Issue link: http://educator.cta.org/i/1081161
T H E R E I S , of course, no substitute for a real live teacher in a classroom or online, who can engage with students and quickly respond to their questions, moods and ways of learning. But as our Tech Tips story "Your Classroom Assistant" (page 50) shows, voice-controlled smart speaker systems are handy aides that can step in to read a book to the class, remind you to give a quiz, or provide students writing prompts or math word problems. While privacy concerns with these virtual assistants are a valid issue, many educators have embraced artificial intelligence, finding that, for example, delegating routine assignments to Amazon's Alexa gives them more time to handle small-group instruction or transi- tion to another lesson. Hundreds of educators have contributed to building apps that extend Alexa's capabilities (some 70,000 apps are available, many suitable for the classroom). Speaking of reading a book to the class, Read Across America is on March 1 (page 10). Reading aloud to kids of all ages has clear cognitive and behavioral benefits. Brain scans show that listening to stories strengthens the part of the brain associated with visual imagery, comprehension and word meaning. And a 2018 study found that reading to very young children is linked to decreased levels of aggression, hyperactivity, and attention problems. Instead, children learn to use words to describe feelings that are otherwise difficult, which enables them to better control their behavior. Another approach to learning with cognitive benefits is "design thinking," which helps students understand how engineers and inventors think about a project ("Creative Solutions," page 26). e first step in the process is to empathize with the person or com- munity you're focused on helping, to understand their perspectives, articulate their needs, and begin to visualize possibilities. This leads to fearless, creative problem-solving. Says Molly McMahon of e Teachers Guild, which along with IDEO is a part- ner with several district and school cohorts across the country, Fearless Change-Makers "We tell teachers: 'If you're going to create change, start with yourself, your own biases; start with questions, not answers; and believe that you can create change.' … Equity and innovation go side by side." Equity has been an issue at the Marlton School, a K-12 school for Deaf and hard of hearing students in LA ("Deaf Educators Speak Out," page 32). Marlton has suffered years of district neglect, according to its educators. It has seen five principals in eight years, few of whom were experienced in Deaf Education and Deaf culture or f luent in American Sign Language. Things only recently started to turn around after two protests backed by United Teachers Los Angeles. Our coverage of protests in this issue is extensive, including not just the historic UTLA strike, but what is happening in Oakland and other CTA locals as we go to press. Integral to protest, and perhaps labor protest in particular, is the powerful artwork created to express the messages. Take a look above and at "e Art of the Protest" on page 54 for a few of the inspiring signs and graphics that have been made recently, many no doubt destined to become iconic images that last through time. #RedForEd, because it encompasses all of us — stu- dents, parents and communities as well as educators — in striving for the common good, will also last through time. Our movement is unstoppable. Katharine Fong E D I T O R I N C H I E F editor@cta.org CTA Member Benefits: The List Among the perks of CTA membership are great deals and discounts on auto and home insurance and travel, enter- tainment and shopping. Use our list on page 68 for quick access to the right phone number or website you need. Parachute banner, designed by Claudio Martinez, at Oakland Education Association's Feb. 5 rally at City Hall. Photo: Mike Myslinski 7 F E B R U A R Y / M A R C H 2 019 E D I T O R ' S N O T E