosn.org/performance-without-paper/" target="_blank" rel="noopener noreferer">⁠Performance Without Paper⁠⁠</a></p><p><a href="https://www.cosn.org/preparation-and-progress/" target="_blank" rel="noopener noreferer">Preparation and Progress⁠</a></p><p><