Exploring the Future: AI in Education

Speaker 1 A newsletter. Speaker 2 A way to see how many people exactly interacted. Yes. Like, okay, so you have that. Yes, you have. Seeing the stat. Speaker 3 Once once I started using school messenger. Speaker 1 Or other go in. And not only. Speaker 3 That, but also how many times people click on the links inside. Speaker 2 Yeah. Speaker 3 And so we're able to kind of look at, okay, are people clicking on the links and going and looking at the PDFs and the outside information that we're linking to or not and we're realizing we need to kind of pivot a little bit and maybe get all the information inside of the email because it's a very low click rate. Speaker 1 Okay. Well. Speaker 2 I mean, that's depending on whatever it is that we're sending out. We've always been kind of surprised by one of our highest ones is actually the the board with. Speaker 1 The board report. Speaker 2 And when we sent out one of our first surveys for communication about, you know, what resource are you getting from us that you enjoy that you like, that tells you a lot of information and rank them. And the report was number one. Speaker 4 And we were literally thinking we were going to be able to take like this survey data to be like, we can probably get rid of the board report and. Speaker 1 Know that better. Speaker 2 That's true. I mean, whatever you think, I mean, it's just good to have that, you know, that data. So then you can say, okay, well, a lot of people are actually opening this up and clicking on the links and, you know, sort of thing. So we need to. Speaker 5 Start putting our newsletter inside the board report if we want people to read. Speaker 1 It. Yeah. Oh, so a about letter to parents. Speaker 5 Now our newsletter is. Speaker 1 Through the South. Yeah. Speaker 4 Maybe just like our really interesting, like subject line, like something, something that's going to make people click automatic. Like maybe it's like you're instilling fear in some way. Speaker 5 Jeremy tried. Speaker 1 To give away a. Speaker 5 Well, he did give away a Starbucks gift card and. Speaker 3 To people enter to win. Speaker 1 Yeah. Speaker 4 Saying in the say in the subject line. Speaker 3 I think. Speaker 5 It was like at top at the body of what we said it was. Speaker 3 Pretty high up if I remember correctly. But also one thing I've learned is that a lot of people, because it's coming from an external email source, is getting sorted out of their primary inbox and it's go into their forums like I'm working with Ashley right now. She uses constant contact and so we're working with her to try and get some coding into our web domain so that her emails, it appears like it's coming from inside of feisty and not external email. Speaker 3 Oh, gotcha. If we can figure that out and we can figure it out for us. Yeah. School messenger as well. So it looks like it's coming from communications or from tech. You know, somebody in technology and it doesn't have that little external email bracket. Speaker 4 Yeah, right. Yeah. Because I'm like, I don't know, like when you all talked about sending something out, like, I never remembered seeing it, but we have our set of organizers. We get all of the campus emails too, so we have our email sorted kind of in a certain way. So like all the campus emails go to like our forums tab, right? Speaker 4 Well, that's when I went back and tried to search for y'all's survey or newsletter. Whatever it was, I think was a survey. It was in, it was it had been in the forums tab. So I'm like, no wonder I got, you know, kind of lost in the mix because there's so many that come in, especially like this time of year, like the amazing Marketplace with all the rodeo rodeo tickets. Speaker 2 Yes. Well, let's get started. Welcome to season three, episode nine of Feisty Faces, the podcast where Kelsey goes, That's me and Dana. Oh, and that's me. I have the pleasure of interviewing interesting people and discussing anything and everything. Feisty. So I'm not going to lie. We took a little bit of a break here, but we are coming back. Speaker 1 Strong. Speaker 2 Today, talking about one of my favorite topics, artificial intelligence. And we are talking to Jeremy Walker, executive director of technology, and Lana Barajas, instructional technology coordinator here in Friendswood ISD. So welcome. Speaker 3 Thanks, guys. Good to be here. Speaker 1 Oh, like that. This studio audience is always great with computers in the wall. Yeah. Speaker 3 I'm impressed by how many people are going into their high school. Speaker 1 That's true. Speaker 2 It's true. And they get quiet so quickly. I don't find. Speaker 1 That they laugh at my jokes as much. Yes. Oh, Oh, we're going. I'll do the cricket sound. Yeah, exactly. Speaker 2 Lana, your name sounds like a news broadcaster to me. Like. And I'm Lana Barajas from Channel two News. Speaker 1 Back to you, Bobbie. Speaker 5 Yeah, My brother in law is the reporter at Channel two, Bill Burroughs, and then my husband's cousin is Eric. We're a Hassan 13. He's the anchor there. My father in law was on Fox for 20 plus years. How does. Speaker 2 That happen? Like, just just naturally you think they're just gravitated towards that because it was already in the family. Speaker 5 And then my my father in law, like, totally laid that groundwork. Okay. That was what he wanted to do. And, you know, first generation American came to Texas and went to U of H and that's awesome. All he ever dreamed of and. Speaker 1 To have to have. Speaker 5 His three sons, my husband not included, he's the black sheep when in his in his footsteps and then a cousin. So you love. Speaker 2 It? Yeah, I love it. And Jeremy, by the way, has the voice. Speaker 1 Literally of a radio broadcaster. Speaker 4 Literally every time you see me. That's what I think. Like, Oh, my gosh, just me. Speaker 1 I need to be doing. He needs to be doing the podcast, you know? I know. Speaker 3 Totally. Well, I appreciate that. As long as you don't tell me. Have a face for Radio Network. Speaker 1 World to listen to that voice. It's something special. Oh. Oh, that's funny. You should be, like, doing, like, the most interesting man in the world. Commercial commercials. Like, I usually be like the voiceover. Speaker 2 Hey, you know, we could definitely use him for. Speaker 1 Oh, my God, Luke. Speaker 2 Needs to use him for a. This is Friendswood video. Speaker 1 This is true. Speaker 2 That would be funny. That could be really good. Speaker 4 Tony Hopkins maybe a little jealous because he is considered the voice of the most awesome show. Speaker 1 That's a big. Speaker 2 Competition going now. Speaker 1 He's coming for your game. The E. Speaker 2 So hopefully one question that we're going to be able to answer today is when are robots going to be. Speaker 1 Taking over three schools? Speaker 2 I'm just kidding. I do. Speaker 1 Hope to cause. Speaker 2 Some controversy today. Speaker 1 I do. Speaker 2 Hope nothing would make my heart happier. Speaker 1 Than to fight then to get people a little fired. Speaker 2 Up about this topic. You should see the faces in front of me right now. Leanna and Jeremy are like, what is she saying? Speaker 1 Be quiet. And I'm just laughing. But I do think. Speaker 2 Listen, I'm not a principal. I'm not the superintendent. I am not you guys who have to really kind of get this initiative and work on this and work on this initiative. I'm going to explain a little bit why I'm even on the committee in a second. But I do feel like part of my my position and role should be, though, to kind of stir the pot a little bit. Speaker 2 Lana has dealt with me a little bit. She knows how I feel and what I think when it comes to this topic. I just think we're a little we just get a little nervous a little too quickly. Personally, now, I don't have the responsibilities of having to deal with the fallout, right? So it's easy for me to say, Yeah, so what I'm trying to say, sure, you most definitely have more of that responsibility. Speaker 2 And in our soup has more of that responsibility and I don't so I can just kind of talk about. Speaker 1 Things that I'm somnolence. Speaker 2 So just if you're hearing us talk about that and you hear me say some things and it upsets you, just know that it doesn't matter what I think. Speaker 4 All right? Speaker 2 It doesn't matter what I think because it doesn't mean it's going to happen just because. Speaker 1 I think. Speaker 3 What you what you think. Speaker 1 Matters. Thank you, Jeremy. Speaker 2 It may matter, but it's not going. Speaker 1 To. Speaker 2 Get anyone to actually do it. I guess. You know, when people say, hey, Dana, can we so and so what? I'm like, you're talking to the wrong person. I have no sway or no say in what goes on in the school district. Speaker 4 So you're basically saying is my opinions are my own and do not reflect that offense. Speaker 1 Exactly. It's like lamer. Speaker 2 Thank you. Thank you. You can be that for this podcast. Speaker 5 Jeremy and I are trying to not be unfriend toward mom and Dad's Facebook group. Speaker 4 Right? So. Speaker 2 Right. And I would love for nothing more than this podcast being talked about on friends with moms and. Speaker 1 Dads because it it it's. Speaker 2 An interesting topic some people and we're going to talk about that in a little bit. We get a lot of opinions. There are some people that are really mixed, people really nervous and think that a I whatever form that is may be taking over our world and schools and all that. I don't tend to think that. But what do I know? Speaker 2 I'm just talking about it. Speaker 1 So I'm just. Speaker 2 I'm enjoying talking about the subject and there's nothing more that I would love to see more than whenever we post this today on social media. We would love to hear your comments. We would love to hear your thoughts after you listen to the podcast. Maybe it would change kind of some things that you think, but we would love to hear what you think after you listen to the podcast and kind of share your thoughts on I. Speaker 2 So let me stop talking. Jeremy, Will you kind of introduce yourself and I introduced you already, but tell us a little bit about yourself. Speaker 3 So my name is Jeremy Walker and this is my first year here in Friendswood. I've been living in Friendswood for about four years now. My wife grew up here and so I'm actually sitting in a building. It's the annex that she went to junior high in. And so that's kind of a really surreal kind of thing for me, where I'm walking the halls where my wife walked is as a teenager. Speaker 3 And so I go to little guys. The district with me, they are a fifth grader and a third grader at Bales, and they are doing awesome. And I love all those guys over there and who are helping them out. And so I'm excited to be here. I've been in public education since about 2004. Okay. I'm serving as a teacher basketball coach, football coach, peer facilitator, tech liaison, assistant principal, a whole host of roles. Speaker 2 You know that? Okay, That's good to know. Yeah. Yeah. I mean, I was I wasn't in on your interview. I mean, I really didn't know all the ins and outs of that. You were a coach, an assistant principal and all that. Now, where were you? What district did you come from? Speaker 3 So most of my career was spent in Pasadena ISD. And then for the past four years I served in Dickinson USD. Speaker 2 Oh, now, where are you from? Speaker 3 Oh, a little bit of remote, a little bit of a mongrel. So I was born in Pasadena, so I spent most of probably my primary years in Pasadena and finished up across the channel over in Channel View before I headed off to Texas A&M. Speaker 1 Okay, How old are you, Jeremy? Speaker 3 I'm 42. Speaker 1 Oh gosh, you're so much younger today. Speaker 2 I grew up in Pasadena. Okay? I graduated from Sam Rayburn High School. Speaker 3 My brother graduated from Sam Rayburn. Speaker 1 Okay. Okay. Speaker 2 Small world. I did not know that. So Amber is also from. Speaker 1 Georgia, right? Yeah. Okay. Speaker 2 There's also from a feisty Lila. Tell us a little bit about yourself. Speaker 5 Also to the districts. And I've brought my kiddos with me and I've got a seventh grader, the junior high fourth grader over at Kline, and they are more than thriving. It's been a really good transition for the whole family, having me in the district and got about 15 years in education, started out in Pearland as a city teacher and then moved over to Pasadena, where I was the tech liaison at Sam Rayburn. Speaker 2 I think I knew that. I think we had that conversation. So what? What course did you teach in CTE? Speaker 5 I taught a career connections course and I taught audio video production. Speaker 1 Oh, okay. Yeah. Speaker 2 Okay. So you're like Mr. our Mr. Tag? Speaker 5 Sort of, except I had to do a lot of it with free resources. We didn't have a paid for software, so yeah, this was at the junior high, so. Right. Speaker 2 But tell us what an instructional coordinator what's your role? Speaker 5 Well, right now it feels like I spend a lot of time making sure that everybody has access to all of the things that they need to have access to. And then been also working a lot with our elementary teaching and learning team and helping them build out some rapid assessments to get some data to help them figure out where gaps in learning are occurring so that we can address those gaps in a timely matter. Speaker 5 Right, Because it's super important for our kiddos. So kind of been doing a little bit of everything and figuring out how we do things here in Friendswood and get my feet wet. Just kind of jump in in there and get my hands dirty. Speaker 2 Well, that's one of the beautiful things about your first year is you get one year to say, I'm not sure. Speaker 1 Right. Speaker 2 Now, just one year that just. Speaker 1 One year pretty much is ticking. The clock is ticking. Speaker 2 We've got like four more months left. So, yeah, it's kind of crazy, but you're doing a great job. Speaker 5 You have a lot. Speaker 2 On your plate. Yeah, you've come in and just done an excellent job, so. Very much. Yeah, absolutely. And listen, if you're listening to this and you end up having any questions, obviously we have a little chat on our website. If you have any questions for technology, go in, ask a question. They would be more than happy to get back with you. Speaker 2 Absolutely. And answer any questions that you have. So let me just kind of quickly explain I kind of how that came about. Superintend It Raw is part of a future ready superintendent's cohort. So think about all the superintendents in Texas coming together to learn strategies, current issues, best practices for superintendents and even new superintendents. So you have mentors. Speaker 2 Mr. was a mentor to multiple superintendents and he had the same when he was a first year. But Thad knows my passion. Talked with me one day about, Hey, would you be interested in being a part of starting an air committee? I know you love that sort of thing. And so I got with Kelsey and said, Hey, let's go talk to Lana. Speaker 2 Lana is and one of the reasons is you kind of responsible for bringing in. Speaker 5 Innovation. Speaker 2 Innovation and instructional practices. Absolutely right. With our teachers. So so just kind of sat down with LeAnn and said and we knew that there were going to be multiple teachers, a part of this superintendent's cohort. And so, hey, how can we find out what we need to find out about I people's comfort level, what they think about it, their ease, you know, of using it in the classroom. Speaker 2 And so we did a survey, got information back and said, let's just pick people across the board, administrators, teachers, heavy on teachers, some instructional coaches comfort, not comfortable just across the board, just a variety diversity of the team. Right. And then we had our first meeting recently and one of the things that we really wanted to do is we wanted to sit down and just give them time to learn and play with some of these platforms of how I can help them as resources with instruction. Speaker 5 Absolutely. And I think one of the things that we took away from the survey that was probably surprising is that the scary parts of I like, yes, they exist and I think we recognize them and we validated them, but people are interested and excited to get out there and see what it could do for them and how it can impact student outcomes and how we can provide more timely feedback to to students and the writing process and how we can personalize learning like there's so many different applications of how we can use AI in our industry being educators that you could literally find a tool that would do the very precise and specific thing that Speaker 5 you you needed to have help with. So it's super versatile. Speaker 2 And we're going to get into that a little bit more. So let me back up just a little bit, you two. Just recently, Monday night did a board workshop and Jeremy, you started off with part of that presentation was talking about the ins and outs of AI, what it is, what it isn't, the fears that come along with A.I.. Speaker 2 Tell us a little bit about that. Speaker 3 That was really important for us to acknowledge that there is a lot of fear around A.I., and that's okay. You know, this is a very, very new thing. And so what I worked in, what I talked to, we talked about the board about was, hey, let's let's take a look at some of these common fears about A.I.. So we just kind of listened them out. Speaker 3 We talked them through we and it was really a conversational piece between us as presenters and a board. And what we then kind of pivoted to was to show, Hey, we had all those same fears when the Internet came online. So so for those of us that had some gray hair, you know, that that fear was there, that we thought the Internet was going to change everything, you know, instead of having everything, you know, on paper or analog, having everything in the digital and in a digital world was super, super scary. Speaker 3 You know, super scary because it was unknown. We didn't know what it meant. We didn't know what it meant to us that it was going to be how is going to change how we do things. And so it was really important for us to before we really launch into how we're moving forward, let's acknowledge how we feel because we as human beings, if we don't acknowledge how we feel, we kind of repress that down. Speaker 3 And then all sorts of resentment and angst and pushback can occur. But if we feel like we've been heard, if we feel like we've been acknowledged, then then we can start having the conversation. And so that's really how we started. And then when we when we went from there, we started looking at, okay, what is and what isn't it? Speaker 3 You know, we don't look at we didn't look at A.I. as being something like Terminator or taking over the world robots. A.I. We're looking at it as a supplement, not a supplement. A complements to to teachers and to education. It's all it's it is simply a tool. And when we think about how we adapted the Internet to our educational purposes, that's exactly what we did. Speaker 3 We did not just sit kids on the Internet to learn it is a tool that we use with teachers and each other in the classroom to enhance learning. And so that's that's the way we're looking at A.I. as well. Speaker 2 I think I think that comparison of A.I. to the Internet is such a great one. I mean, it's hard to it's hard to be. I mean, I would almost even say the computer more, you know, which I guess the Internet's the same sort of thing concept. You know, my mother said whenever I was showing my mother some things a while back, my mother said when she first found out about the computer, she was doing the books for a company and she felt like the computer was going to replace secretaries, that secretaries would no longer. Speaker 2 But the computer is a tool that secretaries now use. They haven't replaced secretaries, so it's just a great comparison. I feel like. Kelsey, I still think this is a fascinating thing that you found. I'm telling you it is. Yeah. It's great. Speaker 4 So I had somebody reach out to me. They were looking for something totally unrelated. And so I was going through all these old files came across a prezzi for those who remember crazy. Speaker 2 I love the way prices looked. I thought they were too. They were too hard to interact with. Right. And a bullet that comes easy to me, but that drove the pricey thing drove me crazy. I don't know. Do you remember Prezzi? Speaker 1 Yeah. Yeah. Speaker 2 The look of it. Speaker 4 Yeah. Yeah. I like the way it. Speaker 2 Flies in and out. Yeah. Speaker 4 And so anyway, as I was like, going through this process to see if I could find this picture someone was asking for. I saw a slide. It was 1995, 96 school year. I get connected and there's these huge bulky computers. There's a picture of it that were donated to FARC. And so that was the first time we connected to the Internet as a district. Speaker 4 And also it said we got email, but we only allowed for inter office. Speaker 1 E. Speaker 5 Internal only. Speaker 1 Hurdle. Speaker 4 Only. Yeah. Speaker 2 Guys, I want you all to think about if you only knew and listen, I was somewhere. I don't know where I was in 95. It's going to take too long for my brain to figure out actually where I was. Oh, I was a teacher. I was teaching fifth grade in Pasadena. But I want you to think about people sitting around the table, educators sitting around the table, because I've been a part of this too many times for too many years. Speaker 2 There was some great concern. Speaker 1 About. Speaker 2 Opening up this e-mail system, whatever that was, and look like to parents. Does this mean that a parent can just contact a. Speaker 1 Teacher like through. Speaker 2 This computer? No, we're not going to allow that right now. We're going to just start with teachers can email each other. Speaker 1 Yeah. Speaker 2 I cannot I don't know why I think that's so awesome. I think it's fascinating that we took that down. Oh, yeah, Like that. We took the time to actually put that in our timeline. I love. Speaker 4 That. I know. Speaker 2 I hope we kind of I guess that would be up to us. Speaker 4 I mean, we kind of started doing that, like just documenting some of our AI stuff because it's like we firmly believe that there will be people 20 years in the future. Looking back at these notes being like. Speaker 1 Oh my gosh, if I see it's connected. Speaker 4 I like, you know, and. Speaker 2 You had said that there were some Jeremy, you had said that there were some headlines of there were some school districts that opened up a AI, but then they walked it back six months later. Speaker 3 So so that was part of the research as we were putting together this presentation, was looking for how other districts were responding. And so Leanna was able to find a lot of headlines from different newspaper articles, periodicals, websites, blogs, things like that, where like one of the things that was the most glaring to us was from the New York City public schools, where banned I like just completely. Speaker 2 Starting banning it, like. Speaker 3 Complete ban on. Speaker 1 It. Speaker 3 And and then six months later they walked it back. And if you remember when not too long ago, a lot of our technology leaders, industry leaders were saying, hey, it's dangerous. We don't know what can do. Let's put pause on it. Well, a lot of those technology leaders actually had an air product in the wings and they just hadn't got it to market yet. Speaker 3 And now that they have it to market now, they're actually. Speaker 2 A speed. Speaker 1 Up. Now they're actually promoting it. Yeah. Speaker 3 And so what what we have kind of looked at and I'm really grateful for Superintendent Roger and his vision is, hey, it's it's here, it's not going anywhere. Let's embrace it. Right. And that really reminded me of a lesson I've learned recently about Bison, where on the Great Plains, when they get caught in a blizzard, they don't run away from the blizzard. Speaker 3 They lean into it because they know that if they go in the direction the blizzard is coming from, they're going to get out of the blizzard the fastest. It's like right now we have this whole cloud of confusion and fear over us in terms of I well, if we try to outrun it, we're not going to because it's already on top of us. Speaker 3 Yeah. So FSD is really looking at, hey, how do we lean in, How do we lean in and and find out the good in it, how to use it and how to teach our kids and acknowledge that it's scary. And so go slow and have a healthy skepticism about it in order to protect everybody involved, but also realize it's just a tool. Speaker 2 Right. Let's talk about that. Let's talk about how artificial intelligence is currently being integrated into FISA, just education in general, FSD. And let's just talk about some maybe even some of the platforms that we talked about in our first meeting. Speaker 5 So I think one of the things that was important to make sure teachers specifically were aware of is that they're already using AI right in their class. And so many of them. Speaker 2 Examples. Speaker 5 Don't even recognize that or realize that. Right? So DreamBox, for example, the platform that we're working with, it's got any sort of predictive analytics built into it. A student takes a diagnostic from the results of that diagnostic. The system determines what skills they need, work on, where those gaps in learning are, and it builds out, you know, a another diagnostic or more skill skill work that they can address and make sure that we're closing those gaps. Speaker 5 That's all I wanted. Speaker 2 And Jeremy, you had said the other day, which is true, it's just one of those things I don't think about is like when I'm texting and there they're their words that are being indicative text, predictive text. That's how I. Speaker 5 Text to speech is. Speaker 2 I text to speech is and. Speaker 5 We're using that to support our special education. Speaker 1 Students. Mhm. Speaker 2 So when I pick up my remote and say pull up this video on YouTube, that's about it. That's an example of AI. Absolutely. What's another one that people might already be using, not having to do with education just out there that Can you think of one. Speaker 5 I recently got a fraud alert on my bank account, right? So somebody tried to open up a bank account in my name too. You know, my identity has been stolen. But predictive analytics, again, are it's not we there's not anybody sitting at a computer looking over who's trying to open up bank accounts in people's names and trying to there's not a human doing that. Speaker 5 It's taking the analytical data of patterns and what you do financially and determining is this out of character or not. And that's where those alerts come from, right? Speaker 2 I don't know. Some parents may have may use something like I use on my husband, which is I set up this. Speaker 1 Alert to this alert. Speaker 2 If anything is purchased on Amazon that I needed to be alerted. Speaker 1 By and my. Speaker 2 Husband is out of control when it. Speaker 1 Comes to Amazon, he's out of control. Speaker 2 There's actually not an alert, but I do get a notification every time something is purchased. And there's one funny story. So he gets like three or four packages Christmas time. They make it a little difficult. It's a little hard because when you're ordering from Amazon and it's a Christmas gift and I open them. My husband, I had opened several boxes and there was a something wrapped in a plastic bag. Speaker 2 I knew as soon as I saw it it was a skirt that I had wanted. And he takes this plastic bag and he holds it up to me and he goes, What is this? And I go, That's the skirt you ordered me for Christmas. Oh, so that is funny. I don't know. Speaker 1 If anybody else had. Speaker 2 That issue. Speaker 4 Yeah. This Christmas shopping, he, I had sent him several things like he, he does better. Speaker 5 With just links and. Speaker 4 Sizes and whatever, but I ordered a pair of shoes for my mom and like one of the things I had asked for, it was also a pair of shoes. And he wrapped the shoes for my mom was like, Have you seen those come in? Like, they're not my style at all, not my size, nothing. But he just wrapped anything that came in, you know, and had to go through and unwrap some gifts under the tree to. Speaker 1 Find a way to go. Speaker 2 Shine where is just. Yeah. Speaker 1 Yes. Ooh, that's impressive. Speaker 4 I think you could take a little more time with his wrapping if. Speaker 1 We're being honest, But he did it. That's awesome. That's awesome. Shawn and. Speaker 3 I are the same, but I am not the gift represent. Speaker 1 House so crunchy here. So, yes. Speaker 2 So let's break some of these down. Okay. Just for parents and people that are listening to us talk about I now, this is our world, okay? But we are talking about all things FISA. So they know we're going to be talking about basically the teaching learning side of AI. Let's just talk about and I'm going to just walk us through several of these like personalized learning. Speaker 2 So when we think AI and personalized learning, how does what are some things that come to mind when you specifically think about that? How can I personalize learning for our teachers or students? Speaker 5 One of the things I think about is different. So different is this tool that teachers can use to put in an article, whether that be a news article or a PDF, you know, any sort of written text, even a YouTube video. You put it into this platform and if you've got a struggling reader in your classroom, you can level that text down to the reading level that your student is right. Speaker 5 And if you've got a dyslexic student, we can create a quick summary of a 12 page article so that we can help them stay with the rest of the class and stay. You know, we're all we're all working together so we can differentiate the lessons and the resources that we're providing to our kids to make sure that what I'm giving you is exactly what you need. Speaker 2 So if you take a hard to understand article, say in this defeat, summarize, is it do have computers that students have, they have the capability of them then pressing a button and it reading it to them in headphones? Yes. Has it gotten that far? Okay, we do have that. Speaker 1 Okay. We do. Speaker 2 At tutoring. These are just some things that I've seen. What would be an example that we can think of. I mean, where a kid would go, I don't or a teacher would say, I don't feel like I'm teaching this well or this kid needs extra help on this one subject matter. How can I lend itself to tutoring or reteaching? Speaker 5 So I think about like higher order thinking, right? So we there are tools out there that we could use to help us tackle those complex topics and break them down into learning that our kids can absorb that, they can digest that. So we're meeting them where they're at right? That's and I think that's one of the best ways that we could use it. Speaker 5 And again, that's just another form of like differentiation, right? Sure. Speaker 2 And I like I guess when you said, you know, you put it on certain grade levels. Speaker 5 We can even translate it into other languages. Right. For our our our English language learners. Speaker 4 You know, I go back to you sent Dana sent a TEDTalk video to Lena and I. And one of the things that they were it was, I think the guy who founded Khan Academy just went okay so the there was this concept of like, say, you read, I don't know, like the Scarlet Letter or whatever, like a book that a lot of kids would read in school that this personalized like I tutor, which it's that's what they make clear is this is a enhancement to the education they're already receiving not a replacement for it. Speaker 4 But so say they read this book in school or they're reading some chapters they can actually program for basically like a character from the Scarlet Letter to interact with the student. The student can ask questions of that character in the character will respond in a similar manner and and if how they would in a book or in the book, like the way that it's written, the language and vocabulary that's used like that is fascinating. Speaker 4 Like how can you or even like a historical character? I think you kind of get into that too. Like I can speak to George Washington based on what it's programed is using historical context and whatever and. Speaker 2 The characteristics of George. Speaker 1 Washington and his. Speaker 2 Personality. Speaker 4 You can like the student can ask him questions like, So did you have wooden teeth or what? You know, like, whatever it might be that this A.I. can can function as a way to it makes it so interactive. Speaker 3 It's it's a whole new level of engagement. Speaker 1 Yes, it. Speaker 4 Is. It's just super, super cool. Super cool. Speaker 2 So many things I want to say, but I'm going to hold off on time management. Let's talk time. You know, one of the things that I've said several times is, you know, listen, if we could give teachers a salary that we feel like they deserve, we would end behind salary teachers on salaries. Teachers say, I just kind of have more time just thinking about I alone. Speaker 2 When you sit down and start playing with some of these tools, it does. It takes time. And if teachers are teaching all day and then they need to respond to emails and then they have to grade, where's that time? So let's talk about time management and how I can lend itself to helping teachers with that. Speaker 5 So I think about we're constantly needing to assess our students, right where checks for understanding. We need to know where they're at so we can determine where we need to go from there. And that's that alone is a full time job, right? So I think that I could be used for the lesson generation. And and that doesn't mean sitting down and having I build out an entire PowerPoint or whatever it is you're using for instruction and then presenting it as is. Speaker 5 Right. We're still going in. We're vetting the information. We're adding our own kind of, you know, character and and flavor to our lessons. Like we're still teaching, right? But we're able to really focus on the individual student and what they need when we're able to take some of that burden of come on, the daily grind of things that teachers have to do, whether it's exit tickets, assessments, quizzes like all of these things can be built out using A.I.. Speaker 2 Well, even which one was the one? The platform that you shared with our teachers about it creates a PowerPoint, essentially. Speaker 5 Curie pod. Yeah, Curie Pod can do that, she replied. Speaker 2 Well, I mean, teachers are teachers and not all teachers are graphic designers. And, you know, so it does things for teachers that sometimes takes hours to do, and it just turns around and gives them what they need rather, you know, pretty quickly. So that helps with with time, right? Speaker 5 Absolutely. Yeah. Speaker 2 I love it. Early intervention, student support, language learning apps. Those are the other ones that I kind of just wanted to. What comes to mind when we talk about early intervention? Speaker 5 I mean, I would go back to any and all platform that we're using with the predictive analytics, right? We we can't we can't intervene if we don't know where to do that. Right. So I excel is actually a great one. They've got a wonderful L.A. In math diagnostic tool that the students continually work on throughout the course of the school year. Speaker 5 And as they work on it throughout the course of the school year, it's identifying what skills they need practice on, and it's putting those skills into current grade level. So it's all vertical alignment, Right? Okay, so it, it makes sure that we're, we're mastering the things that maybe we came in with deficits on and also mastering that current level of knowledge that we need to be obtaining because we're in the sixth grade. Speaker 1 So, so discuss the. Speaker 2 Role of and we might have touched on a little bit of this, but discuss the role of AI in and implementing adaptive learning technologies that would help with diverse needs of students. So you're in a classroom, you have a variety levels of of students, whether they have disabilities or, you know, I mean, I guess me being dyslexic was a disability. Speaker 2 I mean, for sure it falls under that umbrella of I don't think and learn and read the same way that other students did in my class that that came naturally. Just my brother alone. It comes very easily naturally to him. So how can I help in that situation when you have a class of all different level kids? Speaker 5 I think we use it to level our information that we're trying to get our kiddos to absorb. Speaker 1 To. Speaker 5 The level of reading that they're at. Like and that's that applies all content areas, whether we're talking about English, it's not just an English thing, right? But reading and writing in every single class. Speaker 2 Yeah. Speaker 5 Right. So it applies across the board for all teachers. And one of the, one of the really cool things I saw recently, I actually saw this on TikTok in this college Kid College freshmen was talking about how they're severely dyslexic. And when you get to college, think about the sheer volume of pages that you have to read just in your basic level coursework, right? Speaker 5 He was having to read, you know, five books a class. It felt like throughout the course of just a single semester. And he's severely dyslexic and he was struggling to keep up with the coursework. He used a I tools to help summarize and condense information so that he could absorb it, digest it, learn it, understand it, and move on with with the course of the work and be successful. Speaker 2 And it's a perfect example, and this is where I kind of want to stop and talk about this a little bit is it's a perfect example of not everybody learns the same, right? Not everybody needs the same. School should look differently for different for different kids. Speaker 5 Yeah, the educational experience should be different for every single kid in the room. Speaker 2 And I get it. I was a teacher. I get it. It's so difficult with the amount of time that you have when you're trying to teach this lesson. Yes, you would love to teach it differently to every student sitting in your class and know that this kid needs more visuals. This kid needs more. Manipulate manipulatives, hands on this kid needs more. Speaker 2 This kid's got it. Like this kid actually could move up a level and be working on an enrichment, something that, you know, a kid and they're ready to move. Speaker 5 And the point of analytics and the platforms that we use, it works on the other. It's not just about, you know, isolating those gaps and working with the gaps in knowledge. It also helps us realize which kids need to be working at a higher grade level, right? It works on both ends of that spectrum. So really is meeting the needs of, like an individual learner. Speaker 1 Mm hmm. Speaker 2 I want to encourage our parents to if you haven't kind of looked in a i i resources for your children, obviously this is something FASB is looking into. But I just want to encourage parents out there, if you don't know, if you haven't sat down with any of these tools or just how could are there any tools that could help me teach a subject to my child at home? Speaker 2 You have a child that is struggling with homework and you don't feel like you have the background in it like you used to because it's been a while since you've been in school. This is a resource for parents also, like explain Chat is one that comes to my mind. Bard Explain photosynthesis to a fifth grade boy. And when you put that in, I want you just watch what that output is and quickly. Speaker 2 I'm terrible with examples. I don't know if it's a disability that. Speaker 1 I saw or if it's just me. I am absolutely terrible with examples. Speaker 2 But if you're trying to come up with examples for your kid or if you're explaining and they're like, I don't get it, this really could be a resource to help you and your student kind of learn difficult subject matters if they're if nothing else. That's just one thing I want. Speaker 5 To throw out for parents. Even difficult, right? Like, I think back to COVID, we had I had a kindergartner at home and I had a third grader at home and helping love working full time and also trying to help them do classwork. I have never felt one more overwhelmed. And to I am I am I dumb like I do not understand some of these third grade concepts that are we're we're trying to teach here at home. Speaker 5 Like, I just I don't get it. And I think back if I had had a tool, a resource, something more than just Google to try and figure out how to get my kids to understand the things that were needing to be taught at home because we weren't, you know, in school. I can't even imagine like the shift that I would have had as far as feeling overwhelmed and feeling like when you feel like you can't help your kids do their schoolwork, like you feel helpless, right? Speaker 5 So and now that my kids are even older, Conmigo, which is the one that we were talking about earlier, like that is such an awesome resource for parents. What is. Speaker 2 What does that tell us what that is. Speaker 5 Like? Personalized tutoring fed by AI, personalized learning. And if you don't understand the concept, those are going to be much more complex concepts. I can really see some really great applications there with math that could be used and AI for me, like I business degree, my husband is an accountant and it's difficult sometimes to help with the seventh grade math that's being sent home because the way we were taught is not necessarily the way that it's being taught today and it helps bridge that gap. Speaker 1 Hmm. Speaker 2 Are there three tools that three resources for parents that you would say, listen, if you could sit down and just look at here are three resources that I think would help you as a parent with your child or you to work on with your child. That could be a resource just for that student. Speaker 5 Yeah, it obviously is is one. My daughter came home, was working on an English assignment and she was having to write using the race model. Why? I never I have taught L.A. and I wasn't taught what the race model was when I was in Junior high and had no idea what that was. So I had I put it into track. Speaker 5 G.P.S. Explain to me what the race model is and provide me an example of how an would be written use. I mean, just you've seen the results, right? And just the information keeps coming. It's shocking. Yes. In 16 seconds, literal seconds. And so I use cheat sheet. But for me to understand how am I going to help her do this assignment? Speaker 5 Because, you know, inevitably our kids come home. Well, what did your teacher say about this particular. I have no idea. Like, they they walk away, like all information comes out of their brain whenever they leave the building. So we've got to we've got to lean on the resources. Speaker 1 Mm hmm. Speaker 2 That's a good one. You know, I feel like I've talked about it a lot, but I'm going to keep doing it. Chat is one of those that, you know, I'm not going to say every time at the end of that. So I'm just going say chat. But chat's one of those that parents, if you have not gotten on chat g p t just put in go to your computer and put in chat GPT. Speaker 2 I think you have to put in your email. Speaker 4 Yeah. Like we, we could sign up with like our Gmail. Speaker 2 Yeah. So do you want to start up with Facebook. Speaker 4 Google. Speaker 2 All those different ways to sign up. Speaker 3 It is a free account. Speaker 1 Like Frozen. Speaker 3 And there's a free version. Speaker 5 And I've only used the free version and it's, it's like I'm really wondering what the paid for version it gives. Speaker 1 You. Speaker 3 Gives you more access like the free version is up to a certain point, whereas the paid version you get could be G scours the whole internet. Speaker 2 Right? Right. Speaker 3 And so the paid version understanding is it gets you more. Speaker 2 And I believe that when a high number of users are on it at the same time, it's never happened to me. But Chat 3.0 goes a little slower. Yes, but if you're on 4.0, you get the you're one of the quickest. Speaker 1 And by. Speaker 4 Slower, it's probably literally like 3 seconds longer. Speaker 1 Faster. Exactly. Yeah. Speaker 2 Parents, if you do not know what I'm talking about, I'm serious. Please take 10 minutes. But I can tell you this right now. If you sat down 10 minutes. Speaker 1 You're going to be there longer than 2 minutes is going to. Speaker 2 Blow your mind. I want you to just get on it and it's all about your prompts. So write an email. Well, we hear. Speaker 5 Personal. Speaker 2 Tone with a professional, too. Speaker 5 Is the audience for the email is right X-Y-Z And we need to explain why we are implementing X, Y, Z initiative. Speaker 4 Well, I mean. Speaker 2 Even with your company, if you want to send a friendly email to. Speaker 1 A coworker. Speaker 2 Explaining or saying how thankful and grateful you are for their their help, Yesterday in a presentation put that in, I want you to watch. Speaker 4 It work. I've even utilized for like recipes like I even like I love the shows where they have to include like certain things like they get a basket and these ingredients must be included and whatever you make like and I haven't played around with that, but like, if you were to go in your pantry, create a meal based on these ingredients, like it would come up with a recipe. Speaker 4 I've used it for road trip, so I was traveling from Boston to Bar Harbor, Maine, so come up with the best route and include three stops along the way. We want to get here still in a timely manner and get. Speaker 5 You an itinerary. Speaker 4 Roads and itinerary out. Beautiful. It's super cool and you can be really specific with it. Like if I wanted it to be a three day itinerary, you know, even though it's like a five hour drive, like we want to stop and stay here, it gives like hotel recommendations. Like it's really it's fascinating. It's a really cool like it's just the does so much. Speaker 4 I even put in yesterday we were in a. Speaker 1 Oh my gosh, coaching. Speaker 2 And. Speaker 4 Coaching, coaching, training, negative coaching, training and there was something this is not my realm, but there was a table we had to fill out and I was actually able to copy and paste the table into B GBC and have it give me examples of how to, how to complete that table. And it and it put it in a table form. Speaker 3 That's incredible. Speaker 2 Okay, so let's talk about this because I can hear parents saying, Oh, no, oh, this is so upsetting. So this is cheating, this is shit. So now chat is get it? That's not fair. Chat can start writing papers and doing the work for people that they should be doing it themselves. Let's talk about that for a second. We all have different opinions and we're going to get we're going to share some of those. Speaker 2 Right now. Let's just talk about writing a paper. Speaker 1 Okay? Speaker 3 Let's acknowledge that, yes, it could be used for cheating. Just like when the Internet first came about, we everybody went to Wikipedia and tried to copy paste Wikipedia and turn that in as their term paper. And so it's it can be used for nefarious purposes. It can be used for for evil. Right. But that's that's every tool. That's every tool that we have. Speaker 3 And so let's let's just acknowledge that and be aware of that. But also let's also look at, okay, how did we address those concerns when the Internet first came around? You know, how did we how have we always addressed plagiarism? For one thing, let's also recognize we still really care a whole lot about academic integrity, right? It means a whole lot. Speaker 3 So I'm proud that we still really care a whole lot about that. And then let's look and see what tools are out there. Like Turnitin.com that is looking has algorithms built in to say, okay, what is the percentage that this paper that's being turned in is generated from from A.I.? And it's not perfect, but it's doing pretty good in the way out. Speaker 3 And I think we're going to get more and more of those products coming out there and get better and better at that also. And this is something Leanna has talked a whole awful lot about, is do you know your people? Do you know your kids? Do you know your students? Do you know each other? What they write like that? Speaker 3 Would they talk like that? Does that sound like their voice? Right. And so that's another great reason for building relationships with your kids and getting to know their voice. And so that's another clue is say, okay, is this real or was this generated by by jet chatbot. Speaker 5 Like, I don't need an air detector to tell me that a 12 year old used A.I. if they use the word moreover in an assignment, right. Like we know kids don't talk. Speaker 1 Like that, right. Speaker 3 Another great another great indicator for if you're you have some suspicions. Let's say they they wrote the document. They wrote the paper in Google Docs. If you're looking at Google Docs, there's a little tool up at the top, right? It has like it looks like a little clock. You can click on that and see what was the last edit to this page. Speaker 3 And if you see a blank page and then the next edit is a whole block of text, I'll probably copy and paste it. Speaker 5 It's a timestamped activity. Speaker 1 Log your Google doc. Speaker 3 Yes. And so I think our responsibility for us as educators and parents is just like with every other tool, teaching it proper use so that it is a tool and not a crutch. When we're putting in these prompts to chat GPT, they're only as good as our knowledge and expertise in being able to communicate what we need to do for us and then being able to evaluate how and how good is that Because it's not perfect. Speaker 3 It could give us some hot garbage and we need to be able to look at that and say, okay, now that's not good enough. We need we need to try again. One of the things that I did when I first started playing with chatbots was like, okay, my kids are really big into Marvel superheroes. And so I wanted to say, Hey, write me a story about Spider-Man battling a villain, and it ends up with him barely winning. Speaker 3 And so I did like this four paragraph short story. It wasn't very good, like it was written at a very, very low level. But if if I had had more prompts and more, more specific instructions, it could have done more for me. So when it comes to cheating, I think we need to be aware of number one, we're going to and we're going to find more and more tools to help us combat cheating. Speaker 3 Number two, it's something that we've we've always dealt with in education. And and number three, it's it's a tool that we don't want to not use just because it could be used for ill. Speaker 4 I see you itching to share your opinions And there well. Speaker 1 I guess it's just. Speaker 2 Like in here again if you know if I could come up with some really great examples, I think it would help my argument. I just think we spend so much time and there are going to be some angry teachers when they hear this. I think teaching kids how to write is very important. Speaker 5 Absolutely. Speaker 2 I don't think research papers are. I'm just going to say it. Speaker 3 I am so intrigued. Please tell me more. Speaker 1 I, I just I'm sorry. Speaker 2 I don't I wasn't good at it. It it frustrated me as a student. I have my master's degree. I think it's absurd that when you go into certain fields, they spend so much time making you write research papers because that's not how I live my life. I'm in communications. I have never written a research paper. What are we doing to kids? Speaker 2 And it's like kids are dropping out of. Speaker 1 School. Speaker 2 Because we want them by God to write a research paper and make sure they can cite this and cite this and do this. I'm telling you, it's absurd. So I don't know. I'm just going to I've said it. I'm going to keep saying it. What if we gave kids chat and said, Use it however you want to use it this year, however you want to use it. Speaker 2 There's no such thing as cheating. If I tell you this is your assignment and you use chat to write it and you stand up and talk about it and you can do all those things. Speaker 5 Did you not learn it? If you're standing up there and talking about it, that would be. That's the argument. Speaker 2 I don't understand how we call that cheating. Speaker 3 I just think this could be a whole new like a complete podcast as it is. This is an incredible. Speaker 1 Olivia It. Speaker 2 Could be. I just I just feel like people are so we've heard so many people say I really feel more comfortable if we could really set some parameters. Oh, that's what we need in education. We need more parameters. I'm sorry, I'm just a little frustrated, but I am a frustrated student, right? Yes, In general, I'm a frustrated student of and listen, I love school and college and getting my masters was one of the some of the most enjoyable times for me. Speaker 2 And I love my work, but I use chat all the time in my work and I'm a professional and it's not cheating. So I argue that till the end. Now I don't say it well, I don't have great examples for people that are super smart and tell me why they think it's cheating. I can't really come back with good examples on my own, but I disagree. Speaker 2 I disagree. We don't want any more rules or regulations today. Speaker 1 But see, I don't have to. Speaker 2 Y'all have to enforce all this. You have to deal with teachers saying, wait, Dana, this is cheating in my voice. Tell me. Well, hold on, Mom. It is important that you know how to do certain things. And I would argue it's not. Speaker 5 I think if we are fully leaning into the instructional models that focus on enhancing teaching and learning and being innovative and transforming education, like we have a responsibility to make sure that education is relevant, right? If we're doing all of those things, then it's when we talk about AI, it's a paradigm shift. It's not should we use I can we use I, should we block it, Why shouldn't we? Speaker 5 But that's not that's not even the argument. The argument is, why aren't we building activities and enriching, engaging assignments that allow our kids to show what they've learned in any way possible? Speaker 3 So instead of it just being a research paper, maybe we could use GPT to say, Hey, this is the topic, this is this is the challenge. What is almost like a project that I could put together and build and apply this knowledge, right, and demonstrate my knowledge in that way instead of just having to write a paper about it. Speaker 2 That's where we need to be heading in education right there. Here are five resources, kids, five resources. I want you to build out an outline. I want you to build a presentation. I want you to you come up with some creative form that explains this topic. Speaker 1 Yeah, You have all. Speaker 2 Of this at your fingertips. You come up with the most exciting way to discover, create, present. That's where we should be heading. Speaker 4 In the brightest individual visualize. It's embracing. It's empowering because now they're probably actually enjoying what they're doing more because they have a voice and a choice in what they are doing and in learning. I'm like, Yeah, I mean, it's so what we were talking about master's programs, and I think we discussed this like so in my Master's thesis, I wrote my thesis and it's like, okay, it was it fascinating. Speaker 4 So I still to a subject close to my heart and it was still a fascinating thing to to get into. But did I really learn a lot of things that I've applied like from the thesis alone versus in my undergrad I had two capstone courses. One was we partnered with a local business, this is my advertising minor, and we ran an ad campaign for that local business. Speaker 4 And then for my major, we actually had to do a short documentary and the skills and the experience that I developed. Speaker 5 Authentic learning experiences. Speaker 4 You can compare the two like you just can't even compare the value. And then, not to mention I had additional tangible things for my portfolio for when I started applying for jobs. So it's like, I mean, I know there's value and I think that my husband literally works in research all like my husband is literally right, essentially research papers for lawyers. Speaker 4 I mean, essentially. So when he. Speaker 2 Presents the information he has researched, he has to put it in research form. Speaker 1 Yes. Oh, gosh, this was awesome. Speaker 3 Just made it So like when you said you're going to stir the pot today and you did like. Speaker 1 This, not. Speaker 3 Expecting that. And now you're so excited to be in a room with you. Right. But but what Kelsey just said was kind of what it was. I was. And on while I was listening to you guys is. All right. Let me push back a little bit. What If what I'm not guilty of what if I know I know that we still need to teach certain critical communication skills in writing, right? Speaker 3 How to organize ideas, how to communicate those thoughts and ideas effectively, how to write a technical manual, versus how to write a narrative story short form versus long form tone, voice, write all all of those things. Right? Those things are not inherent to us. We have to practice those things. We have to learn those things, and we have to develop our own voice and our own techniques in those things. Speaker 3 And so I think the challenge is how do we use A.I. to continue teaching those critical communication skills in writing that allows us to keep moving, to keep disseminating information Because the Gutenberg press is one of the greatest things that ever happens on planet Earth because it disseminated information so rapidly. Right, Right. And so disseminating information is still going to be critical. Speaker 3 Well, what if that information sounds not very smart, Right? Speaker 1 Right. Speaker 3 No, but we're going to start paying attention to each other and what what we have to say. And so I do I feel like the balance like we need a balance between using A.I. to open up our ideas for how a student presents their knowledge and their learning while still at the same time teaching those basic skills, those basic writing skills for the purpose of ensuring that the human race can still communicate in an intelligent way. Speaker 1 Yes. Speaker 2 My only pushback would be I agree with everything you said. Not all brains can do that efficiently their own. Speaker 3 I totally agree with that. Speaker 1 So totally agree. Speaker 2 So how can we start allowing these tools to even out the playing field where some people, their brain does not work the way others do that can articulate things very well and say it very well, and this person over here really struggles to communicate what they're thinking. Speaker 1 I think we've all. Speaker 5 Had a student who maybe when they sit down to do the assignment, draws a blank or just can't articulate the written the written word. But if you sat and had a conversation with them, their level of understanding is is not aligned with what they can write. Speaker 2 Right? True. Speaker 1 True. Speaker 5 And so why aren't we giving these kids the opportunity to articulate that learning in whatever mode is beneficial to them? Now, that doesn't mean we don't have to teach them or they don't need to learn to do things in different ways. We still do, but we need to also have an emphasis on what works best for them. Speaker 4 Well, and I think too, like we were talking about like developing essential skills. But it is interesting how we we teach in foster certain skills for 12 plus years and others maybe for one, you know. So what are it like? Are we looking at the the true need and use as our world has evolved for some of the things that we are teaching and putting such heavy value on? Speaker 4 You know, like I mean, yeah, it's like if someone is drawn to maybe writing and might pursue narrative writing or the rare person who enjoys like Shine, I do not understand for the life of me writing research reports, you know, it's sounds horrible. Speaker 2 It comes easy. Speaker 4 It is easy to get great at it. And so, like you've learned this love and in school has essentially fostered that like that love for you. But this kid over who does not share in that same love or interest or or talent even maybe kind of just gets left behind and their skills or their talents aren't given the same level of value and importance. Speaker 2 I've always said if we take some high level writers. Yeah, and make them for 12 to 13 years. Speaker 1 Draw out or. Speaker 2 Do an interpretive dance, write their thought right, they would quit school. Speaker 3 Yes, absolutely. And like I was listening to Kelsey and you just you just nailed it right there. I'm excited to see what I could do in terms of personalization. Speaker 4 Yeah. Speaker 3 So that we don't have to have every child grow up to be a expert communicator in writing, Right? We need human beings to be to spread the entire spectrum of productivity and give them opportunities to have a basic understanding in almost all areas, most areas, while giving them an opportunity to maximize their strengths. Yeah, and we we don't really have a good method for doing that right now, whether it be in any form of education, really in any form of education. Speaker 3 But what if I can start recognizing those patterns and start providing predictive learning opportunities for those kiddos saying, hey, you know, you have these really good strings, What if you started demonstrating your knowledge in this way? Speaker 5 Or what if we used chat up to say, I have a student who excels in these areas, struggles in these other areas? What sort of project based learning would you recommend? I think Chad GPT would offer some really great suggestions. Speaker 4 Yeah. And there's I mean we've we haven't gotten like super, super into it, but like we, we are in the middle with our committee exploring several resources and like teachers have gotten their hands on through demos and then just being able to play around with some of the platforms to say, Ooh, I can really see how I would use this in my classroom. Speaker 4 And so I think there's different platforms for different things. Like I've been playing around more and more, but like we did, I've shared about this, but not on the podcast. We did a video recently where I actually utilized AI to generate a script for. The video is very detailed and what I gave it. So it was a better script for that reason. Speaker 4 And then I turned around and was able to use another platform through doing research and just playing around with different tools because some were horrible to generate a voice to do the voiceover for the video, a very. Speaker 5 Human sounding voice at. Speaker 4 That. And it's I mean, it's just so cool. So I think even just the tools like we think on such a broad spectrum sometimes, but also I think we can be very narrow like we've talked about. I think when people hear about like A.I., they immediately go to cheating with essay writing and it's like, but the spectrum is so broad, the uses are so broad. Speaker 4 And I think it's just going to keep getting more and more specific where one platform excels at this thing. And it's like, I just think we need to stop limiting to this one area of like major fear, like there's so many uses for it. Speaker 3 And you bring up a really good point and that is that it's going to grow. Yeah, Are the tools that we have available to us are going to grow. We were talking about this the other day. Don't don't fall in love with any current tool right in I right now six months is going to be a whole new landscape. Speaker 2 And we've learned with technology the computer internet, it's exponential. I mean it is it is multiplying and it is growing exponentially. And so I agree with you don't, you know, don't get stuck on any one tool because there's there's already here's the problem. There's already something out there that a lot of people are using that we don't even know about. Speaker 2 I found out chat's been around for, what, three years now or something like. Speaker 1 How am I just like. Speaker 2 Churning about this? Speaker 4 Yeah, well, and it really felt like I don't know if, you kind of felt the same way or you all have felt the same way. It's almost seemed like we were just kind of starting to use chat and like, kind of, like for us at least being introduced to AI in our own work. And it, it literally felt like there was just like one week where all of these platforms we use like Canva, like Hootsuite, like whatever, all started doing these updates where they had AI integration into them and it was like it was like all kind of at the same time. Speaker 4 We're and it's it's just fascinating and they've just grown so much. What we can do with these stores is amazing. It's amazing. So it seems like it's just coming really. It just keeps getting more and more excited. Speaker 5 I think it's funny that like we talk a lot about strategy and I love. Speaker 2 Data. Speaker 1 But. Speaker 5 I read this article and they were saying that chat Gbtc is like the MySpace of a. Speaker 1 Platform. I'm like. Speaker 5 I believe it. That's rude. I really like it. Speaker 1 Opened up a world. Speaker 2 To me personally, so I'm very excited about what else is out there. You know, it's just one of those tools that I've just been introduced to and that I think is fascinating and I don't think in my world necessarily everybody knows about it. I mean, I've talked to a lot of different professionals about it, and a lot of them haven't used it. Speaker 2 They know about it. They just haven't used it for their own business. So I do think there's still a lot more growth, you know, that could come with chat. But listen, one thing I do want to say, I'm an advocate. I've always been an advocate for students being advocates for themselves. What I'm trying to say and, you know, we say a lot about these are great resources for teachers. Speaker 2 But I just want to say, if you're a student and especially if you're a student with you feel like you have somewhat of a disability or you're you're not even a disability, you just don't quite enjoy that subject and you're not as you don't feel like it comes naturally to you. I would love for you to even get on and say, How can this A.I. resource be of use to you? Speaker 2 And how can you use it as a tool to help you? And I'm not saying cheat with it. I'm saying if you don't understand a concept, how can you get it to, you know, explain to you. Speaker 1 Ways. Speaker 2 That maybe you can understand something. You don't need to wait for your teacher to teach you? This is available to you for you to get on to use it as a tutor to help grow. Speaker 1 Absolutely. Yeah. Speaker 2 What other what other sites have we not really talked about that you felt like that we needed to talk about before we kind of end our. Speaker 1 Our. Speaker 2 Air discussion? Parents, if you're listening to this and you have questions, put them in the comments below. We would love to have this debate and discussion. If you want to email me personally, you want to share some thoughts and ideas with me, donate K12 dot net. I would love to hear from you. Speaker 4 I guess what I would say is like we also have such an understanding for everybody is where they where they are mentally in this whole A.I. thing. So like to not be comfortable is not a bad thing. And so like we are in such early stages of discussion for what this is going to look like and FISA in particular. Speaker 4 And we are definitely valuing all of the different perspectives and concerns, and we want to be able to address those responsibly. And but I also think that we are very good. Speaker 2 Yeah, very good. Speaker 4 But we're excited about where this can go through. Speaker 2 And listen, our thoughts may change right? This may take a turn. And we're like, I this took a turn in that, you know, I no longer think it's a healthy sort of thing. That's not where I am right now. But you're right. I absolutely care about everyone's opinion. Speaker 4 I think it's just having that understanding that, like, it may be scary, like especially with with headlines like we we kind of touched on that there's just certain things and the unknown is always scary. Change is always scary. And so, like, we have grace and understanding for that, but we want to we want to walk through this as a as a team between admin campuses, students, teachers, we parents, we want to work together to just see where we ultimately our goal is to have the best educational experience for students. Speaker 4 So I think we're all on the same team with that. And as long as we keep that at the forefront of this conversation, we're well. Speaker 2 You did bring up a good point that I want to address. You know, media loves to sell fear. Speaker 4 Yes. So I'm not one driver. Speaker 2 I'm not saying that this can be used for in bad ways. I'm sure someone with a bad mind can figure out a way to use this in a bad way. But you're going to hear the media. Speaker 1 Talk about. Speaker 2 A I and and the problems with it and what it could do in our schools to our schools. And just remember, they really sell fear. And so. Speaker 4 Yes, don't. Speaker 5 Go for the click bait. Speaker 1 No. Speaker 2 For no one. Look, I'm telling you right now, you guys with all my heart. Speaker 1 Our. Speaker 2 Board, our teachers, our administration, everyone in this room has a the best interest of your child, of children in general. We're in the business of children. This is what we do. We would never do something knowingly harm your your children, you as parents, your families. So hopefully you know us by now. I know where we stand in that. Speaker 2 But this has been a great discussion today with I. We have so much more to discover and to learn about. I and we're looking forward to doing that alongside you, our partners, parents and students and teachers. So thank you for being here today. Speaker 5 Thanks for. Speaker 1 Having us. My pleasure. Speaker 2 Look forward to working with you on the future. Speaker 5 Yes, likewise Thank you all. Speaker 2 Have a good day. Speaker 3 Thanks. You, too. To.