Education is changing fast. Today’s classrooms are moving away from rigid, cookie-cutter teaching methods. Alongside more modern teaching approaches like differentiated instruction and project-based learning, another player has entered the chat: gamification.
If the term brings to mind clunky video games on outdated consoles, you’re not alone—and you’re not entirely off base. Today’s students are digital natives, likely playing games on phones and tablets since they could walk. Gamification taps into that digital familiarity, using game-design elements like points, badges, and leaderboards to boost engagement and motivation.
But is gamification right for your classroom or learning environment? Let’s break down how it works, what it offers, and what to watch out for.
Gamification in education refers to integrating game mechanics into the learning environment. By incorporating elements like badges, points, leaderboards, challenges, and progress bars, gamification taps into students’ familiarity with gaming to boost classroom engagement and motivation.
Here’s a deeper dive into these key components:
These elements of gamification help create an interactive and dynamic learning experience. By tapping into students’ natural desire for achievement and competition, gamification encourages students to stay motivated and accountable.
So, what kinds of improvements can you expect when you bring gamification into the classroom? According to one study, gamification can lead to an 89% increase in student performance. But that’s just the start.
Here are a few more ways gamification can transform learning:
While gamification can offer a range of benefits, it’s not without its challenges. Here are a few potential drawbacks to keep in mind:
The type of gamification that works for first graders might not entice, say, 11th graders. Below, we explore some real-world examples of how educators can bring game elements into their classrooms at every level:
You don’t have to overhaul your teaching strategy to use gamification in your classroom. In fact, just a few gamified tweaks to your existing lesson plans can make a big difference in student participation and learning outcomes.
Here are a few best practices to get started:
Make sure students know what they’re working toward. Clear, attainable goals help students stay focused and celebrate milestones, so each step of the learning process feels purposeful.
Points can be awarded for just about anything, depending on your goals. If classroom management is your focus, dole out points for raising hands, staying on task, or helping others.
If you’re targeting mastery of a specific concept, award points for correct answers, insightful questions, or completing extension activities. The point system should reflect the behaviors and outcomes you want to reinforce.
Time limits keep students focused and add urgency. Whether it’s cleaning up or completing an activity, using a visible timer makes it easy for students to see how much time they have left. This works especially well with challenges, encouraging students to work efficiently and stay on task.
A reward doesn’t always have to be tangible. It could be a new avatar accessory, choosing the next class activity, or unlocking a bonus challenge. Make sure rewards feel exciting and age-appropriate while reinforcing learning goals.
Whether you’re ready to bring gamification into your own classroom or you’re working at the district level to boost student engagement, deepening your expertise through advanced education can make a lasting impact. At UT Permian Basin, we offer several education-focused online graduate programs designed to help you meet your career goals:
As a virtual Falcon, you’ll benefit from:
Take the next step toward becoming a more dynamic, effective educator. Explore your graduate options at UTPB today.
Sources:
https://www.sciencedirect.com/science/article/pii/S1071581920300987
Education is changing fast. Today’s classrooms are moving away from rigid, cookie-cutter teaching methods. Alongside more modern teaching approaches like differentiated instruction and project-based learning, another player has entered the chat: gamification. If the term brings to mind clunky video games on outdated consoles, you’re not alone—and you’re not entirely off base. Today’s students are…
“Education is the most powerful weapon which you can use to change the world.” — Nelson Mandela Shaping Education: From Pioneers to Advocates Education has long been a cornerstone of human civilization, shaping the course of society across generations. Educational pioneers like Horace Mann, who championed free public education, and Maria Montessori, who revolutionized individualized learning,…
Transitions during a typical school day—like moving from one subject to another—can be challenging for many students. But for special education students, these transitions can be particularly stressful and frustrating. Whether in mainstream classrooms or special education programs, students with special needs often struggle with adapting to change. To address this issue, a team of faculty…
Being a superintendent/CEO, much like any chief executive position, can be inherently isolating. As the designated leader of the organization, a chief executive bridges the gap between board and staff. As a natural conduit between both groups, a superintendent wields unique access and information that must be leveraged to satisfy both groups’ needs and advance the organization’s overall mission.
To excel in this role, the chief executive must understand the interplay between people andsystems: namely how the character of the individuals within the enterprise impacts its systemic function. Through this understanding, they not only make decisions but often determine how those decisions will be made.
When I worked in a central office role, directly supporting the superintendent/CEO during a period of government-mandated consolidation, one of my assignments was to develop a report on potential organizational charts for the newly expanded district. To compile this report, I met with each assistant superintendent to get their thoughts. One assistant superintendent, nearing retirement after more than twenty years in the district office and prior service as a principal, told me very plainly:
“You can come up with whatever structure you like, and one may have certain advantages over the other, but ultimately it’s the people in the roles who are going to make it or break it.”
To excel in their position, a school district chief executive must see board members as critical assets in the pursuit of the district’s goals and work to develop their leadership skills. This investment will greatly strengthen the board’s capacity for high-impact governance.
“High-impact” governance boils down obtaining clear, accurate, and meaningful answers to three critical questions about your district:
Source: Houston, P., & Eadie, D. (2002). The Board Savvy Superintendent. The Scarecrow Press, Inc.
A superintendent/CEO that collaborates with board members to answer these questions truly understands that shared understanding and strong relationships are at the heart of effective solutions.
Getting to know people, listening to their concerns, and building consensual solutions are essential “soft skill” for today’s chief executives. However, these skills have limited value if a leader lacks the ability to:
If you’re a leader on a school campus or already working at the district level and want to learn how to guide a board in making decisions that will bring quality educational opportunities to all students, preparing them for a meaningful life after school, your next step might be just a credential away. The University of Texas Permian Basin’s online Superintendent Certification program helps yougain the expertise needed tobecome an effective superintendent in the state of Texas, as well as Alaska and Washington.*
We’ve tailored this 16-credit online program for working professionals. Aside from your practicum experience, you can complete the courses completely online and earn your certificate in as little as two semesters—or on a timeline that suits your needs. With year-round start dates, affordable tuition, and relevant courses taught by esteemed professors, what’s stopping you from starting the next chapter in your career? Contact us with any questions, and when you’re ready, your application is only a click away.
*Candidates from other states should contact Dr. Rod Uzat to determine if UTPB’s online Superintendent Certification program will meet the requirements of their state.
Education has long been a cornerstone of human civilization, shaping the course of society across generations. Educational pioneers like Horace Mann, who championed free public education, and Maria Montessori, who revolutionized individualized learning, laid the foundation for educational reform in the 19th century. Their work paved the way for modern leaders to continue shaping the system, bringing innovative solutions to the challenges of today’s classrooms.
Education is an ever-evolving force shaping our future. From policy changes to technological innovations, modern educational leaders play a critical role in shaping how learning is delivered, accessed, and improved. In this article, you’ll get to know five individuals whose advanced degrees in educational leadership have helped them drive real-world change.
Dr. Vicki Phillips is an education consultant whose prior roles include director of education for the College Ready program at the Bill & Melinda Gates Foundation and chief education officer for National Geographic. Now serving as the CEO for the National Center on Education and the Economy, Phillips has been a key advocate for innovative learning strategies, such as:
With a Doctor of Education degree in international leadership and educational leadership and management from the University of Lincoln, Phillips has held multiple leadership roles, including serving as superintendent of Portland (Oregon) public schools. Her influence has directly impacted how school systems evaluate teacher performance and integrate personalized learning strategies to close achievement gaps.
As president of the California State Board of Education, Dr. Linda Darling-Hammond has significantly influenced education policy and reform in the United States. Holding a Doctor of Education in urban education from Temple University, she has dedicated her career to:
A renowned academic, Darling-Hammond has authored numerous books and research articles advocating that all students, regardless of socioeconomic background, receive quality education.
Dr. Leslie Torres-Rodriguez, the superintendent and CEO of Hartford public schools, has over 25 years of experience in educational leadership. Throughout her tenure, she has implemented initiatives aimed at:
By implementing innovative student-centered leadership models, Dr. Torres-Rodriguez has reshaped how urban school districts approach leadership, fostering a culture of accountability and inclusion.
Dr. Sebetha Jenkins served as the tenth president of Jarvis Christian University, becoming the first woman to hold that position. She holds a Doctor of Education in educational administration from Mississippi State University. Throughout her career, Dr. Jenkins has been recognized for:
Her leadership played a crucial role in developing distance-learning programs that expanded access to higher education for rural and underserved students. She was later inducted into the National Black College Alumni Hall of Fame for her contributions to higher education reform.
Dr. Harrison Keller, a sixth-generation Texan, became the president of the University of North Texas in August 2024. With a Ph.D. from Georgetown University, Dr. Keller has an extensive background in education policy, with a focus on:
Through strategic partnerships with school districts and state policymakers, he has created pathways for career readiness programs that help students transition into the workforce more efficiently.
Do these stories inspire you? If so, a master’s degree in educational leadership can open doors to impactful careers, whether in K-12 schools, higher education, or policymaking.
With an educational leadership degree, you can:
For those looking to step into the realm of educational leadership, The University of Texas Permian Basin’s nationally accredited online Master of Arts in Educational Leadership provides the perfect foundation.
UT Permian Basin’s online Master of Arts in Educational Leadership is flexible and career-focused, equipping educators with the administrative, strategic, and leadership skills needed to drive meaningful change in education. As aspiring principals, superintendents, and policy advocates, graduates of UTPB emerge prepared to lead with vision and purpose.
As UTPB alumna Barbara Triplett shared:
“Every time you have an opportunity to impact a young learner — help build connections, develop their brain, and lay a foundation for future success — you have the chance to make a real impact.”
Our online MA in educational leadership program aligns with Principal as Instructional Leader certification competencies, preparing graduates to meet state standards for school leadership.
With a fully online format and a 30-credit curriculum, educators can advance their careers while earning their degree in as little as one year. Faculty members are supportive and responsive, helping students develop to their fullest potential.
Take the next step in your educational leadership journey! Explore UTPB’s program today.
Transitions during a typical school day—like moving from one subject to another—can be challenging for many students. But for special education students, these transitions can be particularly stressful and frustrating.
Whether in mainstream classrooms or special education programs, students with special needs often struggle with adapting to change. To address this issue, a team of faculty and IT at UTPB is conducting groundbreaking research using virtual reality (VR) technology to help these students navigate transitions more effectively.
Dr. Clark Moreland, lecturer of English and director of UTPB’s Heimmermann Center for Engaged Teaching, is collaborating with Dr. Adriana Frates, assistant professor of special education, and Dr. Kara Rosenblatt, associate professor of special education, on this innovative project. Their research is supported by James Zertuche and Curtis Rogers from UTPB’s Information Technology Studios.
The study allows participating students to practice handling real-world challenges in a safe, simulated setting. By using VR headsets, students can rehearse making decisions in scenarios tailored to their unique needs without the pressure of real-life consequences.
Dr. Moreland explained how the VR experience works:
“It’s not computer-simulated, it’s authentic. It’s a video of a situation, and they use the VR headset to view the video in 360 degrees, and then we see whether or not they can answer the questions properly. It’s immersive, so it allows them to see up, down, all around. The filming that we did to create these environments happened at school. It’s meant to provide the illusion that they’re in their real learning environment that they live in every day.”
Dr. Frates highlighted how the simulations are customized to address each student’s specific challenges and can be used to help participants improve any skills:
“What we try to focus on is where the students had difficulties moving from either one activity or one setting to another. Transition skills. So, for example, with one student we focused on cooking recipes, following the visuals and being able to produce those recipes.”
Dr. Rosenblatt emphasized that the team’s research has potential applications far beyond special education:
“The ability to individualize is the cornerstone of special education. So, this research provides a great opportunity for [an ESE] environment and also for a public K-12 environment with a co-teaching setting. It’s really beneficial across the board.”
For Dr. Moreland, this project is deeply personal. His son, who has Down syndrome, attends the school where the study takes place:
“I’ve publicly talked about my son, who’s not a participant in the study, but it is [taking place at] his school. He’s 18. He’s been at this school since he was 5. It’s his community. We hope that he continues to grow and serve and be a leader here.
“My colleagues are the experts. However, as a parent who lives with disability every day, this is really intriguing to me. Like a lot of the students in this study, my son struggles with transitioning to new environments. Routines are very important to him and we’ve been looking at how to develop positive routines and behaviors.
“So for me, the hope is not only that we can generalize knowledge and contribute to the school and to the students, but also that I can learn how, as a parent, to support my son as he grows into the kind of young man we want him to be.”
The UTPB team reported on their progress at the CEC 2025 Convention & Expo in March and plans to complete data collection by December 2025. They aim to publish their results in 2026, sharing insights that could transform how educators use VR technology to support special education students.
We look forward to seeing the outcome of this VR study and how it can benefit countless students, teachers, and institutions.
Key Takeaways
Interested in more information about UTPB’s online special education degree programs? Get details here.
Most university professors would be disappointed to discover their students playing cards online during class. However, Dr. Rod Uzat, assistant professor for UT Permian Basin’s College of Education, eagerly encourages it.
Budget Hold’em, a nod to the popular poker game Texas Hold’em, is a gamified lesson that demonstrates to students—all prospective superintendents—how to budget with their school board. The simulation is invaluable to those seeking leadership positions in their district, as it mirrors real-life budgetary decisions they’ll have to make—minus the stakes.
When Dr. Uzat discovered Budget Hold’em, an interactive district budgeting program designed by the nonprofit Education Resource Strategies, he saw its skill-building potential and quickly integrated it into his curriculum. The game is featured in District School Finance, a core course from UTPB’s 16-credit online Superintendent Certification program.
“Let’s say we have 10-12 people for a synchronous session,” Dr. Uzat explains. “I’ll break them into rooms of three or four and then say, ‘OK, one of you share your screen, bring up the game,’ and they play it and talk through it together.”
Dr. Uzat then reconvenes his students to see if anyone has questions before putting them back into their groups: “[I say], ‘Go ahead and make your budget through a consensus conversation.’ I let them do that for 45-50 minutes and pull them back into the main room and we have a roundtable.”
Dr. Uzat ends each game session with several key questions, including:
The discussion provides Superintendent Certification students with indispensable insight into the components and possible outcomes of the budgeting process.
Amy Russell, principal of Bowie Middle School in Ector County ISD, recently completed District School Finance and recalled that Budget Hold’em was “absolutely a favorite”:
“One of your cards could be $1,000,000 worth of software for kids that will help them in math. Another card might be five brand new teachers that your campus can use to help increase your reading scores. You have all these cards, but you can only play so many. It forces you to start making decisions. Do we want to improve scores or do we want to add buildings?”
Overall, Russell found the online course District School Finance highly practical and relevant to her work. “The finances and resources we learned about from a superintendent’s point of view,” Russell noted, “in ECISD, we use that same format because principals are the discretionary appointees of our campus money. So that was a big help.”
While Budget Hold’em is a standout feature of the course, students enrolled in District School Finance use a variety of tools and resources to explore essential topics in district school financing. Students are prepared to capably lead on issues they’ll encounter daily as superintendents, including:
See the full list of courses for our Superintendent Certification program.
Your TEA-approved superintendent EPP is here, online. UTPB’s Superintendent Certification program is laser-focused on equipping principals and assistant principals to advance into district leadership as certified superintendents in Texas.
Q: Who is eligible for this program?
A: Campus administrators, aspiring school staff, and district leaders with a master’s degree who are interested in making a difference at the highest levels.
Q: Is this program recognized by the Texas Education Agency (TEA)?
A: Yes, our Superintendent Certification program is TEA-approved. It’s also CAEP-accredited and ASEP-accredited.
Q: What if I live outside of Texas?
A: Contact Dr. Uzat for assistance in confirming your state’s certification requirements.
Since its designation by the United Nations on April 2, 2007, World Autism Awareness Day has helped foster a greater understanding of people with autism, highlighting their achievements, contributions, and unique perspectives.
World Autism Month, initiated by the American nonprofit organization Autism Speaks and observed throughout April, shares similar aims. Both observances provide an opportunity to discuss factors educators should consider to help ensure the success of autistic students inside the classroom and beyond.
Autistic students can become overwhelmed by experiences involving any of the senses. While it may not be possible to completely adapt a learning environment to an autistic student, especially in a mainstream school, it’s important to consider sensory issues when arranging your classroom.
Make your classroom autism-friendly by using only the amount of light needed, leaving adequate room between desks, and minimizing intrusive sounds and odors. If an art, chemistry, or shop class is next door, seat an autistic student as far away from the source of the potential sensory issue as possible.
Autistic students typically learn best when provided with concrete examples. They’re more likely to comprehend and retain what you teach them when you supplement your lessons with visual aids such as photographs, diagrams, charts, icons, or symbols.
Figurative language can be confusing for autistic students. Always use the most direct, clear, and literal language you can when speaking to them. “Please return from the restroom quickly” is preferable to “Please return from the restroom as fast as lightning.”
Most students function best with a consistent daily structure, and autistic students are no exception. Keep predictable routines, scheduling similar activities such as quizzes or in-class assignments at regular intervals. Help reduce anxiety among these students by setting their expectations with a visual schedule. Whenever feasible, alert autistic students to changes ahead of time.
People with autism are prone to experiencing social anxiety and therefore often need a little extra encouragement. You can reduce their stress, boost their confidence, and motivate them to participate in class by providing positive words after they successfully answer a question or complete an assignment. With preschool-age children, reward systems may be appropriate.
Also consider alternatives to the word “no.” Instead of telling a student what they should not do, tell them what they should do: “No, don’t get out of your seat” becomes “Please stay in your seat.”
Autism is a spectrum, not a specific set of traits. Get to know the needs and learning styles of your autistic students and use that knowledge to adapt your teaching to them. Differentiated instruction strategies are crucial to autistic students’ success.
An important part of the school experience for all students is socialization and the development of social skills. As leader of the class, it’s your responsibility to model and explain social skills such as making eye contact, sharing, taking turns, and following and responding to social cues. You may also teach these skills using applicable books.
Excel in teaching autistic and other special education students from day one. The University of Texas Permian Basin’s CAEP-accredited online graduate degree programs help prepare you. No matter which special education program you choose, you can:
Choose from two rewarding degree tracks or a general program that offers you even broader career flexibility:
Online Master of Arts in Special Education, Autism Spectrum Disorders Track
Online Master of Arts in Special Education, Educational Diagnostician Track
Online Master of Arts in Special Education
Empower your autistic students to shine! Apply here.
Sources:
https://www.teachforamerica.org/stories/tips-teaching-autism-students
https://www.autismspeaks.org/tool-kit-excerpt/autism-classroom-strategies
https://www.autismspeaks.org/tool-kit-excerpt/autism-and-social-skills-development
https://researchautism.org/blog/5-practical-tips-for-teaching-students-with-autism/
https://www.incredibleyears.com/blog/autism-in-the-inclusive-classroom
https://www.autismeducates.com/2012/06/15/what-to-say-instead-of-no/
Industries and fields worldwide are harnessing the power of artificial intelligence (AI) to drive efficiency, cut costs, boost profitability, and improve outcomes. An estimated 87% of businesses are using some form of AI technology, with healthcare, financial services, and manufacturing among the fields making the greatest use.
Education, and special education in particular, stands to benefit tremendously from AI. Accessibility, personalization, and adaptive learning capabilities make this technology ideally suited to help educators meet the needs of special education students.
The University of Texas Permian Basin—part of the acclaimed UT System—is integrating AI into its special education master’s degree programs, preparing student-educators to excel in what is soon to be a standard classroom tool.
“Special education is all about personalized learning and making sure that it’s specific for [each student],” explains Dr. Kara Rosenblatt, department chair and associate professor of special education in UTPB’s College of Education. “It’s almost impossible for a teacher to do that when there are, I don’t know, 15 kids with different needs in their classroom.”
One of the biggest developments in the College of Education’s Department of Teaching and Learning has been the recent grant received from the University that will enable research to advance the department’s AI ambitions.
“The guy that we’re collaborating on with this grant, Curtis Rogers, works in our technology department on campus,” Rosenblatt said. “He’s been creating simulations that we’ve been using for a different grant that we have. So that’s kind of how we got the idea to do this research.”
The research examines how AI simulations can enhance special education teachers’ and graduate students’ knowledge of evidence-based practices. Using an exploratory case study, participants engage in classroom simulations, compare their strategies with AI-generated feedback, and provide insights through interviews on decision-making, AI’s practicality, and effectiveness.
“We’re doing this with our current students. We will also do collaborations with the STEM Academy that’s on campus, where we’re currently doing a teacher pathway program. So we want to see how they use AI there.”
Rosenblatt described this project as “exploratory,” as it will enable students to identify useful AI tools and use them properly. “For this grant specifically, it’ll be ChatGPT, because you can create simulations.”
“There’s a class, EDSP 6339, which is the Foundations of Special Education class that shows students how to use AI tools effectively, purposefully, and correctly with their students,” Rosenblatt said. “So AI’s in the coursework—the practical application of the coursework is using AI tools.”
This core course, an integral part of all UTPB’s online special education master’s programs, is currently taught by Dr. Haidee Jackson, assistant professor of special education and special education program co-coordinator. Dr. Jackson has given presentations on AI internationally, in locations including South Korea.
UTPB’s special education students are using the design platform Canva’s AI tools to engage their own students. Canva allows educators to customize, adapt, and personalize content for use in the classroom. The application’s text-to-image capabilities empower them to quickly illustrate even complex and abstract concepts simply by typing in a few words.
Prepare for what’s ahead in your career and the special education field in The University of Texas Permian Basin’s CAEP-accredited online master’s degree programs.
Delivered in a flexible online learning format, our programs enable you to complete coursework on a flexible schedule from virtually any location as you continue to meet your professional and personal commitments.
Start any of these UTPB programs with no GRE requirement:
Online Master of Arts in Special Education
UTPB’s MA in special education equips you to create inclusive classrooms, address resource limitations, foster diversity, and meet individual student needs.
Online Master of Arts in Special Education, Autism Spectrum Disorders track
Our MA in special education with a specialized track in autism spectrum disorders explores physical and cognitive development across the lifespan, emphasizing technology, innovation, and inclusion in modern special education.
Online Master of Arts in Special Education, Educational Diagnostician track
The MA in special education’s educational diagnostician track trains you to evaluate and address students’ unique learning needs using advanced assessment methods and innovative technologies in special education.
By this time next year, you could be finishing your special education master’s degree, preparing for graduation and the next step in your career! Get started now.
Sources:
https://www.dice.com/career-advice/5-industries-benefiting-from-the-a.i.-boom
Robots in the classroom. Three-dimensional online education. 2025 is well underway, and the potential for big developments in education is on the horizon this year.
Perhaps unsurprisingly, many of these educational trends are centered around technology-facilitated digital learning. Some may be familiar, while others may be new to you. All are expected to become more commonplace in 2025.
Current and future educators, education administrators, and other professionals in the field, take note: These innovations are poised to transform teaching methods, student engagement, learning retention, and other aspects of education for years to come.
Artificial intelligence (AI) and machine-learning tools are ushering in an unprecedented era of personalized education. Schools at all levels are implementing adaptive learning platforms that use AI to tailor teaching methods to each student’s learning style and pace, making lessons more engaging and helping students better process concepts.
The playing field is being leveled for students with physical, mental, and learning disabilities as assistive technologies become more readily available. Tools like screen readers and speech-to-text, as well as Universal Design for Learning (UDL) guidelines, are enabling students with varying needs to participate in class to the full extent of their abilities.
As in business, data is driving progress in education. Efficient data analysis can help teachers assess student performance and adapt their instructional methods as needed. Predictive modeling pinpoints trends and areas that need improvement, making teaching more effective.
Analytics also empowers teachers to provide students with real-time feedback that encourages their continued improvement.
Robots are engaging students with autism spectrum disorders (ASD) and tutoring in classrooms. AI-driven robots may also be used to help with repetitive tasks such as grading assignments and taking class attendance, freeing up teachers to focus on individual students. These tools do not replace human teachers; rather, they enhance their efficiency, particularly when resources are limited.
With the aid of specialized headsets and smartphone applications, extended reality (XR) technologies including mixed reality (MR), augmented reality (AR), and virtual reality (VR) are providing students with immersive learning experiences not previously possible online or in a physical classroom.
Students can now explore ancient civilizations or the inside of a human heart virtually in 3D, take virtual field trips, and conduct simulated experiments.
Cloud computing allows educational institutions to minimize onsite technology costs by accessing tools completely online. For students and faculty, the transition to cloud computing facilitates more widespread collaboration capabilities and broader access to academic materials.
Lessons are now being delivered in a “gamified” format that conveys information in a dynamic and entertaining way. Game-based education encourages students to pursue and attain virtual rewards as they reach new levels of learning. In the process, this technology helps students build key soft skills and tracks their progress.
Not all education trends are technology-based. Some represent changing views about the breadth of education. Math, history, and other traditional subjects remain as important as ever. But increased emphasis is being placed on other types of knowledge valuable to every human being at the most fundamental level.
Emotional intelligence and interpersonal skills such as conflict resolution and collaboration are now filling in a longstanding gap in the educational experience and equipping students to live more satisfying lives.
Prepare for what’s to come in education in 2025 and beyond! We invite you to choose the CAEP-accredited online UTPB online program that aligns with your professional aspirations:
Master of Arts in Bilingual/ESL*
Master of Arts in Special Education*
Master of Arts in Special Education, Autism Spectrum Disorders track*
Master of Arts in Special Education, Educational Diagnostician track*
Educational Diagnostician Certification
Master of Arts in Educational Leadership
*Meets TEACH Grant and Teacher Loan Forgiveness requirements.
Learn more about these and other available UTPB online programs now.
Sources:
https://www.edtechdigest.com/2024/09/10/top-5-trends-in-educational-technology-to-watch-in-2025/
https://www.linkedin.com/pulse/what-predicted-education-trends-2025-kolibrieducation-akrof
https://builtin.com/robotics/robotics-in-the-classroom
https://www.classter.com/blog/edtech/2025-edtech-predictions-10-trends-every-school-should-know/
Chances are you’re already a certified classroom teacher or well on your way to becoming one. So why go through the trouble of earning a master’s degree in bilingual/ESL (English as a second language) education? How about the chance to help a growing generation of students learn a new language that’ll increase their chance of academic, personal and professional success?
A higher salary doesn’t hurt either.
Here are three reasons why you should earn a Master of Arts in Bilingual/ESL Education at The University of Texas Permian Basin.
Two teacher career pathways lie before you: ESL and bilingual education. The right pathway for you depends on your goals and skill set, but teachers who speak a foreign language should choose bilingual education.
Students and teachers may not always speak the same language — sometimes figuratively and sometimes literally. ESL classrooms are composed of immigrants, international students, and other students who speak a native language other than English. Almost 750,000 grade school students in the 2020-2021 school year—about one in five Texas grade school students—were English language learners.
Intimidated by the thought of speaking a different language than your students? Don’t be.
English is the only language spoken in an ESL classroom. You’ll teach essential school subjects while helping students read, write, and speak English. At those moments when students are frustrated, unsure how they can possibly learn a new language, you’ll be there to help. An MA in ESL program will teach you how.
Speaking a foreign language has its perks.
As a bilingual educator, you’ll teach students in both English and their native language, usually Spanish. Not only will your students receive a high-quality education, they’ll also have the best chance of becoming fluent in both languages.
Consider how speaking a foreign language has helped you in your career. Now, imagine each and every one of your students gaining that same advantage.
¿Habla Español?
42 million Americans speak Spanish as their first language, and 15 million speak it as their second. Students and teachers who speak this Romance language will experience opportunities for success, but more importantly, they’ll be able to better connect with the communities around them.
You don’t have to speak Spanish to succeed as an ESL or bilingual educator, especially if you choose to earn an MA in ESL education. If, however, you do pursue a career in bilingual/ESL education, your classroom will likely be filled with students from Mexico, Cuba, and other Spanish-speaking countries, regardless of the teacher career pathway you choose.
An analysis of teacher vacancies revealed that most U.S. states are experiencing some degree of teacher shortage. If you haven’t experienced the effects of the teacher shortage firsthand, you undoubtedly know those who have.
Schools are looking for teachers who specialize in more than one subject area, since this lends educators added versatility in school districts scrambling to fill open roles. Graduate with an MA in bilingual/ESL education and an ability to teach English language learners (ELLs) and you’ll hold a great deal more bargaining power.
Teacher salaries may seem respectable from the outside looking in. If teachers were fairly compensated for time spent grading, creating lesson plans, supporting students, and speaking with parents, however, they’d be paid like kings and queens.
Teachers who earn a master’s degree in bilingual/ESL education can increase their earning potential, especially in Texas.
Created in 2019, the Teacher Incentive Allotment (TIA) offers the opportunity for educators like you to earn a six-figure salary. Participating school districts receive funding allotments of $3,000–$32,000 per designated teacher, 90% of which must go to teachers’ salaries. “It puts [teachers] on a playing field with other high-paying professions and allows teachers to stay in the classroom and receive high compensation,” said John York, chief human resource officer for Longview ISD in Longview, Texas.
Although only in effect in select school districts, TIA is a prime example of how experience and a prestigious degree can help teachers receive the pay they deserve.
UT Permian Basin offers an online MA in bilingual/ESL education program that can help you advance your career and make a difference in the lives of ELLs. With its flexible online format, our program allows you to pursue your degree while you continue teaching in your current position. Earn your master’s degree without ever leaving the classroom!
Choose from one of two concentrations:
Master of Arts in ESL Education
Learn how to foster an inclusive learning environment for immigrants, international students, and other ELLs from all walks of life. Courses like Methods of Teaching ESL will teach you how to overcome language, cultural, and learning barriers in the classroom.
Master of Arts in Bilingual Education
Learn what it takes to be a pillar of support for students who speak a native language other than English. Courses like History and Politics in Bilingual Education will help you keep up with current trends and identify the best instructional models to use when working with ELLs.
Which master’s degree pathway will you choose? Apply to our online MA in bilingual/ESL education program to take the next step on your path toward a rewarding career in education.
When you think of special education, what comes to mind? You might picture students with developmental delays, speech or language impairments, or other observable challenges. While these are accurate, it’s important to remember that special education also supports students with a range of less visible needs. Despite this, society often focuses on more severe disabilities.
Special education programs are designed to provide personalized support tailored to meet the unique needs of each student. This support helps students thrive and succeed, making special education a valuable resource. So why does it often carry a negative connotation?
Join us as we explore the stigma surrounding special education and discuss strategies to foster a more inclusive and supportive environment for all students.
As beneficial as special education classes can be for students who need additional support, a stigma still surrounds these programs. Society often casts special education in a negative light, resulting in various forms of discrimination. This stigma can lead to isolating students in special education programs from their peers, setting lower expectations for their abilities, and providing fewer opportunities compared to their classmates in general education classes.
This stigma may stem from common misconceptions about special education programs, including:
The stigma surrounding special education can have a significant impact on students and their families. Students may struggle with feelings of inadequacy or become overly aware of their unique needs, which can undermine their confidence. Additionally, caregivers often face emotional challenges, such as worry and stress. Financial difficulties are also a factor. These stresses often arise as they work hard to make sure their children are included in social and educational activities and receive the support they need.
Fortunately, there are several proactive steps that educators can take in removing the stigma of special education, shifting society’s perception of it, and recognizing it for the valuable resource it truly is, such as:
Whether you’ve worked in education or you have a friend or family member in the special education system and have witnessed their triumphs and struggles, you can take a stand against the biases in special education. At The University of Texas Permian Basin, we offer three entirely online master’s degrees that provide a well-rounded foundation in special education to prepare you for a career in this rewarding field:
The time to make changes in the lives of students with disabilities is now. Be the change you want to see in the world—apply to the program of your choice today!
Sources:
https://www.wsj.com/us-news/education/special-education-student-growth-teachers-understaffed-20efa9da
https://nces.ed.gov/programs/coe/indicator/cgg
https://online.utpb.edu/about-us/articles/education/3-myths-about-special-education-debunked/