Category Archives: education

MN University professors are creating tools and toolkits to help communities understand impacts of data centers

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MN Daily reports on how university professors are supporting the communities by researching large-scale data center facilities’ community impacts. The article starts with a basic introduction to data centers and goes into explanation of how the university professors are (or could be) using their resources to help the community….

“There is a need for education and capacity building so that communities can effectively engage in this technically complicated space,” Chan said.

To fill this gap, University of Minnesota researchers are deploying their expertise.

There may be a tool to help provide third party data on water use…

Hydrology professor John Nieber and Geosyntec engineer Nigel Pickering are using data centers as a case study for a state-funded project assessing the cumulative impacts of small and hyperscale facilities on local water systems.

While 20 years of state water records are available, the challenge lies in modeling the physical impact. The researchers are using LiDAR and GIS, which are mapping technologies, and Minnesota Department of Natural Resources data to map these subterranean effects.

The missing piece is transparent data from the tech companies on their exact internal water use, Pickering said, but the system could be built to ingest that data as soon as it becomes available.

“Collecting the spatial information [isn’t] going to be a big challenge,” Nieber said. “The challenge is accurately accounting for the specific behavior of individual data center designs.”

Their tool will model how data centers consume and redistribute water, transforming unknown environmental risks into quantifiable metrics so communities can make informed choices.

Professors are working on a toolkit for local policymakers…

[Humphrey School assistant professor Elise] Harrington and University law professor James Coleman are analyzing data center development around the country to create a decision-making toolkit for local leaders.

“Our role is not to advocate that local governments should be for or against data centers, but that they need the best information to make the right decision in close collaboration and coordination with their own residents and their own community members,” Harrington said.

Designed as a customizable menu of options, the toolkit overlays a data-center lens onto existing municipal frameworks like land use, zoning and moratoria. However, because cities lack authority over major utilities, asking the right questions is vital. Water metrics are intuitive for cities operating local water utilities, Harrington noted, but navigating the electricity sector remains a significant blind spot.

School and libraries are working to preserve E-Rate funding

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Broadband Breakfast reports…

 A campaign to preserve the nation’s largest school and library broadband subsidy is intensifying.

Advocates have launched a coordinated effort to mobilize opposition to the Federal Communications Commission’s proposed changes to E-Rate, the $2.5 billion federal program that helps more than 100,000 schools and 11,000 libraries pay for broadband service. Supporters said the FCC’s proceeding, adopted June 25, poses the most serious threat to the program in decades.

Mankato Free Press says Generation Alpha choosing AI-compatible professions

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The Mankato Press reports…

While headlines are filled with fears of jobs being lost to artificial intelligence, the classrooms at institutions such as South Central College will soon be filled with students studying for jobs that won’t be eliminated by AI.
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Specifically, it’s for Generation Alpha, which AI application Gemini describes as students born between 2013 and 2024, that post-secondary schools are preparing for now. That age group includes Post-Secondary Education Option students able to get credit while finishing high school.

Preceding them are baby boomers, Generation X, millennials and Generation Z/Zoomers, each with their own characteristics represented in society.

As people who have grown up in a world of AI, streaming media and virtual realities, Generation Alpha is looking ahead, choosing professions that are, as Raju described them, “AI adjacent” or “AI compatible.” Ultimately, however, not susceptible to being eliminated by AI.

What does that mean on a practical basis?

The New York Post reported a survey commissioned by footwear maker Red Wing and conducted by Talker Research that shows this.

In a survey of 2,000 parents of Generation Alpha children ages 5-16, it was found 85% were already thinking about jobs and wanting them to be hands on. Specifically, 90% want jobs where they can help people and 87% want them to be creative positions.

This describes many of the jobs that Raju described as working with AI but needing a human touch. That includes jobs such as barber, HVAC installer or medical technician where AI can be used to analyze the situation and solution, but cannot actually do them.

It also describes many of the jobs that were emphasized when schools such as SCC were called vocational schools and today are referred to as community and technical colleges, as well as jobs that have been in greater demand as students pursued four-year degrees instead of technical education.

Folks in education are concerned about losing E-Rate funding for broadband in schools

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Gov Tech reports…

A few weeks after Federal Communications Commission (FCC) Chair Brendan Carr called for a broad review of the 30-year-old federal E-rate program, the FCC issued a notice of proposed rulemaking June 26 that floated the idea of ending the program. Education leaders and experts on the digital divide have since weighed in, arguing that would be a grave mistake.
The E-rate program, which provides financial support to schools and libraries for broadband connectivity, was established in 1996 and funded starting in 1997. At that time, 65 percent of U.S. public schools had Internet access, according to the National Center for Education Statistics. The FCC’s notice asked whether the program has fulfilled Congress’ original objective of bringing Internet access to schools and libraries, given that “virtually all schools report having broadband connectivity and Wi-Fi.” It also cited ill effects of screen time as a reason to rethink the program.
Indeed, rates of digital connectivity have grown since E-rate’s introduction. The FCC’s notice cited a 2019 State of the States report from the nonprofit EducationSuperHighway that found 99 percent of K-12 schools had high-speed Internet access. In 2023, researchers found that 96 percent of New York public schools were connected.

Some detail that might help the E-Rate…

The FCC’s notice acknowledges that the Congressional mandate that created the E-rate program does not empower the FCC to terminate the program, but advocates are still worried. Education and library organizations argue that the framing of the FCC’s notice misunderstands that digital connectivity requires ongoing maintenance, that the program’s success is evidence of its importance, and that cybersecurity threats and evolving technologies necessitate ongoing work.

In 2024 77 percent of E-Rate dollars went to the highest-need category

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Broadband Clusters reports on a powerful way that the federal government has had to help schools get broadband to those who are less likely to have access at home…

Every year, the federal government helps schools and libraries pay their internet bills through a program called E-Rate, part of the Universal Service Fund. In 2024, it approved $2.76 billion in discounts for 21,102 institutions across the country: 18,507 schools and school districts, and 2,595 libraries. This study matches every funded institution to Census data for the communities around it, to examine who the program serves and what those neighborhoods look like.

The discount each institution receives is set by the federal government based on how many students qualify for the National School Lunch Program (NSLP) — free or reduced-price meals, a standard federal measure of household income. Schools where 75 percent or more of students qualify receive the deepest discounts: 80 to 90 percent off their bill. Schools where fewer than 35 percent qualify receive 20 to 49 percent off.

In 2024, 77.0 percent of E-Rate dollars went to the highest-need category. In the ZIP codes where those institutions operate, Census data shows 14.2 million households have no home internet subscription and 9.0 million have no large-screen device such as a laptop, desktop, or tablet.

E-Rate Advocates Want FCC to Reconsider Bidding Portal

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Broadband Breakfast reports…

Groups representing participants in the E-Rate program are asking federal regulators to reconsider their decision to enforce a mandatory electronic bidding portal.

The Schools, Health, and Libraries Broadband Coalition and CW Consulting, which represent and work with schools and libraries that participate in the program, said they and others weren’t given enough time to comment on the new rule before it was adopted.

EVENT Aug 6: Innovate with AI in Red Wing

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This is billed at a Hackathon 2.0, happening in Red Wing so I can’t resist sharing it…

Hosted by: IgniteMNRed Wing, MN

From problem to prototype in 120 minutes

Join us for a fast-paced, hands-on innovation sprint where you’ll learn how to combine AI, design thinking, visual communication, and rapid prototyping to transform ideas into actionable solutions—in just two hours.

Whether you’re a business owner, entrepreneur, nonprofit leader, educator, professional, or simply someone who loves solving problems, this workshop will help you move from inspiration to implementation faster than you thought possible.

During this interactive session, you’ll:

✅ Identify meaningful problems worth solving
✅ Use AI to accelerate brainstorming and idea generation
✅ Apply design thinking techniques to refine solutions
✅ Create visual concepts and prototypes without coding
✅ Test and improve your ideas through rapid feedback
✅ Leave with a tangible concept you can continue developing

This isn’t a lecture. It’s a workshop designed to get you building.

No technical background is required. No coding experience is needed. Just bring your curiosity, creativity, and willingness to experiment.

By the end of the session, you’ll have a better understanding of how AI can serve as a creative partner in innovation—and you’ll walk away with a prototype, action plan, or concept ready for the next step.

Who Should Attend?

  • Entrepreneurs and startup founders
  • Small business owners
  • Nonprofit leaders and staff
  • Community builders
  • Educators and students
  • Innovators and problem-solvers
  • Anyone curious about practical uses of AI

What to Bring

  • A challenge, problem, or idea you’d like to explore
  • A laptop (recommended)
  • An open mind

The future belongs to people who can identify problems, leverage technology, and turn ideas into action. Come build something!

 

OPPORTUNITY: LSTA Professional Development Travel Grants

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OK, these are more broadband-adjacent, but hopefully helpful to some readers from the MN Library Services..

Two New Grant Opportunities

State Library Services is pleased to announce two Library Services and Technology Act (LSTA) competitive grant opportunities for Federal Year 2026.

LSTA Professional Development Travel Grants

  • $100,000 is available to fund 30 to 75 staff in attending professional development between Fall 2026 and Summer 2027. Visit the LSTA Professional Development Grants page to find instructions and application materials, and a timeline for this grant opportunity. Applications for LSTA Professional Development Travel Grants are due July 24, 2026.

LSTA Literacy Grants

  • $300,000 is available to fund projects and activities that improve access to services and information in areas of literacy. Visit the LSTA Literacy Grant page to find instructions and application materials, and a timeline for this grant opportunity. Applications for LSTA Literacy Grants are due July 15, 2026.

To learn more about the current LSTA grant opportunities, please attend an upcoming grant guidance webinar on Monday, June 22, 2026, from 2 to 3 p.m. There is no need to pre-register; just click on the link to attend.

If there are questions or additional information is needed, please contact Maddie Rudawski (maddie.rudawski@state.mn.us), State Library Services, 651-582-8400.

Student works with seniors to create online world that merges current and historical look of neighborhood

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I used to write a lot more about “seniors getting seniors online” and other tools to maximize use of broadband. So when I saw this project happening near my neighborhood in St Paul I had to share. I can see the application in every neighborhood or small town as a way to bring seniors (or in this case, sophomores) and seniors together and maybe create a unique tourism tool.

MinnPost reports…

“Do you know you can go on your phone and there’s this game where you can see the old Rondo and the new Rondo?”

It’s called the “Rondo-verse” – a video game aiming to give a sense not only of historic Rondo, but also its present-day vibrancy.

As co-creator Benny Roberts said, “It’s important for me that the community that I come from and was raised in isn’t defined by the thing that happened to it.”

The project is a collaboration between Jolie Davis, a sophomore biology major at Macalester College and Roberts, the executive director of Rondo’s Hallie Q. Brown Community Center.

Using funding from the center’s historical archive program, Roberts was able to hire Davis for 10 weeks and figure out how to showcase Rondo in a unique way.

Davis suggested using Roblox – a platform where users can create their own video games and experiences. Roberts initially pitched The Sims, but acknowledged that Roblox was the right call given its wild popularity with kids and teenagers.

“The Sims feels like my generation,” he said, laughing.

To help create a vision of Rondo’s history, they worked with a group of about 15 community elders – people who knew what it was like to live, work and grow up in Rondo first hand.

 

REPORT: U.S. State of State of EdTech 2026 – cybersecurity, AI, procurement and teaching & learning

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The U.S. State of State of EdTech 2026 “provides insights into the state of K-12 education through the lens of education technology leaders—professionals who play a critical role ensuring technology is safe, reliable, and effective in supporting student learning, teaching, and district operations.” I have taught every age, from preschool to graduate school so I am always interested in what’s going on with education. When it comes to the world of education and technology it feels like so much has changes in the last 20 years and that the pace of change keep quickening. Here are the key findings from the report…

Cybersecurity

Cybersecurity continues to rank as the No. 1 priority for education technology leaders, reflecting the essential role secure digital systems play in modern education. Most districts are actively investing in monitoring, detection, identity protection, and firewall technologies to safeguard networks, data, and learning continuity.

However, nearly two-thirds (65%) identify insufficient cybersecurity staffing and the lack of a dedicated budget as the top barriers to addressing cybersecurity challenges—highlighting the potential for a gap between responsibility and readiness. With increasing cyber insurance costs putting additional strain on budgets and new forms of AI-enabled cyberattacks increasing risks, districts must navigate how to best align funding decisions to keep up with ongoing pressures in the cybersecurity landscape.

Artificial Intelligence (AI)

Districts are making significant progress in establishing guidance for the responsible use of AI. More than three-quarters of districts (79%) report having AI guidelines in place, compared to 57% in 2025, reflecting growing clarity around AI’s role in education. The majority of education technology leaders welcome guidance and recommendations from state education agencies (SEAs) on these AI policies. Nevertheless, the vast majority report they do not want their SEA to issue AI mandates, underscoring the value of local decision making.

In just one year, education technology leaders have become strikingly more optimistic about AI’s potential, nearly doubling their confidence in areas like productivity and personalized learning and showing especially sharp gains in student tutoring and workforce readiness. Productivity gains are seen as the area of greatest impact: a vast percentage (96%) of education technology leaders view AI as having the potential to positively affect education. More than half of districts have AI initiatives that focus on productivity, such as productivity suites for administrators and teachers as well as training in the use of those tools. Fewer districts (41%) have initiatives for instructional platforms to support teaching and learning. More districts (64%) are using AI in operations—a notable jump from the prior year’s 37%.

Procurement

Responses to procurement questions indicate that many districts have established baseline purchasing practices, particularly around product safety. A majority of districts (56%) require vendors to provide information on the safety of their products. Fewer require information on the other key education technology quality indicators—such as evidence based design, inclusivity, usability, and interoperability—pointing to an opportunity to further strengthen and standardize procurement practices.

Regulations for accessibility impact all local education systems, though only 11% of districts regard accessibility as a key priority. As the framework of the Five EdTech Quality Indicators becomes more widely known, and expectations for meeting accessibility requirements are more broadly understood, districts are well-positioned to refine adoption criteria in ways that support high-quality education technology implementation.

Teaching and Learning

Districts continue to demonstrate strong foundational capacity to support education technology. The majority of districts (66%) report adequate staffing for core technical functions such as network administration, application installation, and maintenance as access to digital learning has expanded, with 1:1 implementation at an all-time high.

At the same time, most districts (58%) report they are understaffed when it comes to supporting the technology used for teaching and learning. Strengthening instructional support presents a clear opportunity to maximize the value of education technology investments and reinforce confidence among educators and communities.

Community interest and engagement around instructional technology is high. Nearly two-thirds (64%) of districts report that their communities express moderate to high levels of concern about the technology used for teaching and learning. This finding underscores the importance of clear communication, thoughtful implementation, and ongoing professional support to ensure technology continues to advance teaching and learning goals.

Future of Universal Service Fund (USF) Reform Task Force

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Keep Our Communities Connected (KOCC) reports…

Keep Our Communities Connected (KOCC) and the Schools, Health, and Libraries Broadband (SHLB) Coalition launched the “Future of Universal Service Fund (USF) Reform Task Force” on Friday, April 10, 2026. This cross-sector initiative aims to inform ongoing bipartisan and bicameral policy debates on the long-term sustainability of universal service programs that support broadband access for schools, libraries, rural communities, health providers, and low-income households. Chairing the Task Force are former FCC Commissioners Mignon Clyburn and Rachelle Chong.

Someone from the Schools, Health, and Libraries Broadband (SHLB) Coalition mentioned efforts to reevaluate USF at the Office of Broadband Development conference yesterday. So, this caught my eye today…

The Task Force aims to operate on a consensus basis over the summer, focusing on:

  • Stabilizing USF Programs: Evaluating policy options, including long-term funding predictability and sustainability, the role of appropriations, contribution models, and accountability measures.
  • Broadening the Coalition: Engaging a diverse ecosystem of leaders from public interest advocacy organizations, telecommunication and trade associations, and academia.
  • Operationalizing the Sustainability: Translating abstract policy goals into a final set of principles and recommendations to guide the Congressional Universal Service Fund Working Group.

The Task Force will conclude its work with a public announcement of its findings and a convening in Washington, D.C. to present a forward-looking roadmap for universal service connectivity.

New MN Bill: Social media platforms requirements for minors (SF4696)

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The Minnesota Senate will hear about the following this morning:

Commerce and Consumer Protection

Chair: Senator Matt D. Klein

Location: G-15 Capitol

Public Notice Date: 2026-04-23 11:29 AM

Documents added Revision 4

Testifiers must be in person.
Other items may be added to the agenda.
The number of testifiers and length of time permitted is at the discretion of the chair.

Agenda:

Libraries, schools and others ask FCC to reject proposed E-Rate bidding portal

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Benton Institute for Broadband & Society reports…

The Schools, Health & Libraries Broadband Coalition led more than 80 organizations (including the Benton Institute for Broadband & Society) representing schools, libraries, service providers, and education leaders in sending a letter to the Federal Communications Commission urging the agency not to proceed with its proposed competitive bidding portal for the E-Rate program. The groups are concerned that the establishment of a Bidding Portal and its associated complex requirements and procedures, as proposed in the Draft Order, is not only unnecessary but also undermines the good work being done to streamline the E-Rate program. The groups requested that the FCC not proceed with its proposed implementation of the Bidding Portal. If the FCC elects to proceed with the Bidding Portal, the groups urge it to delay implementation until at least Funding Year 2029, hold a public comment proceeding to allow input into the portal’s development, create beta testing with applicants and providers to ensure the portal functions appropriately, and hold training for all applicants and vendors on the portal and new requirements under this order.

How do job-seeking kids feel about AI? Not great

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Axios reports…

America, we have a problem: Young adults are scared and unprepared for the AI revolution upending their early career choices and prospects.

  • They tell pollsters they’re frightened, even angry, about AI’s fast arrival. They’re rightly unnerved by a tough job market for college grads. And most aren’t remotely equipped by schools to be AI-savvy.

Why it matters: This is a growing problem for just about everyone — kids, educators, employers and politicians.

  • The youngest, most technologically native age group should be among the biggest cheerleaders and beneficiaries of AI. They aren’t. If anything, their feelings are growing more sour.

By the numbers: Gen Z’s excitement about AI dropped 14 points over the last year to just 22%, according to Gallup polling released last week. Hopefulness about the technology fell nine points to 18%, while anger rose nine points to 31%.

MN students involved with promoting media literacy at the Legislature SF2565

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MinnPost reports on a mash up of students involved with civic and technology, specifically students speaking to the legislature about media literacy…

On March 2, [student, Mary] Jensen spoke to lawmakers in support of a proposal to create a “Minnesota Civic Seal,” a graduation credential for students who receive civics instruction in five areas, including media literacy. Students will be expected to complete a community-centered project and reflect on its “measurable civic impact.”

Before she was familiarized with the seal, Jensen experienced the intersection of technology and civics firsthand.

For Jensen, using her voice to advocate had “always been a part of her personality,” but she said there were limited opportunities for civic engagement at her private school, Cretin-Derham Hall High School in St. Paul.

Jensen speaks about youth and social media…

While social media connected Jensen with civic engagement opportunities, her peers were preoccupied with misinformation and cyberbullying.

“A lot of the time people are like, ‘I read this source that said this,’ but that source is just a short Tiktok video clip that they saw,” Jensen said. “And it’s like, ‘You didn’t proofread this. You did not evaluate if the source was correct.’”

She added that problems occur when students don’t apply traditional fact-checking strategies to social media contexts: “if you do [get your news from social media], you should vet that source, too.”

National polling data supports Jensen’s concerns around digital media literacy. Ninety-four percent of teens believe their schools should be required to teach media literacy, according to a 2024 News Literacy Project study. The study also found that only about 40% of teens reported any media literacy instruction.

The article goes on to talk about the specific legislation and how it combines technology and civics in one program…

Sen. Mary Kunesh, DFL-New Brighton, said several media literacy bills in previous years have stalled because of funding concerns. The Civic Seal proposal attempts to address that issue by having the program administered through the YMCA Center for Youth Voice.

The Center will lead the Civic Seal Task Force that the bill proposes, which is composed of students and professionals who will review the Civic Seal guidelines.

With the help of Mike Dean, YMCA Center for Youth Voice director, Jensen and other students created a progress and validity tracking app for Civic Seal participants.