More students are getting high scores on Advanced Placement tests, long seen as a gateway to elite college admissions as well as a way to earn college credit during high school. From a report: Changes by the tests' maker in recent years have shifted scores upward. That has led to hundreds of thousands of additional students getting what's considered a passing score -- 3 or above on the 1-to-5 scale -- on exams in popular courses including AP U.S. History and AP U.S. Government.

The nonprofit behind the tests, College Board, says it updated the scoring by replacing its panel of experts with a large-scale data analysis to better reflect the skills students learn in the courses. Some skeptical teachers, test-prep companies and college administrators see the recent changes as another form of grade inflation, and a way to boost the organization's business by making AP courses seem more attractive.

"It is hard to argue with the premise of AP, that students who are talented and academically accomplished can get a head start on college," said Jon Boeckenstedt, the vice provost of enrollment at Oregon State University. "But I think it's a business move." The number of students cheering their higher AP scores could rise again next year. The College Board said it is still recalibrating several other subjects, including its most popular course, AP English Language, which attracts more than half a million test takers.

Rosemary Fowler, a pioneering physicist who discovered the kaon particle during her doctoral research in 1948, has been awarded an honorary doctorate from the University of Bristol -- 75 years after she left her PhD to raise a family. The Guardian reports: Rosemary Fowler, 98, discovered the kaon particle during her doctoral research under Cecil Powell at the University of Bristol in 1948, which contributed to his Nobel prize for physics in 1950. Fowler's discovery helped lead to a revolution in the theory of particle physics, and it continues to be proven correct -- predicting particles such as the Higgs boson, discovered at Cern in Geneva, Switzerland. But she left university without completing her PhD to marry fellow physicist Peter Fowler in 1949, a decision she later described as pragmatic after she went on to have three children in a time of postwar food rationing.

At 22, Fowler spotted something when viewing unusual particle tracks -- a particle that decayed into three pions, a type of subatomic particle. She said: "I knew at once that it was new and would be very important. We were seeing things that hadn't been seen before -- that's what research in particle physics was. It was very exciting." The track, later labelled K, was evidence of an unknown particle, now known as the kaon or K meson. The K track was the mirror image of a particle seen before by colleagues in Manchester, but their track decayed into two pions, not three. Trying to understand how these images were the same, yet behaved differently, helped lead to a revolution in the theory of particle physics. The year after the discovery, Fowler left university having published her discovery in three academic papers.

This week the Computer Science Teachers Association conference kicked off Tuesday in Las Vegas, writes long-time Slashdot reader theodp.

And the "TeachAI" education initiative teamed with the Computer Science Teachers Association to release three briefs "arguing that K-12 computer science education is more important than ever in an age of AI." From the press release: "As AI becomes increasingly present in the classroom, educators are understandably concerned about how it might disrupt the teaching of core CS skills like programming. With these briefs, TeachAI and CSTA hope to reinforce the idea that learning to program is the cornerstone of computational thinking and an important gateway to the problem-solving, critical thinking, and creative thinking skills necessary to thrive in today's digitally driven world. The rise of AI only makes CS education more important."

To help drive home the point to educators, the 39-page Guidance on the Future of Computer Science Education in an Age of AI (penned by five authors from nonprofits CSTA and Code.org) includes a pretty grim comic entitled Learn to Program or Follow Commands. In the panel, two high school students who scoff at the idea of having to learn to code and instead use GenAI to create their Python apps wind up getting stuck in miserable warehouse jobs several years later as a result where they're ordered about by an AI robot.
"The rise of AI only makes CS education more important," according to the group's press release, "with early research showing that people with a greater grasp of underlying computing concepts are able to use AI tools more effectively than those without." A survey by the group also found that 80% of teachers "agree that core concepts in CS education should be updated to emphasize topics that better support learning about AI."

But I'd be curious to hear what Slashdot's readers think. Share your thoughts and opinions in the comments.

Should children still be taught to code in the age of AI?

A new report "explores the current state of secure software development," according to an announcement from the Linux Foundation, "and underscores the urgent need for formalized industry education and training programs," noting that many developers "lack the essential knowledge and skills to effectively implement secure software development."

The report analyzes a survey of nearly 400 software development professionals performed by and the Open Source Security Foundation (OpenSSF) and Linux Foundation Research: Survey findings outlined in the report show nearly one-third of all professionals directly involved in development and deployment — system operations, software developers, committers, and maintainers — self-report feeling unfamiliar with secure software development practices. This is of particular concern as they are the ones at the forefront of creating and maintaining the code that runs a company's applications and systems.

"Time and again we've seen the exploitation of software vulnerabilities lead to catastrophic consequences, highlighting the critical need for developers at all levels to be armed with adequate knowledge and skills to write secure code," said David A. Wheeler, director of open source supply chain security for the Linux Foundation. "Our research found that a key challenge is the lack of education in secure software development. Practitioners are unsure where to start and instead are learning as they go. It is clear that an industry-wide effort to bring secure development education to the forefront must be a priority." OpenSSF offers a free course on developing secure software (LFD121) and encourages developers to start with this course.

Survey results indicate that the lack of security awareness is likely due to most current educational programs prioritizing functionality and efficiency while often neglecting essential security training. Additionally, most professionals (69%) rely on on-the-job experience as a main learning resource, yet it takes at least five years of such experience to achieve a minimum level of security familiarity.
"The top reason (44%) for not taking a course on secure software development is lack of knowledge about a good course on the topic," according to the announcement — which includes this follow-up quote from Intel's Christopher Robinson (co-chair of the OpenSSF Education SIG).

"Based on these findings, OpenSSF will create a new course on security architecture which will be available later this year which will help promote a 'security by design' approach to software developer education."

RealPage says it isn't doing anything wrong by suggesting to landlords how much rent they could charge. From a report: In a move to reclaim its own narrative, the property management software company published a microsite and a digital booklet it's calling "The Real Story," as it faces multiple lawsuits and a reported federal criminal probe related to allegations of rental price fixing. RealPage's six-page digital booklet, published on the site in mid-June, addresses what it calls "false and misleading claims about its software" -- the myriad of allegations it faces involving price-fixing and rising rents -- and contends that the software benefits renters and landlords and increases competition. It also said landlords accept RealPage's price recommendations for new leases less than 50 percent of the time and that the software recommends competitive prices to help fill units.

[...] But landlords are left without concrete answers, as questions around the legality of this software are ongoing as they continue renting properties. "I don't think we're seeing this as a RealPage issue but rather as a revenue management software issue," says Alexandra Alvarado, the director of marketing and education at the American Apartment Owners Association, the largest association of landlords in the US. Alvarado says some landlords are taking pause and asking questions before using the tech.

Major changes are coming to the ACT college admissions exam in the spring, the CEO of ACT announced Monday. From a report: The exam will be evolving to "meet the challenges students and educators face" -- and that will include shortening the core test and making the science section optional, chief executive Janet Godwin said in a post on the non-profit's website. The changes will begin with national online tests in spring 2025 and be rolled out for school-day testing in spring 2026, Godwin said in the post. The decision to alter the ACT follows changes made to the SAT earlier this year by the College Board, the non-profit organization that develops and administers that test. The SAT was shortened by a third and went fully digital.

Science is being removed from the ACT's core sections, leaving English, reading and math as the portions that will result in a college-reportable composite score ranging from 1 to 36, Godwin wrote. The science section, like the ACT's writing section already was, will be optional. "This means students can choose to take the ACT, the ACT plus science, the ACT plus writing, or the ACT plus science and writing," Godwin wrote. "With this flexibility, students can focus on their strengths and showcase their abilities in the best possible way."

Costs associated with ransomware attacks on critical national infrastructure (CNI) organizations skyrocketed in the past year. From a report: According to Sophos' latest figures, released today, the median ransom payments rose to $2.54 million -- a whopping 41 times last year's sum of $62,500. The mean payment for 2024 is even higher at $3.225 million, although this represents a less dramatic 6x increase. IT, tech, and telecoms were the least likely to pay mega bucks to cybercriminals with an average payment of $330,000, while lower education and federal government orgs reported the highest average payments at $6.6 million.

The numbers are based only on ransomware victims that were willing to disclose the details of their blunders, so do not present the complete picture. On the topic of ransom payments, only 86 CNI organizations of the total 275 involved in the survey offered data. There's a good chance that the numbers would be skewed if 100 percent of the total CNI ransomware victims polled were entirely transparent with their figures. Costs to recover from ransomware attacks are also significantly up compared to the researchers' report last year, with some CNI sectors' costs quadrupling to a median average of $3 million per incident. While the mean cost across oil, gas, energy, and utilities dropped slightly to $3.12 million from $3.17 million last year, the energy and water sectors saw the sharpest increase in recovery costs. The new average for just these two sectors is now four times greater than the global median cross-sector average of $750k, Sophos said.

In a post on X today, Andrej Karpathy announced that he is "starting an AI+Education company called Eureka Labs." Karpathy taught deep learning for computer vision at Stanford University, left to co-found OpenAI in 2015 and then moved on to direct artificial intelligence for Tesla Autopilot until 2022. He then migrated back to OpenAI to lead a small team related to ChatGPT. CoinTelegraph reports: Eureka is creating virtual teaching assistants powered by generative AI to bring top courses to vastly more students without sacrificing the personalized interactions typical of in-person learning. The startup's ultimate goal is to bring elite educators and coursework to students throughout the world, regardless of barriers such as geography and language. [...] Eureka's first product will be an undergraduate AI course called LLM101n. The course will guide students through the process of training an AI similar to the AI Teaching Assistant. Materials will be available online but will also include digital and physical cohorts, allowing students to progress through the course in small groups. "The teacher still designs the course materials, but they are supported, leveraged and scaled with an AI Teaching Assistant who is optimized to help guide the students through them," Karpathy explained.

"If we are successful, it will be easy for anyone to learn anything, expanding education in both reach (a large number of people learning something) and extent (any one person learning a large amount of subjects, beyond what may be possible today unassisted)."

Eton College, Britain's elite boarding school with alumni that includes Princes William and Harry, as well as George Orwell and a long list of others, is banning incoming students from having smartphones. Instead, the school will provide students with a Nokia "brick" phone, which will only be capable of making calls and sending text messages. CBS News reports: Parents of first-year students at Eton -- where tuition exceeds $60,000 per year -- were informed of the changes in a letter, which said that incoming 13-year-old boarders should have their smart devices taken home after their SIM cards are transferred to offline Nokia phones provided by the school, which can only make calls and send simple text messages. Eton's previous rules on smartphones required first-year students to hand over their devices overnight.

"Eton routinely reviews our mobile phone and devices policy to balance the benefits and challenges that technology brings to schools," a spokesperson for the school told CBS News on Tuesday, adding that those joining in Year 9, essentially the equivalent of freshman year in high school for American students, "will receive a 'brick' phone for use outside the school day, as well as a school-issued iPad to support academic study." The spokesperson added that "age-appropriate controls remain in place for other year groups." The ban follows a recent guidance issued by the UK government backing school principals who decide to ban smartphones during the school day. The goal is to help minimize disruption and improve classroom behavior.

An anonymous reader quotes a report from The Guardian: A court in south-west Spain has sentenced 15 schoolchildren to a year's probation for creating and spreading AI-generated images of their female peers in a case that prompted a debate on the harmful and abusive uses of deepfake technology. Police began investigating the matter last year after parents in the Extremaduran town of Almendralejo reported that faked naked pictures of their daughters were being circulated on WhatsApp groups. The mother of one of the victims said the dissemination of the pictures on WhatsApp had been going on since July.

"Many girls were completely terrified and had tremendous anxiety attacks because they were suffering this in silence," she told Reuters at the time. "They felt bad and were afraid to tell and be blamed for it." On Tuesday, a youth court in the city of Badajoz said it had convicted the minors of 20 counts of creating child abuse images and 20 counts of offenses against their victims' moral integrity. Each of the defendants was handed a year's probation and ordered to attend classes on gender and equality awareness, and on the "responsible use of technology." [...] Police identified several teenagers aged between 13 and 15 as being responsible for generating and sharing the images. Under Spanish law minors under 14 cannot be charged but their cases are sent to child protection services, which can force them to take part in rehabilitation courses. Further reading: First-Known TikTok Mob Attack Led By Middle Schoolers Tormenting Teachers

Starting this fall, most students at Johns Hopkins' medical school will attend tuition-free thanks to a $1 billion donation from billionaire Mike Bloomberg. From a report: The generous gift is intended to address "twin challenges of declining levels of health and education," Bloomberg said in a letter Monday. The donation will cover the full cost of tuition for medical students from families earning less than $300,000, Bloomberg Industries announced Monday. It will also cover living expenses and other fees for students from families earning up to $175,000.

Currently, nearly two-thirds of medical students at the school qualify for financial aid. Johns Hopkins' medical students graduate with an average student loan debt of about $104,000. The donation will also increase financial aid at some of the university's other graduate schools, including the schools of nursing and public health.

An anonymous reader quotes a report from Ars Technica: A bunch of eighth graders in a "wealthy Philadelphia suburb" recently targeted teachers with an extreme online harassment campaign that The New York Times reported was "the first known group TikTok attack of its kind by middle schoolers on their teachers in the United States." According to The Times, the Great Valley Middle School students created at least 22 fake accounts impersonating about 20 teachers in offensive ways. The fake accounts portrayed long-time, dedicated teachers sharing "pedophilia innuendo, racist memes," and homophobic posts, as well as posts fabricating "sexual hookups among teachers."

The Pennsylvania middle school's principal, Edward Souders, told parents in an email that the number of students creating the fake accounts was likely "small," but that hundreds of students piled on, leaving comments and following the fake accounts. Other students responsibly rushed to report the misconduct, though, Souders said. "I applaud the vast number of our students who have had the courage to come forward and report this behavior," Souders said, urging parents to "please take the time to engage your child in a conversation about the responsible use of social media and encourage them to report any instances of online impersonation or cyberbullying." Some students claimed that the group attack was a joke that went too far. Certain accounts impersonating teachers made benign posts, The Times reported, but other accounts risked harming respected teachers' reputations. When creating fake accounts, students sometimes used family photos that teachers had brought into their classrooms or scoured the Internet for photos shared online.

Following The Times' reporting, the superintendent of the Great Valley School District (GVSD), Daniel Goffredo, posted a message to the community describing the impact on teachers as "profound." One teacher told The Times that she felt "kicked in the stomach" by the students' "savage" behavior, while another accused students of slander and character assassination. Both were portrayed in fake posts with pedophilia innuendo. "I implore you also to use the summer to have conversations with your children about the responsible use of technology, especially social media," Goffredo said. "What seemingly feels like a joke has deep and long-lasting impacts, not just for the targeted person but for the students themselves. Our best defense is a collaborative one." Goffredo confirmed that the school district had explored legal responses to the group attack. But ultimately the district found that they were "limited" because "courts generally protect students' rights to off-campus free speech, including parodying or disparaging educators online -- unless the students' posts threaten others or disrupt school," The Times reported. Instead, the middle school "briefly suspended several students," teachers told The Times, and held an eighth-grade assembly raising awareness of harms of cyberbullying, inviting parents to join.

New York City announced a "major citywide initiative" to increase "math achievement" among students, according to the mayor's office.

93 middle schools and 420 high schools will implement an "Illustrative Math" curriculum (from an education nonprofit founded in 2011) combined with intensive teacher coaching, starting this fall. "The goal is to ensure that all New York City students develop math skills," according to the NYC Solves web site (with the mayor's office noting "years of stagnant math scores.") Long-time Slashdot reader theodp writes: The NYC Public Schools further explained, "As part of the NYC Solves initiative, all high schools will use Illustrative Mathematics and districts will choose a comprehensive, evidence-based curricula for middle school math instruction from an approved list. Each curriculum has been reviewed and recommended by EdReports, a nationally recognized nonprofit organization."

The About page for Illustrative Mathematics (IM) lists The Bill & Melinda Gates Foundation as a Philanthropic Supporter [as well as the Chan Zuckerberg Initiative and The William and Flora Hewlett Foundation], and lists two Gates Foundation Directors as Board members... A search of Gates Foundation records for "Illustrative Mathematics" turns up $25 million in committed grants since 2012, including a $13.9 million grant to Illustrated Mathematics in Nov. 2022 ("To support the implementation of high-quality instructional materials and practices for improving students' math experience and outcomes") and a $425,000 grant just last month to Educators for Excellence ("To engage teacher feedback on the implementation of Illustrative Mathematics curriculum and help middle school teachers learn about the potential for math high-quality instructional materials and professional learning in New York City").

EdReports, which vouched for the Illustrative Mathematics curriculum (according to New York's Education Department), has received $10+ million in committed Gates Foundation grants. The Gates Foundation is also a very generous backer of NYC's Fund for Public Schools, with grants that included $4,276,973 in October 2023 "to support the implementation of high-quality instructional materials and practices for improving students' math experience and outcomes."

Chalkbeat reported in 2018 on a new focus on high school curriculum by the Gates Foundation ("an area where we feel like we've underinvested," said Bill Gates). The Foundation made math education its top K-12 priority in Oct. 2022 with a $1.1 billion investment. Also note this May 2023 blog post from $14+ million Gates Foundation grantee Educators for Excellence, a New York City nonprofit. The blog post touts the key role the nonprofit had played in a year-long advocacy effort that ultimately "secured a major win" ending the city's curricula "free-for-all" and announced "a standardized algebra curriculum from Illustrative Mathematics will also be piloted at 150 high schools."

As the NY Times reported back in 2011, behind "grass-roots" school advocacy, there's Bill Gates!

An anonymous reader shares a report: Eton College, one of the world's most prestigious boarding schools, is planning to ban smartphones for its incoming first-year students and replace these with old-school Nokia phones instead, a spokesperson for the school confirmed to Business Insider. The new policy comes as the UK-based school grapples with managing student's educations alongside technological developments.

"Eton routinely reviews our mobile phone and devices policy to balance the benefits and challenges that technology brings to schools," a spokesperson told BI. "From September those joining in Year 9 will receive a 'brick' phone for use outside the school day, as well as a School-issued iPad to support academic study. Age-appropriate controls remain in place for other year groups," they added. Eton College is an exclusive boarding school located outside London, near Windsor. Prince William, Prince Harry, Tom Hiddleston, and Eddie Redmayne are among its best-known alumni.

Mojang Studios, the creator of the globally popular video game Minecraft, is diversifying its revenue streams amid slowing growth in the gaming industry. Chief Executive Asa Bredin revealed in an interview that the company is exploring new partnerships in merchandising, education, and content streaming. The company is also venturing into film and television, with a Warner Bros. movie adaptation set to premiere in April and a Netflix series in development. From a report: Mojang's push follows repeated forays by Nintendo and Sony Group to broaden the appeal of their gaming properties at a time that spending in the industry has hit a lull. Nintendo is developing a live-action film based on the Legend of Zelda franchise, following the blockbuster success of The Super Mario Bros. Movie, while Sony has turned The Last of Us into an HBO series and created games based on the Spider-Man movies.

theodp writes: As with last year," tweeted College Board's AP Program Chief Trevor Packer, "the most challenging free-response question on this year's AP Computer Science A exam was Q4 on 2D Array." While it takes six pages of the AP CS A exam document [PDF] to ask question 4 (of 4), the ask of students essentially boils down to using Java to move from the current location in a 2-D grid to either immediately below or to the right of that location based on which neighbor contains the lesser value, and adding the value at that location to a total (suggested Java solution, alternative Excel VBA solution). Much like rules of the children's game Pop-O-Matic Trouble, moves are subject to the constraint that you cannot move to the right or ahead if it takes you to an invalid position (beyond the grid dimensions).

Ironically, many of the AP CS A students who struggled with the grid coding problem were likely exposed by their schools from kindergarten on to more than a decade's worth of annual Hour of Code tutorials that focused on the concepts of using code to move about in 2-D grids. The move-up-down-left-right tutorials promoted by schools came from tech-backed nonprofit Code.org and its tech giant partners and have been taught over the years by the likes of Bill Gates, Mark Zuckerberg, and President Obama, as well as characters from Star Wars, Disney Princess movies, and Microsoft Minecraft.

The news of American high school students struggling again with fairly straightforward coding problems after a year-long course of instruction comes not only as tech companies and tech-tied nonprofits lobby state lawmakers to pass bills making CS a high school graduation requirement in the US, but also as a new report from King's College urges lawmakers and educators to address a stark decline in the number of UK students studying computing at secondary school, which is blamed on the replacement of more approachable ICT (Information and Communications Technology) courses with more rigorous computer science courses in 2013 (a switch pushed by Google and Microsoft), which it notes students have perceived as too difficult and avoided taking.

The Rubik's Cube turns 50 this year, but it's far from retiring. At a recent San Francisco conference, math buffs and puzzle fans celebrated the enduring appeal of Erno Rubik's invention, reports The New York Times. With a mind-boggling 43 quintillion possible configurations, the Cube has inspired countless variants and found uses in education and art.

Peter Scarfe, a researcher at the University of Reading's School of Psychology and Clinical Language Sciences, conducted an experiment testing the vulnerability of their examination system to AI-generated work. Using ChatGPT-4, Scarfe's team submitted over 30 AI-generated answers across multiple undergraduate psychology modules, finding that 94 percent of these submissions went undetected and nearly 84 percent received higher grades than human counterparts. The findings have been published in the journal PLOS One. Ars Technica reports: Scarfe's team submitted AI-generated work in five undergraduate modules, covering classes needed during all three years of study for a bachelor's degree in psychology. The assignments were either 200-word answers to short questions or more elaborate essays, roughly 1,500 words long. "The markers of the exams didn't know about the experiment. In a way, participants in the study didn't know they were participating in the study, but we've got necessary permissions to go ahead with that," Scarfe claims. Shorter submissions were prepared simply by copy-pasting the examination questions into ChatGPT-4 along with a prompt to keep the answer under 160 words. The essays were solicited the same way, but the required word count was increased to 2,000. Setting the limits this way, Scarfe's team could get ChatGPT-4 to produce content close enough to the required length. "The idea was to submit those answers without any editing at all, apart from the essays, where we applied minimal formatting," says Scarfe.

Overall, Scarfe and his colleagues slipped 63 AI-generated submissions into the examination system. Even with no editing or efforts to hide the AI usage, 94 percent of those went undetected, and nearly 84 percent got better grades (roughly half a grade better) than a randomly selected group of students who took the same exam. "We did a series of debriefing meetings with people marking those exams and they were quite surprised," says Scarfe. Part of the reason they were surprised was that most of those AI submissions that were detected did not end up flagged because they were too repetitive or robotic -- they got flagged because they were too good.

Out of five modules where Scarfe's team submitted AI work, there was one where it did not receive better grades than human students: the final module taken by students just before they left the university. "Large language models can emulate human critical thinking, analysis, and integration of knowledge drawn from different sources to a limited extent. In their last year at the university, students are expected to provide deeper insights and use more elaborate analytical skills. The AI isn't very good at that, which is why students fared better," Scarfe explained. All those good grades Chat GPT-4 got were in the first- and second-year exams, where the questions were easier. "But the AI is constantly improving, so it's likely going to score better in those advanced assignments in the future. And since AI is becoming part of our lives and we don't really have the means to detect AI cheating, at some point we are going to have to integrate it into our education system," argues Scarfe. He said the role of a modern university is to prepare the students for their professional careers, and the reality is they are going to use various AI tools after graduation. So, they'd be better off knowing how to do it properly.

Exam submissions generated by AI can not only evade detection but also earn higher grades than those submitted by university students, a real-world test has shown. From a report: The findings come as concerns mount about students submitting AI-generated work as their own, with questions being raised about the academic integrity of universities and other higher education institutions. It also shows even experienced markers could struggle to spot answers generated by AI, the University of Reading academics said.

Peter Scarfe, an associate professor at Reading's School of Psychology and Clinical Language Sciences said the findings should serve as a "wake-up call" for educational institutions as AI tools such as ChatGPT become more advanced and widespread. He said: "The data in our study shows it is very difficult to detect AI-generated answers. There has been quite a lot of talk about the use of so-called AI detectors, which are also another form of AI but (the scope here) is limited." For the study, published in the journal Plos One, Prof Scarfe and his team generated answers to exam questions using GPT-4 and submitted these on behalf of 33 fake students. Exam markers at Reading's School of Psychology and Clinical Language Sciences were unaware of the study. Answers submitted for many undergraduate psychology modules went undetected in 94% of cases and, on average, got higher grades than real student submissions, Prof Scarfe said.

An anonymous reader quotes a report from TechCrunch: Google announced on Monday that it's bringing its AI technology Gemini to teen students using their school accounts, after having already offered Gemini to teens using their personal accounts. The company is also giving educators access to new tools alongside this release. Google says that giving teens access to Gemini can help prepare them with the skills they need to thrive in a future where generative AI exists. Gemini will help students learn more confidently with real-time feedback, the company believes.

Google claims it will not use data from chats with students to train and improve its AI models, and has taken steps to ensure it's bringing this technology to students responsibly. Gemini has guardrails that will prevent inappropriate responses, such as illegal or age-gated substances, from appearing in responses. It will also actively recommend teens use its double-check feature to help them develop information literacy and critical thinking skills. Gemini will be available to teen students while using their Google Workspace for Education accounts in English in more than 100 countries. Gemini will be off by default for teens until admins choose to turn it on. Google also announced that it's launching its Read Along in Classroom feature worldwide to help students improve reading skills with real-time support. Educators can assign grade-level or phonics-based reading activities and receive insights on students' reading accuracy, speed, and comprehension.