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Terminators or Transformers? The Work of AI in Education

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Terminators or Transformers? The Work of AI in Education

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What Teachers Have to Say brings together innovative educators to talk about what it means to be a teacher in the modern classroom. Each episode explores the emotional complexity of teaching as hosts Jake & Nathan talk through the trials and triumphs of teaching. We talk access and equity, artificial intelligence, student behavior, teacher burnout, mentorship models & more. Find practical teaching advice and resources presented in an approachable and real way, alongside valuable insights and inspiration in these thought-provoking conversations, for educators at all levels.

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Terminators or Transformers? The Work of Education in the Age of Artificial Intelligence by What Teachers Have to Say

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Jake & Nathan crack open the influential essay from early 20th-century social critic Walter Benjamin "The Work of Art in the Age of Mechanical Reproduction" (1935) to raise some questions about whether using sufficiently advanced technology destroys the "Aura" or human quality of our work in education.

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How Exploring AI with Students Can Lead to Stress Relief

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How Exploring AI with Students Can Lead to Stress Relief

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How Exploring AI With Students Can Reduce Stress and Open New Possibilities

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Carl Hooker with Rachelle Dene Poth Few of us have time to keep up with new teaching practices and technologies. In this segment, we discuss how exploring AI with students during class can reduce stress,

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How Artificial Intelligence Can Reduce Teacher Workload

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How Artificial Intelligence Can Reduce Teacher Workload

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What Teachers Have to Say brings together innovative educators to talk about what it means to be a teacher in the modern classroom. Each episode explores the emotional complexity of teaching as hosts Jake & Nathan talk through the trials and triumphs of teaching. We talk access and equity, artificial intelligence, student behavior, teacher burnout, mentorship models & more. Find practical teaching advice and resources presented in an approachable and real way, alongside valuable insights and inspiration in these thought-provoking conversations, for educators at all levels.

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What Do We Really Want from AI? Stanford AI+Education Summit Breakdown by What Teachers Have to Say

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If you want to be on the bleeding edge of current AI+Education discourse, this episode is for you! Jake & Nathan break down Stanford's 2024 AI+Education Summit held by Stanford HAI (Human-Centered Artificial Intelligence). Follow the link to explore a selection of recorded sessions from the day and get in on the conversation.

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A Teacher's Guide to the AI Galaxy: AI Tools

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A Teacher's Guide to the AI Galaxy: AI Tools

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What Teachers Have to Say brings together innovative educators to talk about what it means to be a teacher in the modern classroom. Each episode explores the emotional complexity of teaching as hosts Jake & Nathan talk through the trials and triumphs of teaching. We talk access and equity, artificial intelligence, student behavior, teacher burnout, mentorship models & more. Find practical teaching advice and resources presented in an approachable and real way, alongside valuable insights and inspiration in these thought-provoking conversations, for educators at all levels.

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A Teacher's Guide to the AI Galaxy: Artificial Intelligence Tools for Teachers by What Teachers Have to Say

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Jake & Nathan return to where it all started, and provide a much-needed update, we're talking artificial intelligence in education! We start by checking in on the state of artificial intelligence in education, talk a little educational philosophy in an attempt to dispel some of the fear educators have about using AI with students, and provide personally-vetted quality AI resources and strategies that include: ChatGPT, Quizizz, and Canva to name a few (there's more).

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What AI Looks Like in Education Around the World (episode called Whakawhanaungatanga: Building Relationships)

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What AI Looks Like in Education Around the World (episode called Whakawhanaungatanga: Building Relationships)

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Join Georgia and Jessica as they explore the upcoming Global Conference with Dr. Michael Harvey, Nicholas J. Wilson, and Jody Britten. Join this international team as they discuss the upcoming conference along with a global perspective on the state of artificial intelligence.

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Whakawhanaungatanga: Building Relationships with ISTE Community Leaders Global Learning Conference - The Edge

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Join Georgia and Jessica as they explore the upcoming Global Conference with Dr. Michael Harvey, Nicholas J. Wilson, and Jody Britten. Join this international team as they discuss the upcoming conference along with a global perspective on the state of artificial intelligence.

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Georgia Terlaje: [00:00:00] It's time for the edge, a podcast brought to you by it's the community leaders. Whether you're a seasoned educator, a visionary administrator, or a passionate education enthusiast, fasten your seatbelts because this podcast is tailor made for you. Get ready to embark on an exhilarating journey as our community leaders take you behind the scenes and into the dynamic world of education.

Georgia Terlaje: And the episodes ahead will unveil stories from the front lines, showcasing the relentless dedication and innovation that fuels the transformative field of education, buckle up, embrace yourself for an adventure coming up today. We're going to be discussing AI in the classroom. I'm one of your community leader hosts, Georgia Terlahi.

Georgia Terlaje: I'm a TK5 instructional coach and educator of 35 years. And I'm here with my favorite partner in crime, Jessica Pack. Thank

Jessica Pack: you, Georgia. You are absolutely my favorite, too. And even though no one can see us, we happen to be matching in some fabulous cheetah print today. [00:01:00] So, I'm loving it. I'm Jessica Pack, a middle school teacher and an ITSC author.

Jessica Pack: Today's episode is going to be pretty awesome because we're going to keep building our understanding about the uses of AI in the classroom, which I think we can all agree is a pretty hot topic. We are very fortunate to be joined today by some incredibly knowledgeable folks. First, let's welcome Yuna Berman, who is a learning professional who currently works at Intel. Yuna, thank you so much for being here

Yuna: today. My pleasure. Thank you.

Jessica Pack: And you brought along another special guest, correct?

Yuna: Correct. Would you

Jessica Pack: mind introducing them for us?

Yuna: Absolutely. I am so excited to introduce my colleague here at Intel, Sanam Aslam.

Yuna: And Sanam is a senior research scientist here at our Intel labs.

Georgia Terlaje: Welcome to The Edge Yuma and Sinem. Could you give us a little insight into how you met? Like, what's your origin story?[00:02:00]

Yuna: I've never been asked for an origin story. I feel like I should be wearing a cape. Or some kind of superhero thing, but it's really very straightforward.

Yuna: I I have been in education slash learning for many years. And when I started at Intel, much like everybody else, I got onto LinkedIn and thought, Hmm, who's around here, who are my peers here? And I came across Sinan's name as a fellow educator in education and technology. And I reached out to her and said, Hey.

Yuna: You and I have a very similar background. Can we, can we connect? And she's a fabulous person. She did. And we've been discussing education and technology and its application in a variety of fields of not just higher ed, but Her her research is in elementary schools as well. And that I would say is our fantastic origin story.

Jessica Pack: That's awesome. Well, thank you so much for both of [00:03:00] you just giving your time today and your expertise. We're super interested in how AI has already started to sort of transform the traditional classroom experience. And we're wondering what types of examples you've seen and the impact AI has had in the classroom from your point of view.

Sinem Aslan: So maybe I can get started. So I like to, I like that you used the phrase for started because that's really where it is right now in terms of AI, it's just started to transform, you know, classroom experiences. And I mean, if you look at it, there is a lot of research and development you know, in the space that's going on.

Sinem Aslan: But apart from that, we also see many products, you know, coming up. That is readily available for our students and educators use it. And if you look at the spectrum, there are many applications, you know, from translations to language learning. I don't know, maybe you [00:04:00] have seen some examples, but now a teacher who doesn't know Turkish, for instance, can teach a Turkish student using generative AI technologies, you know with some, you know, through video technologies.

Sinem Aslan: And there are also some applications around writing, you probably heard about like Grammarly, you know, helping you know, users while they are writing an essay, you know, suggesting different ways to craft the essay, etc. And there are some applications in early childhood education, including, you know, one of the projects that we are working on and maybe we will talk more about you know, kids space in this space.

Sinem Aslan: Talk as well. And there are also some tools that helps teachers for teaching purposes, including creating lesson plans, right? Helping them to create lesson plans for teaching specific subjects. And of course, one of the, you know, biggest [00:05:00] area is around personalized learning which has strong connections toward.

Sinem Aslan: 101 tutoring. So we see a lot of conversational agents coming up, including coming off by Khan Academy. So these are all, you know, different applications that is kind of emerging. But as I mentioned, I see that this is gonna be exponential growth in coming up years. So, you know, do you want to add anything else?

Yuna: I love that you brought up the, the Khan Mego aspect because it's one of those things that Khan Academy has been around for a while and it's offered to everybody around the world. And by introducing, so what the Camigo is, it's like a little chatbot, and it will encourage the students, so if you enter a response, the student might see a message like that was great.

Yuna: What if you think about this? Or what if you do that? [00:06:00] And so it is really using that natural language processing, how somebody would understand words. It's not cybernetic. It's not like you're talking to a robot. But Khan Academy is so pervasive in so many households now to have an AI tool that you can access from your home or your classroom, I think is really showing that AI is, is, it's emerging, but it's kind of emerging here to stay.

Yuna: And so when we think about what, where else we use AI, like chatbots, I mean, we use it every day in our, In our everyday world. We use our facial recognition to unlock the phones and things. And so I love that it's coming now into education and can you go? I'm a big fan of Khan Academy just to see that shaping up.

Yuna: I think it's really exciting. But also, I do want to point out that the term AI in the classroom has been around for [00:07:00] a while. If you look at some of the research, there have been papers written as far back as 1990 in those back in the 90s about using different forms of AI as a, maybe a tutor or that guide on the side.

Yuna: And so it's, I think with things like chat GPT and other high profile tools, we're now. Maybe sitting up and taking more notice, but A. I. Has been growing and growing, and it's been around. There's lots of tools that claim that they can help teachers. Great papers, for example you know, maybe build your rubric and then make sure that students are applying all the points of the rubric to the homework.

Yuna: So I think it's here. It's probably here to stay, and it's probably in more places than people have recognized because it's just been around for that long, and they don't notice it.

Georgia Terlaje: And I think like with chat GPT is like big, like [00:08:00] coming out party a few months ago, I think these things are much more on teacher's radar than they were in the past.

Georgia Terlaje: So with that in mind, . What are the ethical considerations when implementing AI in education in the classroom, particularly around data privacy and bias? What are things that educators need to keep in mind when choosing some of these tools?

Sinem Aslan: I think it's not only about education, but when we talk about AI, these type of ethical considerations come to place. But it's especially more sensitive in education because of, you know the younger population and the potential risks. that can implicate their growth. So when we look at some of the, you know, some of these considerations, we see, you know issues around privacy, like you mentioned, right?

Sinem Aslan: So especially with [00:09:00] face recognition or recommendation systems. that can cause some privacy related issues. There is also other issues around, you know, bias and potentially discrimination, right? Especially with some gender related bias or racial biases that can happen through this, let's say automated scoring system.

Sinem Aslan: And one of the other, like, bigger maybe umbrella is around surveillance, right? Like so the sense of being, you know, watched. All the time by students and also for this applies to teachers as well, because we see that in the research, there are many, you know, studies focusing on teacher behaviors in addition to student behaviors.

Sinem Aslan: So, like, in order to create that personalized learning experiences. These systems need to monitor student you know, in real time. So surveillance is becoming some you know [00:10:00] issues and the sense of privacy. And there is also you know, like the, of the autonomy aspect right, like, so through this predictive systems generated by ai maybe we might be geo the student's autonomy in a way for to govern their life further. So there are I think these ethical considerations, you know, in place. And at Intel, I would like to highlight that, to address these ethical considerations.

Sinem Aslan: We have a ethical AI council. And in this council a group of people from ISTs to AI resource scientists, to program managers to social researchers. So a, a wide range of people are evaluating every project, you know, that we do at Intel to make sure we put enough guardrails to address these ethical considerations.[00:11:00]

Sinem Aslan: And I think these type of considerations should not be told after the fact, right? Like these needs to be considered and addressed while the start of the, you know, the project. So that's what we are doing at Intel. You know, do you, I mean, would you like to add more from your perspective?

Yuna: Sure. And I'm glad that you brought up this concept of the council.

Yuna: I'm familiar with it also. I think we have Lots of publicly available information on how we're, we are, tracking our ethical use of AI in in general, I would say that there are two big buckets that we have to keep and keep in mind when we're talking about AI. And I would say that is stewardship and oversight because AI is It's so very broad, like I love that term you use, Georgia, the coming out party for chat GPT.

Yuna: And what chat GPT is, is that generative AI that you know, it, it can scrub information and then [00:12:00] learn and then spit something out. But there's also the AI that you can put in a model and you're supplying the data to build the model. And this is where I think a lot of Stewardship and oversight is needed, because as you build those models, as you build those algorithms as Sinem said, you want to have the diversity of voices, and I, I believe it's the Department of Education that's been saying that one of the main considerations now is making sure the human stays in the loop.

Yuna: So as we're building these models, as we're training our AI, we have to have that human voice, which is that council concept that you were talking about, Sanam, that there has to be somebody who's looking at where does that data come from? It's not coming out of thin air. It's being piped into those intelligent systems somehow.

Yuna: And so the stewardship is to make sure that we have the diverse voices, and then I would say the oversight is to make sure that the data that is collected isn't to the student's detriment. [00:13:00] So for example, if you are using something like facial recognition, and you're checking how many times a student goes to the library.

Yuna: Well, that data now be used to determine whether or not you get a scholarship, because, you know, if you had known that, maybe you would just keep going in and out of the library door. You don't know, right? So how is this data once it's captured? How is it being used? And do you know if it's being used?

Yuna: being captured. It might be super easy for you to not have to carry around your I. D. To get into some of like your university buildings. But is that then giving some of the access to what are your movements, what are your study habits and and those kinds of things. And then we want to be very careful also about in our underrepresented communities where students might not have such ready access to go to That same library, right?

Yuna: If somebody is looking at the data, student A who doesn't have access to the library constantly, student B does, and then they're being [00:14:00] evaluated for the same opportunities, that that inequity right there, if it's not taken into account in the model, that's not really going to help. Our students at all.

Yuna: It's just it's not taking into account the broad student base. So I think when we're thinking about AI and policies and privacy, just like we have FERPA and we talk about FERPA and our digital. Privacy and and we're very careful with who gets to see grades and those kinds of things. We're going to have to build a model like FERPA that will include AI.

Yuna: Where is that data coming from? Who gets to use it? Who gets to approve that it's even used? If I don't want to opt in, am I now, am I now not going to be counted for all these other opportunities and things? And so, yeah, there's a lot of considerations, but it does start with people asking the question.

Yuna: Who's got my data? What are you doing with it? So,

Sinem Aslan: yeah, it also implies some sort of training as well, right? You know, in that [00:15:00] sense, from users perspective, educators or students perspective, right? Like, even on a day to day basis, we are just accepting your for our giving our consent right for so many different things when browsing online, but it's really hard to track, right?

Sinem Aslan: Like so, therefore, there is this and there needs to be some more awareness around these ethical concentrations on the user's perspective in addition to the companies who are really building these systems. So how do we increase that awareness? That's a good, I guess, question, right? Like in society.

Jessica Pack: So ISTE is a community full of early adopters and people who are really excited to jump into the deep end of the pond. I know Georgia and I are both those types of people where we just jump in first and sometimes ask questions later. Which can be really positive. And [00:16:00] also, you know, our conversation is making me think about that.

Jessica Pack: So for the average classroom teacher who maybe is really excited about bringing AI into their classroom and leveraging a lot of those tools, how can they vet the appropriateness of the tool? And also, how can they You know, benefit from it.

Yuna: I can jump in here. I did quite a bit of that. My previous role, not for AI, but digital tools in general, I would think that asking very basic questions, like I said, this training. If you are, if there's a cookie on your browser, why, why do they need that data? Why do they need to follow where you're going?

Yuna: Why does anybody need to be able to sell you something afterwards? It takes work and that's the thing that it is so very easy when you get to that website and it says accept all cookies. Sure, you can. It takes less than a second, but my kids always tease me because I'll go into the [00:17:00] cookie list and take off the ones that I don't want.

Yuna: They'll always have very funny things to say about it. But, you know, it takes a moment to say, you know what, I will give you this part of my life, but I will not give you this part of my life. And so when you're a student in the classroom Something, for example, when I was working with a lot of instructors at the university, I would ask them that when your students go to use a free tool that's online, free tools are great.

Yuna: We love to be able to give students resources without emptying their pockets. But when they have to make for example, an account to use that free resource yes, you need probably an edu extension on your email, but you need to give them the same password as what you use. to access your schoolwork because now you're exposing your very personal credentials to a website that you don't necessarily know what kind of security features they have.

Yuna: So a very simple thing to do is, yeah, use your at DU email, but use a very different password. And again, I go back to FERPA, it's a [00:18:00] good list of tools, ask who's getting this data when you're working with the younger students. Obviously, you want to make sure if there's any kind of vision where if there's any kind of recording again, does that have to happen?

Yuna: Can we use something like make a virtual background? It does take time and it does take effort. But I have found that when you work with vendors and say, you know what? I really would like you to think about these things. They're they're not opposed to changing some features because they might not have thought about it from a security point for your student.

Yuna: They're thinking about it as what's the quickest way to get you in and get you rolling and get you learning. And so I love that you and Georgia are new adopters. I love that that innovation curve. We need those early adopters right to make innovation go. But just take that five seconds before you log in or say yes, accept all the cookies and say, why do you have cookies here?

Yuna: Do I really need to be [00:19:00] tracked and open up on the same page when I come back here? So, Just, just asking those questions, taking that one extra step to ask, where is your data going to go and then, yeah, innovate because that's, that's what makes it happen. If we're all too scared to click go, it's never going to go anywhere.

Yuna: So I love that you're doing that. And I love that you're giving everyone the opportunity to hear more about it as well. And

Georgia Terlaje: I take issue with the fact that they call them cookies because who doesn't want cookies, right? Call it something that I want to think twice about. That's all I'm saying. What, what advice would you have?

Georgia Terlaje: So like we had talked, you know, Jessica and I do like to jump in with really the deep end right away and then figure it out as we go along. But maybe for other educators who aren't quite as brave or reckless as we are, what advice would you give to them? As they maybe start to implement some a I in their classroom.

Georgia Terlaje: What are some questions you think they should be asking themselves [00:20:00] or lens they should be looking at? As they start to

Yuna: try some new things. So then can I throw that to you? Because you actually did work with instructors and implementing your I tools. Sure.

Sinem Aslan: Yeah. So we previously implemented a I tools together with, you know, teachers in various research projects.

Sinem Aslan: And of course, since these technologies are relatively new right. Some of, some of the time, you know, they don't have enough information about these technologies. They don't know how they work and all of that. So for me as a researcher, the critical part is to really first Training the teachers that I'm working with.

Sinem Aslan: You know, what are those technologies? What data do we collect? What data do we process and how are we using those data from a research project perspective? I'm not talking about from a product perspective, but how are we going to use that data and how are you going to delete that data after we are done and [00:21:00] all of that?

Sinem Aslan: So it's kind of a training process, and it's more participatory design, you know, together with teachers. Yes. And on the way when they have any questions, you know, we address them and we also have them, you know, have the opportunities for them to experience. these new, you know, technologies by firsthand.

Sinem Aslan: So we do demos, you know, with them. And again, new questions can come up, you know, pop up and they would address, I mean, we would address those questions, you know, on the way. And and usually in addition to teachers, students have the same curiosity as well, right? Like these are really kind of for them, very cool technologies.

Sinem Aslan: They are interested in learning more about them, and they also ask really good questions. So it's just that, you know I think we need to give platforms where both students and educators can ask this and pose these questions, you know, to be addressed. to be honest, because I mean, from my own experience, I see that, you know, teachers always thinking [00:22:00] about their, you know, students, you know, How can I make the best of my time to help them to learn them to see they grow, you know, and after they see that, Hey, this technology can really help me, you know, support this or enable this.

Sinem Aslan: Then they also open up as well because if you look at like literature, you see that there are also some barriers that teachers sometimes do not want to incorporate new technologies. But I think the critical aspect is, do they really need to, I mean, see the need, right? Do they really see the value of this new technology?

Sinem Aslan: Once they see, from my experience, I, they always open up and they were very like, Okay, let me try and see, you know, how it's gonna go. So I think those are some of the, you know, exponential you know observations from my side on this topic.

Jessica Pack: Do you have any final thoughts that you would like to share with our listeners regarding AI and the [00:23:00] classroom?

Sinem Aslan: I think one thing that I see, I think as all technologies, right, like we should not incorporate technology for the sake of. you know, technology. And if you look at how current educational systems work we utilize a one size fits all paradigm where we keep time constant and expect all students to meet the same learning outcomes at the same time.

Sinem Aslan: But considering the foundational differences among learners. I mean the students who are performing really well will need to wait for others to catch them and the students who are lacking behind will need to do a lot, you know, to get there. They will just keep behind. Therefore I think personalized learning is very important to address the current you know, major issues in education and personalized learning at scale is impossible without use of technology and without use of AI [00:24:00] technologies nowadays.

Sinem Aslan: So therefore, I feel like there's a huge potential. In AI technologies that can help with personalized learning and make sure we provide enough conditions for all students to learn on. I believe through as we progress and as we as these technologies get more major, you know, we will see a little fruitation, you know, on the educational outcomes side as well.

Sinem Aslan: But we always need to keep in mind that, you know, as technologists, Or as researchers or as educators, we need to use these new technologies in a responsible way through responsible ai. So these are my you know, final comments. And yeah, thank you.

Yuna: I just wanna say a hundred percent to everything that em said. I love that concept of personalization at scale. If we wanna educate the world, we've got to [00:25:00] figure out how to do that, how to do it quickly, and. inexpensively. The other thing that just my closing observation would be that many years ago, when he learning distance learning, whatever you want to call it, became a thing.

Yuna: There were there were many similar conversations, right? There was, I think it's even is a garrison and at all. They even went so far as to make a model to prove that you could through computer Technology and communication communicate at an equal in an equal way as somebody talking to you directly to make sure that online learning actually worked and look at us today.

Yuna: We do so much online learning. There have been so many people who have been educated because of this phenomenon of learning at a distance and I think that what that shows is that there's an evolution that can happen that did happen. And I think there's an evolution that's going to happen with a as well.

Yuna: It's the new tool of the [00:26:00] day. It's not understood well, but I think lots of people can see the potential, lots of people who jump in recklessly. I won't name names, but you know, there is this, this hunger to be more efficient to, like you said, Sanam, there's only a certain amount of time and I have so much to teach you.

Yuna: How do I do that? You're going to need a tool, and technology is just a tool, and AI is just a tool, and I'm so interested to see this evolution of the discussions and how it's being used, and even thinking ahead, like, well, will this change learning objectives in the future? Will an essay class now have a different perspective?

Yuna: Will it be a How can you research instead of just writing the, not just writing, but writing an argumentative paper or writing a straight up research? With this tool in your pocket, student, what else can you do? And I'm excited to see this evolution because I do think now that we're in this [00:27:00] revolution of knowledge, this 4.

Yuna: 0 kind of world, and You know, I, I think it starts with asking how, how are we going to use it and how do we keep everybody safe, but also what else can it do for us? So I'm, I'm excited to see where it goes and thank you for allowing us to talk about it for a while. It's great. Yeah, I think

Jessica Pack: you both are just right on target with the idea that time is a teacher's or any educator's most valuable commodity and anything that we can leverage to really.

Jessica Pack: Make the most of the time that we have within the workdays. Fantastic. This has been such an insightful conversation. Thank you both again for being here. Before we let you go, where can listeners connect with you to continue the conversation or maybe ask follow up questions?

Yuna: I'm on LinkedIn. You can look me up.

Yuna: Una Berman, B U H R M A N. Don't think there's a lot of Bermans out there on LinkedIn. So be happy to hear from everyone.

Sinem Aslan: It's same here [00:28:00] as well. LinkedIn is my professional account. I also, I'm very much active on Instagram as well. So,

Jessica Pack: That's perfect. Well, thank you so much again, and that just about wraps up this episode of The Edge Podcast. We hope you had a great time. My name is Jessica, and you can find me at packwoman208 on Twitter, threads, and Instagram.

Georgia Terlaje: And I'm Georgia Tulahi and you can find me at Georgia Tulahi on Twitter, X, whatever you call it. And both of us at StorytellingSavesTheWorld. com.

Jessica Pack: On behalf of everyone at ISTE's The Edge podcast, remember to keep exploring your passion, fostering your creativity and continue taking risks.

Jessica Pack: All things that can bring you to the edge.

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AI Development In Process with Yuna Burman and Sinem Aslan - The Edge

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Join Georgia and Jessica as they explore artificial intelligence, how it has developed over time, and some considerations about how we develop AI usage in our society. Joining them this week are AI experts Yuna Burman and Sinem Aslan

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Episode 87-Twelve AI Tools to Explore over Summer

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Happy beginning of summer! ChatGPT isn’t even a year old and we have seen the number of tools relying on AI grow exponentially since its inception. Is there something you want to try out befo…

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How to Prepare Educators for Excellence in AI

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How to Prepare Educators for Excellence in AI

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How to Prepare Educators for Excellence in AI - Bonus Episode with Five Star Technology Solutions - Class Tech Tips

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Discover how to prepare educators for using Ai in the classroom with Joe Marshall & Lisa Cutshall from Five Star Technology Solutions.

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199: ChatGPT Guide for Teachers (Part 1)

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Listen to this episode from Shake Up Learning Show on Spotify. OpenAI, the company behind ChatGPT, just unveiled a new teacher guide. "We're releasing a guide for teachers using ChatGPT in their classroom-including suggested prompts, an explanation of how ChatGPT works and its limitations, the efficacy of AI detectors, and bias."

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200: ChatGPT Guide for Teachers (Part 2)

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Listen to this episode from Shake Up Learning Show on Spotify. OpenAI, the company behind ChatGPT, just unveiled a new teacher guide. "We're releasing a guide for teachers using ChatGPT in their classroom-including suggested prompts, an explanation of how ChatGPT works and its limitations, the efficacy of AI detectors, and bias."

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191: Evaluating AI Tools for Classroom Use

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In this episode, Kasey shares valuable resources and considerations for evaluating AI tools for use in schools and the classroom. School leaders must consider and evaluate any tool that students use carefully, but how do we prepare for the coming wave of AI tools? This episode (and companion blog post) will provide a comprehensive guide and free, downloadable checklist for evaluating AI tools for classroom use. Let’s explore the types of AI, evaluation criteria, privacy and security issues, and resources. And let’s make sure we are protecting our most vulnerable and making smart decisions for our schools! Access the full show notes and blog post here Visit Shake Up Learning on YouTube

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Using AI Images for Language Development (EL/ELD Focus)

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Using AI Images for Language Development (EL/ELD Focus)

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Episode 102 -Beyond time-saving; using AI images for language development

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Ever pondered the potential of AI-generated images beyond just time-saving tools? Join us in this episode as we look into the intriguing possibilities of using AI for direct language development in…

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How Can I Use AI to Help Me Prep for Classes? (curriculum, engagement, personalized learning)

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How Can I Use AI to Help Me Prep for Classes? (curriculum, engagement, personalized learning)

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Brent Warner 0:01
Do you find that you don't have enough time to customize your lessons and materials in the way that you want for your students.

Ixchell Reyes 0:08
And this episode of the DIESOL podcast, we're going to give you some ideas to get you organized with AI before you teach.

Brent Warner 0:29
Welcome to the DIESOL podcast where we focus on developing innovation in English as a second or other language. I am Brent Warner professor of ESL at Irvine Valley College. And I'm joined as always, with Ixchell Reyes, award winning instructor and teacher trainer and all sorts of other wonderful things. Ixchell how are you?

Ixchell Reyes 0:50
Pretty good. excited about today's topic?

Brent Warner 0:53
Yeah. So we're on episode 99. Here. So there's gonna be a few changes coming up that we will talk about in a minute, but but I think we really want to jump into the topic today, which is AI conversation. So Ixchell, you've been having you did a presentation for some of your colleagues recently.

Ixchell Reyes 1:15
Yeah, and you did one, two, or you've done several recently. Yeah, we both been doing all around AI and how to use it. Yeah.

Brent Warner 1:24
And so one of the things that kind of came up was this idea that, you know, there's separate ways to use things, right. So some teachers, a lot of teachers are really talking about how can they use it to prep and to get things going. There's also using AI directly with your students. And finally, there's kind of using it for assessment and all of those types of things. So kind of before class, during class and after class. And so today, we kind of want to talk a little bit about that idea of using it before class. Right. And so Ixchell I know that you had some conversations with your colleagues about that. And I think that's what we're going to jump in.

Ixchell Reyes 2:05
Alright, so first, it's important to start with maybe a big level overview. And this is particularly specific to maybe when you know that what you'll be teaching for that semester or that term? And so you want to start with curriculum building? Yeah,

Brent Warner 2:23
yeah. So curriculum building, for sure. So like you, you're given a class, you know, what you're going to be doing right, you kind of have this idea for things. And by the way, we can take these ideas to like, sometimes teachers just get thrown into a class with no instruction, right? And so actually, I think the AI conversation really would help out a lot there. So, but kind of take these ideas and apply them to your situation. But let's we're gonna kind of imagine at least you know, what's going on what you're supposed to be teaching. And so let's start with the conversation around just bots. So Ixchell which bot are you using right now? Primarily?

Ixchell Reyes 3:01
Um, well, I've sort of moved on to co pilot. I'm, again, testing it out, seeing what kind of output it gives me. And if I have to do a lot of refinement. And so I sort of got tired of the just the layout of chat GPT and copilot, it looks a little fresher and crisper to my eyes right now. So, but I jumped between the two of them. Okay, so what have you been using yours?

Brent Warner 3:29
I still use GPT for the most part, but but actually right now, if you go into Gemini, so Google changed the name from Bard to Gemini. And by the way, copilot is Microsoft's new name from what used to be Bing. All right. So messy. But anyway, so Gemini right now is giving a two free month access to their advanced level, their paid version. And so if you go into Gemini right now, gemini.google.com, you can play with that as well. So I'm experimenting with both. But the idea here is, if you go into whichever one you use, you can tell the bot some of these things, right? Number one, what level is the class that you're working with? And Ixchell I would suggest that you'd be really specific with this, right? So you can't really just say, beginner or intermediate or advanced, and that's kind of a problem for English

Ixchell Reyes 4:25
learners. Right? We're all English learners.

Brent Warner 4:29
Yeah. So you have to say something like suffer Level A one, right? Or, you know, a b two or whatever level your classes. Or if you have the TOEFL score that your classes generally add or whatever, whatever system you use, to be more specific, because then the bot can kind of understand and make adjustments for those levels. And then the things that you would put in would be your SLOs. So your student learning outcomes, whatever you're expecting the students to learn or the objectives, a few other things you're going to put in there. or is how long is your semester? How many times per week? Are you meeting? And then how long is each meeting, right? So if you put all that information in, and of course, you're gonna say what the, the, you know what the name of the classes or whatever else it is, put that in, write it out as a sentence or a paragraph and tell it, hey, these are all the things that I'm trying to do. And I want to build a, you know, a 16 week curriculum or a 10 week curriculum or an outline for it, then that's when things are gonna get started. But that's not it, right?

Ixchell Reyes 5:35
Yeah. And then it's important that if you don't like the results, you've got to refine what you're looking for, you gotta dig in. Perhaps this semester, you're teaching the same class again, but you have holidays that are upcoming, or maybe you have midterms that you want to account for. So you want to talk to the bot and ask for it to customize those, you've really got to think of the bot as an assistant. So as specific as you can be, will give you better results. And the important thing is don't don't quit just because you didn't like that initial result. Remember that you're investing in that long term, ability to use what it's giving you, right? Yeah, well, it should be saving your time. Especially if you're teaching a brand new class and you don't know what to do they suddenly give you your teaching computer skills for for 10 weeks for the next 10 weeks. And you haven't taught it before. Well, this will make it a little less hard. Yeah.

Brent Warner 6:32
Well, I think also going back to that idea of talking to it, like it's an assistant, right, when you're talking to a person and you're trying to do these things, they're not always going to put make what you want it right, like, hey, you know, they don't really set things up. Or maybe you weren't as clear as you could have been. Or maybe you have to make adjustments and say, Hold on a second, I like this, but let's make some changes here. And you have to be willing to do that same thing with the AI. Right. And I think that's where a lot of people end up giving up as they're like, oh, it's not that great. I mean, it's cool, but like, but

Ixchell Reyes 7:01
it's not humanity got this. Yeah, it's like, they just want to prove that it got it.

Brent Warner 7:05
As if somehow humans are always getting things, right. I keep kind of laughing about that the concept. It's like, oh, it's so bad. Like, you know, it's like, well, humans are way less logical than all of this, but we work with them right to sort it out. So, so I think really digging in and having deeper conversations and being ready to say, okay, hold on a second, I'm going to work with this and see what comes out. And then the next thing inside of there, too, is you might say, Hey, hold on a second. I don't like what you did for week two, can we switch week three and week two, and then readjust? The new week three, right? And so it's okay, and it'll do all that stuff for you. Right? So we're so trained to kind of think of things as like, a one and done and then and then you can't work with it anymore. But really, this is about that iterative process. And so as you're building that curriculum or that outline, you know, work with it in sections and say, hey, I want to focus it on this part right now. Okay, now, I want to go back to the big idea. And, and it's capable of doing all of those things, which is pretty amazing. Okay, so Ixchell next we're going to talk about lesson plans. So how do you approach your lesson plans? Right? You know, what do you do when you're thinking about your lesson plans.

Ixchell Reyes 8:20
I usually go by theme, it helps me to organize, looking at the theme, because everything is our curriculum is integrated. So I go by themes, and, and it's a day by day type. Gotta finish this on day one, gotta finish this on day two, day three, etc. So it's kind of a blend of both of them.

Brent Warner 8:41
Okay, so So you're kind of bringing them together. And so some people do it, like, Hey, this is what I'm doing on this day. This is what I'm doing on that day. You know, some people who kind of have a little bit old school style of connecting it directly to a textbook, for example, they're like, I'm gonna do chapter one, chapter two, whatever else it is. And so whatever you're doing, you can put that in, right? So you can say, hey, let's build a lesson plan for this day, or let's build a series of lesson plans for this theme. Right? And so again, it will build those lesson plans out, right, and you can say, hey, I've got 90 minutes. break this down, make sure to include opportunities for students to interact with each other, make sure to include potential extension activities, if we run out of time, all of these things so that we kind of, you know, we know inherently they're supposed to be there. But if you tell it, those things will be added in and it's wonderful because then you're like, oh, okay, I don't have to worry if the timings right or you know, if I don't have enough, like we always have a way to make supplemental materials inside of here. And sometimes I've spent hours just going well, what if it's not long enough, right? I'm going to teach this one hour class and then I'm spending three hours thinking about like, what other things I can add just in case I run out of time. So now you can actually just Have these things and teachers with experience probably have a tool belt with them. But it's nice to just be able to say, let's get some variety not always Max, you know, doing the same things or mixing it up a little bit. So, so it works really well.

Ixchell Reyes 10:13
Yeah, and I think just, I think it's important to remember that you've got to fine tune as you go along as we would with anything else. If we didn't have ChatGPT or any of these bots, we would be fine tuning right, we would be fine tuning the lesson, we would go home and think about what went wrong, what could I have done differently, and we make notes for ourselves, hopefully, so that the next time we're teaching it, we take that into account. But it's the same thing with with these bots, I think it's important to remember that the bot or any of these AIs doesn't really replace who you are, you've got to bring your own style to it. And I think that's what we see when we have the output from from a chatbot. But we don't remember that it actually would have taken a human such a long time, sometimes the whole span of teaching that class for that semester to learn those lessons, right. And so we've got to work with the technology so that it actually gives us good feedback. Yeah,

Brent Warner 11:13
I want to take that back to a little bit of you know, old school or like learning how to teach conversation right? Back in the day, like, if you were teaching out of a book, right, the book would often give you the lesson plans and say, This is how you do it, right. But then as a teacher, you would still go in and make the changes and go, I don't want to do this part or I do part right. And so it's the same thing, right? It's not it don't be, you know, beholden to what it's putting out, right? You can say, hey, I'm going to make my own adjustments. These are all just suggestions. And so keeping that in mind is really important.

Ixchell Reyes 11:46
Yeah, and I think the neat part here is, what if you need a sub for that week, and you already have, you need sub plans, for example, you can ask the bot to be like, Hey, I have create substitute plans, or, you know, add another version for week three, because perhaps you're got surgery or whatnot. But this is a lot less. This is, I would say I would call it stress free, because I remember when I used to have to come up with sub lesson plans. And I was like, but I don't want to give them the lesson I would have taught because that's my good lesson. Yeah, and it would require them knowing all of these things that I did beforehand, and who knows who the sub is. And so I think, or someone who steps into the classroom that hasn't taught but has to sub, or a brand new teacher, it just gives you like a skeleton to work from. And you're not gonna, you're not going to obviously, let that replace you.

Brent Warner 12:44
Well, that sub that sub thing is just awesome, too, because, because you know, you're sick, or whatever's going on, you're like, I can't do it. But like, you're gonna so many teachers spent hours trying to build these sub plans out at the last minute. And now it's like, I'm just gonna give something you might not even Yeah, and it's like, now you've got like, a five minutes of thing, hey, here's the things we've already done, let's do a review class for the subbing or, you know, I want you to introduce just these basic concepts, and here's how to do it. And then that's good enough, right? So there's, there's just, you know, there's like a feeling of a sigh of relief, just to be able to make some plans really quickly, especially on the fly. Because a lot of people say, Oh, just have a backup of sub plans and like, well, things happen throughout the class that don't, you know, you know, they make changes, the students are asking different things, they moved in different directions. So I can't necessarily just say, I've got this, this flood plan ready to go. I mean, it's might be nice to have, but you can now customize it towards what you're really doing that moment. So wonderful thing. Okay, next up here, and this one is a kind of a big one, but it's content, right? I think the big thing, I've talked about this before, but one of the things that's so important about AI is, we now have the opportunity to customize information for our students, right? To make things culturally and socially relevant to them. So whether that be worksheets and again, I know the worksheet conversation but paragraphs for readings, getting, you know, building scaffolding or content information, we don't have to rely on whatever the textbooks are giving to us, or even like a news article that we have to go out and search out and find we can just say, hey, you know, write me a paragraph about right now is Taylor Swift at the Super Bowl, right? And you can make it relevant to you know, include, include these grammar forms inside of here so that we can now talk about this and it'll write all those things out. Whereas we might have spent an hour or two hours, whatever it is trying to build that and make it nice. Now it's like okay, we've got content, it's hitting our grammar points, it's hitting our language needs, whatever we're trying to do, and I can bring that into the class immediately without having to do you know, I'll read it but I don't have To do tons and tons of work of thinking through everything. So what an amazing, amazing thing you can play with here.

Ixchell Reyes 15:08
Yeah, you can also ask the bot to make the media for you. I'm very big on images right now with AI. I'm having so much fun with that.

Brent Warner 15:17
And you've been sharing some of that sounds cool. On LinkedIn, kind of everybody, so come join us.

Ixchell Reyes 15:27
Yeah, I had resisted LinkedIn for a while. But yeah, making media is just awesome. Right now, even the stuff that doesn't necessarily come out the way you want it to because it melds two cats together, for example, but, but that still adds to the class. It's amazing now that you can build a slide deck, you can use cure a pod, and if you haven't seen the most recent announcement, open AI is going to be releasing Surah, which is the tool to generate video. And I just think that's amazing. What you could do to add a video of of a scene that your students want to take a look at, or you want to show differences between this and that. And if you wanted to show the differences between a live scene with real human beings versus the AI, you can have students talk about that, I think the way that that AI is helping us to build media like the, for example, captions, now you can have captions generated for something, all of that you can you can have it will make

Brent Warner 16:36
for you. And the other thing that's cool about this too, and Ixchell like your your videos you put or the pictures you put up of like the cat mechanics or something like that, right. And it's like, you can capture a student's attention. So well, just by adding a little bit of weirdness to it, but still being on topic, right. And so that idea of the novelty, and before it's like, oh, I would love that'd be cool. But like, I don't have an artistic skill, I can't draw that I can't afford to pay someone to do that for this, you know, five minute activity. But now I can have really good, interesting novel, engaging images and videos of pretty much anything. And I can capture my students attention so much more quickly with it. So I love what that can

Ixchell Reyes 17:21
read. I think it's reminding me of the way that Harry Potter when Harry Potter, you know, was the everyone's obsession, when it was new, and how children wanted to read and adults wanted to read and they couldn't put it down because it was just so imaginative, imaginative, right. And I think that AI does that for us. So well. Like just with an image, for example, yes, I can find a picture of people purchasing stuff. I don't know how to restaurant and I want the students to talk about that. But what if now I changed the characters to chickens. And I always say everything's so much more fun with chickens or cats. So make the characters cats make the characters. Chickens, what might they be saying? Why would you pass it? I mean, there's just so much more imagination. Yeah, yeah, for sure. So and creativity embedded, I

Brent Warner 18:13
get a little bit wild, make it fun. And there's tons of little ideas you can just throw in. And by the way, you could ask your students, hey, what kind of characters do you want next time around, and they might throw out some weird ideas to superhero. So there's a lot to play with there.

Ixchell Reyes 18:32
Something new is happening. The 100th episode is coming up. And we want to hear from you. Yeah,

Brent Warner 18:39
so we're asking people to share one to two minute voice recordings that share your go to teaching tip right. So if you want to be on the show, if you've if you've been listening, if you've been a fan, if you've been out there, this is kind of our hopefully we want to bring the community together a little bit, hear your voice on the show. And so share your tip.

Ixchell Reyes 18:59
Yeah, we're thinking things like your favorite activity, something that just works a strategy to connect or engage your students. Any other tip that you think you couldn't live without? Yeah.

Brent Warner 19:11
And so we can't necessarily guarantee that every submission, we'll make it on the show, but we want to hear from you. We'd love to hear from you. And so if you go to speak pipe.com/DIESOL That's, of course, always the spelling is an issue as DIESOL or there'll be a link in the show notes. But it's really easy, you can just click a button and you can leave a voice message for us. We've already been getting some great ones in and so you'll have about a week or so for if you listen to this at the time of this recording, you'll have about a week or so to get it in if you want to share. It doesn't have to be too crazy, but like a tool, a tip, a strategy, whatever it is that you've got going on that you liked, or let

Ixchell Reyes 19:49
it be crazy. Oh, I can't

Brent Warner 19:53
I mean, it doesn't have to be too crazy and like you don't need to spend all your all day long thinking about it. I'm just saying like, what's the one thing you go ot right you go, you jump into this thing, and we really want to hear. And I think, you know, for our 100th episode, that's really what we wanted to focus on is like what people out there are doing and what they really love, and what they find is really effective in their classroom. So please give us a share, and speakpipe.com/DIESOL. And, again, link is in the show notes.

Okay, so we've got a couple last things. So activities, right building out activities, if you wanted to use AI to come up with creative activities, games, etc, to interact with the day's content. So basically, you can already go into if you've, if you've been kind of following the steps inside of co pilot, or GPT, or whatever else it is that you're using, you can then go say, hey, let's take a look at this lesson plan for, you know, day 10, or whatever else it is. And I want to make some games around this how do what are some suggestions for things that this class can do for some games, right? And you could tell it what at what you have access to so say, hey, in our classroom, we have a projector, we have giant whiteboards, and I have a bunch of nerf balls, right? And so so you can say, Oh, you can make this kind of game or you can make this kind of, you know, physical activity or whatever else it is. And it will help you come up with things that are a little bit different right than maybe what you would have come up with yourself. And then of course it can you can say hey, can you also make the rules for me and make sure these rules are easy to understand that it doesn't take too long to get started. And, and Ixchell we were talking about this a little bit before but like simplify the language or fun to fie the language by make it make it connect to the students, right. So you can you can turn these activities into something really fun, that maybe you hadn't thought about before and make it some approaches that change things.

Ixchell Reyes 22:01
Yeah, one of the cool examples of this is that I wanted my students who are having trouble, they're beginning level students, they were having trouble with tag questions and understanding that, especially from a Spanish speaking perspective, they get so confused. And I just think in general, tag questions are difficult for students to understand at first. So I asked Jack GPT to give me a game that would require the students to do some kind of physical activity to try to remember the concept of tag questions. And it did it gave me it said place two trash cans one with yes and one with no and have the students ask each other questions. And as they're answering you, they have to, they have to throw something into the trashcan based on what they think that response should agree with. And so I just thought, wait a minute, I would have never come up with that. I would have said, Okay, let me try to figure out with a dialog, I would have kind of stuck to a very, probably a very paper based or dialogue based but yeah, but having them stand up and move now they would understand. Right? So activities and games, some of

Brent Warner 23:14
that TPR in there. Yeah. I love that. Yeah. So so make sure to add in comments about what you have available in your room, I said that thing about the Nerf balls just kind of off the top of my head. And then that's almost exactly what it's doing for you too, right? It's like trashcan, trash,

Ixchell Reyes 23:28
like I would have never thought trash can. Cool. So we can also use AI for classroom management. Depending on how you're you're you what setup you have. You might have to create classroom roles. I'm in my classroom, we have roles every student has a role to play into for the week. And then that role might switch the following week. If I have the same students. You can gamify the systems if you want to have students earn points for I don't know, keeping track of how much English they're speaking and then this idea came came from our guests, Sally finkley, who spoke about English wargames. Oh, that's right. Yeah. And how she creates roles and her Her style is very in depth. And I haven't yet had the chance to fully incorporate English WarGames in my classroom as a gamification strategy. But I've started with roles. And initially I had my own roles that I wrote out. But they were just kind of boring and they lacked that fun ification I guess. And so I asked ChatGPT this week to take those roles that I wanted, for example, somebody who's taking care of supplies the a classroom leader, that picks volunteers so that I'm not picking volunteers or that they can decide you know, when to read instructions first. something or a timekeeper who keeps us on time before breaks. And ChatGPT gave me a little bit snazzier language. And it even gave me ideas for icons that I could print out to designate those because we know that students like stickers and badges and I thought, oh, that's, that's actually really cool. My students would love that. And I'm talking here about adults, they would love that. So you can have, you know, you can have your AI tool built out student rotation system for jigsaws, perhaps if you have a large class, and you want to come up with groupings, and then switch those around, or dialogue partners, if you have a roster with the names and make, you know, to make sure that students get a chance to rotate with different different peers, a lot of ways that you can manage your classroom or at least get ideas because again, you're not you're not stuck with what it gives you. It gives you a place to start with. Yeah,

Brent Warner 25:55
I love that. Because you can really customize a lot, right? I like that idea. I've posted about this, I've tested it a few times. It's like the jigsaw rotations, right. And you say, Hey, I've got all these students and they have to mix up into groups. And the next time they meet, I want them to be with different students and four times or whatever, right, and they can actually do that stuff for you. In a pretty quick way, large

Ixchell Reyes 26:14
classes. For large classes, if you're teaching a class of 30 students, I had recently had a teacher in my class, when I was training, they have to teach 60 students at a time. So this would actually help them to try to incorporate some some kind of group work system that could that maybe would work. Well

Brent Warner 26:36
love it. Yes, 60s do lots of cool stuff to play for classroom management. But again, thinking about like all the things that you need to do before you go into classes, like there's so much that you can save time with, right? These are things we kind of take for granted as like, Okay, this is just going to be part of everything, but it's like okay, well I can save a bunch of time I can make these quicker I can I can get some different versions, things that maybe I wouldn't have thought of by myself and so so I hope that all of these tips are some useful ways for everybody to take take a look at some ways that they can use AI before they step into the classroom

Ixchell Reyes 27:17
all right, it is time for our fun finds. And this time Brett, I have bell so ski Have you ever heard of her she is a believe she's Malaysian. I found her through Instagram, Instagram, I love ethnic blends of, of, of music and also traditional instrument type, or the the use of traditional instruments and she blends Southeast Asian traditional ethnic instruments with pop and EDM. So it's actually like the best of all worlds in my view, because I could listen to it at the gym and it pumps me up, but she is awesome. And she's a one woman band. You can check her out on YouTube. She's amazing. Very

Brent Warner 28:03
cool. Okay, so mine is I'm finally going for a beauty product here is the tangle teaser. Te is that probably good for beer. Oh, it's actually for hair. It's actually like designed for women but it's like a scalp exfoliator so I'm gonna get a little bit gross here but I have stopped shampooing my hair. And or because I just think like all these chemicals that I'm putting in and as I've been pulling my hair out and I'm getting bald as I'm getting older, and so I stopped shampooing and I'm only using like, but I'm trying to scrub and you know keep my head clean. And so I found this thing that's like an exfoliator it kind of keeps your head you know the balances out the oils I guess or whatever but like it's just a brush with like the little little spikes on it, but it's it's pretty comfortable. It feels nice like after you get out of the shower or you didn't do it inside of the shower. And yeah, so Tangle Teezer if you're in such a need.

Ixchell Reyes 28:58
All right for the show notes and other episodes you can check out DIESOL.org/99 and you can find us on Instagram

Brent Warner 29:09
at DIESOLpod

Ixchell Reyes 29:12
at DIESOLpod

Brent Warner 29:13
You can find us on instagram, just go out there and find us! (laughter) Uh, DIESOLpod is the place. You can find me on most of the socials at @BrentGWarner.

Ixchell Reyes 29:25
And you can find me on most socials at @ixy_pixy that's I X y underscore P I X Y or on LinkedIn.

Brent Warner 29:33
Yes, LinkedIn

Ixchell Reyes 29:35
Ixchell Reyes

Brent Warner 29:37
We'll have links to that in the show notes as well. So Ixchell for the 90 minute episode. We haven't really talked about this. I just want to squeeze this in at the last minute here. We are making some changes as we come up to 100. And so I want people to jump onto the website. Take a look. Well, some of you might have seen or recognized that we're making a few changes to the format of the show. But we are changing a few things so will will Throw it out to the audience to see if you can find what parts were changing. nothing too major, but a little bit fun. So, for the 99th episode, before things do change, we'd like to say in English thank you for tuning in for

Ixchell Reyes 30:17
tuning in.

Brent Warner 30:20
Supposed to be in line with each other here. Come on. It's like a sentence. Ready?

Ixchell Reyes 30:27
Thank you. Yeah.

Brent Warner 30:30
321 Thank you. Thank you for tuning in. for

Ixchell Reyes 30:35
tuning in. Are you like, No, I'm not sad at the same time.

Brent Warner 30:43
Are we delayed?

Ixchell Reyes 30:46
I don't think so. You're You're

Brent Warner 30:49
too one. Thank you for tuning in.

Ixchell Reyes 30:53
We're tuning in to the DIESOL

Brent Warner 30:55
podcast.

Ixchell Reyes 30:58
We still can't get it right. (laughter)

Brent Warner 31:00
Wait, can you do this in person? Can you say things at the same thing as people? I just really wondering if there's a lag here if there's like, No, you're just like pranking me?

Ixchell Reyes 31:13
I'm not pranking you! (laughter) wait, pause

Brent Warner 31:15
you're 100% pranking me (laughter)

Ixchell Reyes 31:16
No I'm not! (laughter)

Brent Warner 31:20
All right, Episode 99! Thanks, everybody. Have a good one.

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Episode 99 - How Can I Use AI to Help Me Prep for Classes?

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AI tools are popping up everywhere! They're embedded into nearly every tool available for teachers. In recent workshops, a commonly asked question from teachers is how they can use AI to help...

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Using AI in the Secondary Classroom with Becca McLagan - Easy EdTech Podcast 258 - Class Tech Tips

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Discover the role of AI in the secondary classroom! Becca McLagan shares tips and examples you can try out this school year.

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Classroom Digital Minimalism (Using AI to Streamline What You Do)

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Classroom Digital Minimalism (Using AI to Streamline What You Do)

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Episode 005: Classroom Digital Minimalism with Dr. Monica Burns

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Listen to this episode from The Minimalist Educator Podcast on Spotify. In this episode, Monica Burns, EdTech Specialist talks about how to choose tools for teaching and for your role. We touched on AI and digital life. Her pare down pointer - don't discount those little emojis!Dr. Monica Burns is a Curriculum and EdTech Consultant, Apple Distinguished Educator and Founder of ClassTechTips.com.

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Can A.I. help with Teacher Productivity? (with Dr. Monica Burns)

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Listen to this episode from UnDisrupted with Adam & Carl on Spotify. Guest: Dr. Monica BurnsGuest Social Media Handle(s): @classtechtips https://classtechtips.comGuest Title and/or Info: Educational consultant, author, and former educator professorEpisode Title: Can A.I. help with Teacher Productivity? (with Dr. Monica Burns)Episode Summary: Is the Maker Space movement over?

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Listen to this episode from UEN Homeroom on Spotify. In this episode of UEN Homeroom, hosts Dani and Matt are joined by three education experts to discuss the growing use of artificial intelligence (AI) in the classroom.

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The New Assistive Technologies and How to Use Them in the Age of Generative AI

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The New Assistive Technologies and How to Use Them in the Age of Generative AI

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The New Assistive Technologies and How to Use Them in the Age of Generative AI

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Listen to this episode from Learning Unleashed: ISTE Radio on Spotify. In this episode, we discuss The benefits of engaging special education teachers and generative AI in the initial stages of lesson planning. Ideally, assistive technology and AI tools should be used to start a task, not complete it.

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Empowered by AI: Women Leading the Way partnered with She Leads AI

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Empowered by AI: Women Leading the Way partnered with She Leads AI

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https://youtube.com/@empoweredbyaislai?si=HDuOGKCjP2T0SvnE

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🌟 Welcome to Empowered by AI 🌟 Are you ready to harness the power of AI to grow your business, streamline workflows, and elevate your brand? You’re in the right place. On Empowered by AI, we dive into actionable strategies, inspiring stories, and cutting-edge insights tailored for women who are ready to lead in the AI-driven world. ✨ What You’ll Find Here: AI for Entrepreneurs: Practical tools and tutorials to help you integrate AI into your business without overwhelm.
Real Stories, Real Impact: Inspiring interviews with trailblazing women using AI to transform their industries.
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