David Lee EdTech

  https://www.youtube.com/watch?v=nPg9PPMPnoU What happens when you combine student passion with a framework for deep learning? You get meaningful engagement. This year, the Grade 5 Learning Community embarked on Personalized Inquiry Projects (PIPs)—long-term, transdisciplinary experiences co-designed by students based on their own interests. From Passive to Active Traditional learning can often feel passive, short-term, and siloed. PIPs flip the script. They are active, open-ended, long-term, and deeply personalized. Students weren't just completing assignments; they were driving their own learning journey. The variety of projects was staggering: Two students used Blender to design and mint NFTs, actually selling one on a marketplace. Another student prototyped custom sneaker colorways using design software. One group created a website with strategies for students with autism. Others built a Minecraft solar system, wrote original music, or designed digital comic book...

https://www.youtube.com/watch?v=LCO0qh4_XrA If you look at the "About" page of almost any school website, you will likely find a mission statement about nurturing students to be "creative, collaborative problem-solvers." We all agree this is the goal. The Future of Jobs Report confirms that innovation and interpersonal skills are rising in prominence. However, when I entered the teaching profession, I have to admit I was ill-equipped to teach these skills. My training focused on content, not on how to design authentic experiences that empower students to design their own future. Through my journey to fix this gap in my own practice, I discovered Design Thinking . More Than Just Brainstorming : While traditional Creative Problem Solving (CPS) focuses on innovation, Design Thinking is the "ultimate toolkit" because it is rooted in empathy . It cultivates a human-centered culture where solutions are born from the needs of others. Putting It i...

  https://www.youtube.com/watch?v=Am_KYaOqyEc I love living in Singapore. It is usually sunny and beautiful, but even on rainy days, there is always something to do indoors. I recently spent an exhausting but fun ninety minutes just chasing my kids around—a stark contrast to how I used to spend my time. Before moving here, I was living in Korea. In my late 20s and early 30s, my life was glued to a laptop. I would start at 5:00 AM, work until school started, teach, and then jump back on the computer until 10:00 PM. I did this for years. Initially, the excitement of creating content and planning units fueled me. But quickly, that faded. I realized it wasn’t sustainable. I became cranky, low-energy, and easily frustrated. I shared this personal story with my 5th graders last week during our Digital Citizenship unit. We focused on media balance and the importance of reflecting on how we feel when using technology. The goal was to help them understand that they have the power to make ...

https://www.youtube.com/watch?v=eXGvn_vKFKw Korea was where my teaching journey started. Being here reminds me of Neil Gaiman’s concept of "the Mountain" —that distant goal that guides every decision we make. Korea was the start of my path toward my mountain. Looking back, I realize two things defined my early 20s. First, luck plays a huge role . I came to South Korea at 23 to teach English. By pure chance, the academy I chose was in the same building as an international school. I walked upstairs, asked about positions, and that serendipitous moment launched my international teaching career. Second, accountability forces growth . I was hired as a computer teacher despite knowing very little about technology. As Johnny Harris says, high accountability forces you to learn . I had to convince the administration I could do the job, then frantically upskill. That pressure is exactly what jumpstarted my journey into EdTech, Project-Based Learning and STEM education. To young educat...

  https://www.youtube.com/watch?v=7QnsV9pDKZs&feature=youtu.be ecently, I had the chance to do exactly that when my colleague, Gabe Haydu, introduced me to a team of 5th graders who wanted to build a hexacopter drone. Here is the catch: I had never built a drone in my life. But I realized this was the perfect opportunity to show students that you don’t need to be an expert to tackle a complex challenge—you just need passion, persistence, and a growth mindset. The Reality Check We bought a QWinOut F550 Drone Kit and started the build. However, we hit a wall almost immediately. I had made two unfair assumptions: that the students knew how to collaborate effectively, and that they possessed project management skills. We had to pause the build to build the team. We established collaboration norms—like "mistakes are okay as long as you learn from them" and "communicate feelings productively." We also developed a concrete Action Plan to track goals, resources, and ti...

https://www.youtube.com/watch?v=GduxJVcet8c Too often in schools, valuable data sits in silos — locked in spreadsheets or isolated within specific departments. But what happens when we use that information to fuel collaboration rather than just reporting? That is the focus of the Data in Schools Conference . We are gathering educators to explore how we can move from “data-rich but information-poor” to truly actionable, team-based decision-making. This isn’t just about complex algorithms. It’s also about: Breaking down silos: Creating systems where insights are shared across grade levels and departments. Fostering teamwork: Using data as a neutral starting point for difficult conversations about student support. Real-world application: Learning from peers who are already using data to drive tangible improvements in teaching and outcomes. If you are looking for strategies to harness the power of data for the benefit of all students — and want to connect with a community doing the same —...