Throughout the country, states and districts are taking different approaches to student cell phone use. Some have implemented complete bans, while others are leaving the decision to individual schools or educators.
What I’ve learned over the past 12 years of using devices in my classroom is that while policies can help create structure, they don’t build consistent digital habits. Digital wellness has to be taught, modeled, practiced, and reflected upon.
Why tech habits matter
With so much access to technology, we need to guide students in developing good digital habits. Digital wellness involves helping students understand when technology is helpful, when it becomes draining, and how to make intentional choices that will keep them balanced and present. Cell phone bans and updated device policies have been designed to promote digital wellness in our schools.
I’ve observed that in schools with cell phone bans, students are more interactive with one another, and their socialization skills are improving. For some students, knowing where their phone is and having it close by is important, and I can relate. But I also understand the importance of disconnecting and being present in the moment, especially in our classrooms, to be more focused on learning.
I have done a variety of activities with students and educators focused on digital habits. In one of them, I focus on the “benefits” and “drains” of devices. A simple way to start is with activities that help students map their “digital day.” Ask them to list all the ways they use their phone or other devices from morning to night. Next, have them decide when the use helps learning (taking a photo of notes, defining or translating a word, keeping time, conducting research, or even recording a podcast draft) or benefits their well-being (such as tracking steps, doing meditation, or using focus apps). They then identify when it is draining (doomscrolling or game-playing; checking notifications; causing reduced energy, lack of attention, or mood changes).
Continue reading the rest of my article on Edutopia.
About Rachelle
Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!
Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.
She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.
Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.
Follow Rachelle on Bluesky, Instagram, and X at @Rdene915
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
************ Also, check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
Guest post by Dr. Torrey Trust and Dr. Robert Maloy
The XXV Winter Olympic Games begin on February 6 in Milano Cortina, Italy, with some 3500 athletes from 93 countries competing in 116 medal events. In March, the 14th Paralympic Games will be held with more than 600 athletes competing in six events.
To engage students and teachers in exploring sports in the context of global relationships, we developed a 2026 Winter Olympics Digital Choice Board, and we want to share it with you. Boxes on the choice board are designed to take a wide view of the games, focusing on designing new Olympic equipment, honoring past Olympic athletes, and assessing the impacts of the games on host cities and local environments, as well as assessing the political rights and freedoms of people in countries around the world. There are also activities on the choice board that feature the use of GenAI tools to support student learning. Try out the choice board and let the games and the learning begin!
Torrey Trust, Ph.D., is a Professor of Learning Technology in the College of Education at the University of Massachusetts Amherst. Her work centers on empowering educators and students to critically explore emerging technologies and make thoughtful, informed choices about their role in teaching and learning. Dr. Trust has received the University of Massachusetts Amherst Distinguished Teaching Award (2023), the College of Education Outstanding Teaching Award (2020), and the International Society for Technology in Education Making IT Happen Award (2018), which “honors outstanding educators and leaders who demonstrate extraordinary commitment, leadership, courage, and persistence in improving digital learning opportunities for students.” More recently, Dr. Trust has been a leading voice in exploring GenAI technologies in education and has been featured by several media outlets in articles and podcasts, including Educational Leadership, U.S. News & World Report, WIRED, Tech & Learning, The HILL, and EducationWeek. www.torreytrust.com
Robert W. Maloy is a senior lecturer in the College of Education at the University of Massachusetts Amherst, where he coordinates the history teacher education program and co-directs the TEAMS Tutoring Project, a community engagement/service learning initiative through which university students provide academic tutoring to culturally and linguistically diverse students in public schools throughout the Connecticut River Valley region of western Massachusetts. His research focuses on technology and educational change, teacher education, democratic teaching, and student learning. He is co-author of AI and Civic Engagement: 75+ Cross-Curricular Activities to Empower Your Students, Transforming Learning with New Technologies (4th edition); Kids Have All the Write Stuff: Revised and Updated for a Digital Age; Wiki Works: Teaching Web Research and Digital Literacy in History and Humanities Classrooms; We, the Students and Teachers: Teaching Democratically in the History and Social Studies Classroom; Ways of Writing with Young Kids: Teaching Creativity and Conventions Unconventionally; Kids Have All the Write Stuff: Inspiring Your Child to Put Pencil to Paper; The Essential Career Guide to Becoming a Middle and High School Teacher; Schools for an Information Age; andPartnerships for Improving Schools.
About Rachelle
Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!
Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.
She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.
Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.
Follow Rachelle on Bluesky, Instagram, and X at @Rdene915
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
************ Also, check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
In collaboration with Delightex Edu. All opinions are my own.
Over the past 9 years, using Delightex Edu (formerly CoSpaces Edu) with my students, I have seen it continually add features that spark curiosity, boost creativity, and offer more engaging ways for students to build their knowledge. I have often said that we need to move students from consumers to creators, to innovators, and with Delightex Edu, students don’t just consume content, they create immersive worlds. Students and educators can design 3D worlds, build interactive environments, and leverage all of the options for coding and creating a more authentic and personalized product.
Delightex Edu is a highly visual, user-friendly, intuitive system that helps students develop essential skills such as collaboration, creativity, logic, problem-solving, and more that will lead to future success. These are skills that have been in demand, and they are not changing, but what is changing is the “how” students can develop these and other essential future-ready skills.
Most recently, Delightex has added AI features to its already robust platform. Artificial intelligence is not a futuristic concept. I have been speaking about augmented and virtual reality and AI for more than eight years, and these concepts are not going away. They have become part of everyday life, shaping how we work, communicate, and create.
As digital literacy evolves, students need opportunities not just to use AI, but also to understand it, question it, and use and create with it responsibly. Delightex Edu’s latest update takes what it already offers to a new level. AI enhances the creative experience, expanding what students can build while engaging them in hands-on, safe, and exciting learning opportunities.
The new AI features focus on three essential principles: smarter creation, deeper learning, and safe innovation.
AI to amplify creation and not replace student creativity
One of the most important things that I have shared with students and educators is that having the new AI features should not be thought of as a substitute for students’ own thinking and creativity. Instead, it should amplify learning while also teaching students about AI’s capabilities in a safe space, which is what matters as we help them build content skills and AI literacy.
Students are still in control and taking the lead as they create and apply their knowledge in new ways. They are still the designers, the coders, the curious learners, and the storytellers. AI is just another tool in the Delightex toolbox. They now have more opportunities to learn about prompting, how to generate images they want, and be able to develop true AI literacy alongside computational thinking skills.
AI Buddies: Bringing Worlds to Life
Whether for students or educators, Delightex Edu is so much fun to dive into and start creating with, especially with AI Buddies, which are AI-powered 3D characters that can talk, react, and express emotions through real-time animations. AI Buddies are defined by creating a short prompt and can act as guides, tutors, narrators, or characters in a story. AI Buddies make it so much fun for anyone creating with Delightex.
AI Buddies are a fun addition to any project. They respond via text and can also use expressive animations that make interactions feel more natural and believable. Students can set proximity triggers in their environment so that an AI Buddy responds automatically when someone enters a specific area of a scene. This was a game-changer because it shifted the static environment into a more responsive and immersive experience.
When I think about the possibilities and how AI buddies will amplify learning, they can help students create more engaging stories, interactive simulations, and even role-based learning. Imagine having a historical figure who can speak to students. Or a science class or a language class, with a virtual guide who can walk users through a location unique to the content. Characters in a story can respond differently depending on the choices the player makes.
These possibilities also bring some reminders. Safety, especially when it comes to AI, is critical. With Delightex Edu, teachers control student access by license, class, or each individual student. Guardrails, Content Guard, and AI History ensure that any interactions stay age-appropriate, transparent, and are reviewable by the teacher.
AI Skills: Coding and AI Literacy
When AI Buddies are added to each student’s Project, it brings their story and their world to life. With AI Skills, students can decide how the characters will act.
AI Skills enables students to design actions using visual coding and assign them to AI Buddies. Using Delightex’s CoBlocks system, AI Skills combine traditional visual logic with the use of simple prompts. Students still define conditions, test behaviors, and refine outcomes as they have been able to do, but now with AI Skills, the characters can respond in more natural ways to dialogue and intent.
When learning to code, students were programming only event-based responses, for example, “when this happens, do that.” However, now, students think about how these intelligent systems are able to interpret meaning. It can lead to great conversations in the classroom, and students or teachers can talk about questions such as:
How does a character decide what action makes sense?
What happens when prompts are unclear?
How do logic and language work together?
AI-Generated 360° Worlds Inside 3D Scenes
One of my favorite new AI features is that I can dream big and create fun prompts that generate beautiful images. Through Delightex Edu’s Skybox integration, you can generate AI-powered 360° images right inside 3D scenes. Before this feature was added, scenes were limited, but now any 3D scene can be transformed into a fully immersive 360° environment, truly expanding creative possibilities. Students can instantly generate any backdrop they can imagine for their stories, simulations, or virtual field trips. Once they create their new background, they can select from all of the options for characters, objects, and more. It boosts student engagement and promotes more experiential learning.
Why This Is Important for the Future of Learning
As I explored these recent updates, I realized they are moving us toward what digital literacy should look like in an AI-powered world.
Whether early learners, older students, or educators, everyone needs opportunities to create with AI and understand its capabilities. And, they need to be able to do so in safe environments where experimentation is encouraged, guardrails are in place, and active learning is available. Delightex Edu is a platform where AI enhances creativity, deepens understanding of new technologies, supports the acquisition of content knowledge, and prepares students for future work and learning.
Always at the forefront with great features that bring amazing learning possibilities to students, I’m looking forward to more features from Delightex. And I am excited for all students who will be able to apply their knowledge in exciting and innovative ways!
To learn more and have fun creating, visit delightex.com/edu. Explore the gallery, check out the resources, and then start your own project! Have fun learning!
About Rachelle
Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!
Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.
She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.
Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.
Follow Rachelle on Bluesky, Instagram, and X at @Rdene915
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
************ Also, check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
FETC, the Future of Education Technology Conference, recently held in Orlando, was a great opportunity to learn about new tools, share ideas, network, and more. After moving around the expo and talking with educators, I continued to hear more about Kira, which I have been using since last summer. I also had a chance to do a demo at the booth and see demos being done. What educators explored at FETC offered a preview of where Kira is heading next and what’s coming with Kira 2.0.
I’ve done and seen a lot of booth demos, but Kira did something I haven’t seen before. Instead of showing all of the features and what could be done, teachers were invited to try it out on their own. I watched educators create lessons, design interactive ChatPods, think of real classroom scenarios, and find ways to leverage Kira meaningfully. Definitely a shift that enabled attendees to move from consumers to creators, just as we want for our students. Shifting from being shown to the one showing the possibilities, and it was amazing!
One of the things I love is when an educator asks me how they can use AI tools because sometimes they don’t see the connection. During my demos and sessions, I had questions from special education educators, ELL educators, CTE teachers, and more. How could they use Kira in their roles and, more importantly, help students build AI Literacy skills?
What I have learned and tell others is that AI works when it aligns with what teachers actually need. It becomes embedded into real workflows (not something extra added on).
[Sharing Kira in my AI workshop]
Educators as Lesson Builders!
When I arrived at the Kira booth, I noticed something different. Educators didn’t just sit and learn about Kira’s features from the team and the demos; instead, they were invited to take the lead!
Educators took the lead, and:
Built full lessons aligned to relevant standards
Created interactive ChatPods for discussion, review, and formative assessment
Tested how AI feedback would look for different students
Adjusted reading levels to match learner needs
Fine-tuned AI assistance to support learning rather than replacing learning opportunities
Tested out the AI Content and Plagiarism Detector and had conversations about how to utilize the results with discernment
By the end of the conference, teachers had created more than 100 lessons at the booth! When tools are intuitive and used purposefully, educators don’t need to be convinced; they just need the opportunity to explore and share!
Choice, Control, and Trust: The Kira Difference
One of the most frequent reactions I heard and observed among educators regarding Kira, whether at the booth or during my workshops, was appreciation for choice and control over what is created. Flexibility matters because it shifts AI from something teachers must monitor to something they can intentionally design around and leverage for their benefit and that of their students.
ChatPods, Creativity, and a Little Friendly Competition
ChatPods have become a favorite of mine and a quick favorite among attendees. Educators loved how easy it was to create interactive experiences that encouraged thinking, discussion, and engagement in learning without feeling overwhelmed.
A highlight was when Gabriel Carrillo was at the booth sharing Chatpods. In a unique way that made it so much fun, Gabriel showed educators how ChatPods could be used for food trivia (a favorite of his). He turned learning into a live trivia showdown with a twist, which was to try to stump the presenter. He engaged in three rounds, all food-themed questions, and educators created their own trivia prompts in real time.
It was such a great idea! So, creative and yet instructional all at once. A perfect example of how AI-supported tools can increase engagement without sacrificing rigor.
Beyond Lessons: Extra standout features
What I have shared and recognized also stood out at FETC: educators’ response to Kira’s end-to-end support, not just lesson creation.
Educators explored and tested features such as:
Lesson Studio: Building full, standards-aligned courses in minutes, and can assist in modifications, additions, and more.
AI Grader: Instant grading with teacher review and one-click release
Plagiarism Checker: Identifying copied content from peers, external sources, or AI-generated text with clear reports and source links
AI Tutor: Meets students where they are and can provide real-time insights on where they are struggling
AI-powered intervention suggestions: Targeted recommendations for reteaching, scaffolding, or enrichment
Interactive video lessons: Embedded questions, polls, and discussions with real-time analytics
Sometimes it can feel like there is too much to learn and not enough time. But what I captured from attendees was that using Kira didn’t feel like “one more thing.” It was easy to use and fun to explore how educators and students can use AI.
Innovation Requires a Community
My biggest takeaway from FETC, and from time spent with the Kira team, wasn’t about sharing a particular tool’s feature. It was about community and the support their team offered.
Whether in a packed session, during the EdTech Share led by Vicki Davis,when I had an opportunity to highlight Kira, or in one-on-one conversations at the booth, FETC reinforced something I have said for a while, which is that we don’t innovate alone.
Looking Ahead to TCEA and Building Even More
I’m excited to be at the Texas Computer Education Association Conference (TCEA), another fantastic conference where you’ll find me at the Kira booth, sharing ideas, running demos, and, most importantly, building with educators.
At FETC, teachers built over 100 lessons at the booth.
At TCEA… I am thinking that they can double it? 👀 Maybe even triple it??
Want to learn more? Head over to → Booth #1638
(Sign up for Kira’s happy hour here)
Here’s what you can expect:
Dive into Kira: Create a lesson, assign it to a group of mock students, and see it from both the teacher and learner side
Experience more than a demo: You will have the chance to think about and try something you would do in class
Grab some swag: Who doesn’t love swag?? But at KIRA, you earn the swag by building, so it’s a win-win!! And trust me, their swag is awesome!!
Community & conversation: Connect with other educators and the Kira team to work together and provide everything we can for our students!
Nothing beats building with teachers. Sometimes educators, including myself, can feel overwhelmed by the abundance of tools. Here is a secret: Kira just might be the lifesaver you’ve been looking for. Trust me! Get started today!
Stop by the booth to find out for yourself. Let’s build something meaningful together.
See you at TCEA!
About Rachelle
Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!
Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.
She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.
Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.
Follow Rachelle on Bluesky, Instagram, and X at @Rdene915
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
************ Also, check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
One of my favorite events every year is FETC. Just last week, from January 11–14, 2026, the Future of Education Technology Conference (FETC 2026) gathered educators, leaders, technologists, and innovators in Orlando, Florida, to explore the future of learning and technology. A jam-packed schedule for sure that included keynotes, hundreds of workshops, opportunities for networking, and demos throughout the expo hall. Through my conversations and observations, I have come to a conclusion, or maybe a bit of a mindset shift. Our work as educators is at a pivotal moment, and the work we do demands increased curiosity, courage, clarity, and consistency in how we integrate technology to best serve students, teachers, and the larger school community.
During the conference, I presented five workshops covering AI, AI and the Law, podcasting, and STEM, in addition to the EdTech Share panel in the Ballroom, and I did multiple booth demos (which I love), in the expo. Each opportunity provided insights and revealed questions educators have about trends, concerns, and practical strategies we can bring back to our schools and districts.
Five key takeaways from my sessions and explorations:
1. Humans must stay at the center of innovation
During my time at FETC 2026, whether in keynotes or workshops, or passing conversations, the emphasis was on people over products. I have been focusing more on the importance of relationships, and I have seen this shift across all areas. The message I have heard and shared frequently is that technology must enhance, not replace, opportunities to connect and build relationships.
Educators and leaders alike are brainstorming on how to scale innovation without losing sight of what students and teachers truly need.
Whether it was through hands-on AI sessions or demos on new tools to support STEM learning, the discussion and examples shared were less about what’s possible and more about what’s right and what is most impactful.
2. STEM is everywhere, and it is for everyone
My STEM workshop, which I co-presented with my good friend Zee Ann Poerio, a K-8 STREAM teacher, was a favorite. (Aside from the fire alarm midway through, but most everyone came back!) The title I have used for the past few years is Bring STEM to Every Classroom because STEM should not be siloed. It can be integrated with literacy, the arts, career pathways, and equity conversations. There are opportunities for everyone to bring in no-tech, low-tech, and high-tech STEM activities to all grades and content areas.
Some recommendations are:
Create hands-on experiences that link robotics and real-world problem-solving.
Find tools that help students engage in computational thinking through project-based learning.
Embed STEM into classrooms that aren’t traditionally STEM-focused. There are so many resources available, just ask us.
STEM isn’t just about coding or robotics, and doesn’t need technology at all. It’s about preparing students to think, design, iterate, and solve problems collaboratively. These are the skills they need to be successful in the future.
3. Podcasting as a teaching and learning tool
Podcasting is beneficial for everyone. Whether to learn, reflect, or relax, it is a powerful medium for everyone. My own started as an experiment before I dove into podcasting with my students, and I realized it is a tool for building confidence, amplifying your voice, essential reflection, and authentic communication. In our session (Zee presented with me), educators explored how podcasting:
Supports student agency and storytelling.
Reinforces academic language and listening skills.
Creates authentic assessment opportunities.
Podcasting can be a great way to inform families or the school community and spotlight student learning beyond the classroom walls.
4. AI & the Law
One of my favorite sessions or workshops to present is on AI and the Law. I have presented this for over 2 years, in sessions ranging from 30 minutes to 7.5 hours. The conversations in my workshop were insightful, intense, and made something very clear. As educators integrate generative AI and other technologies into K–12 learning environments, the legal and ethical dimensions can’t be ignored.
Conversations focused on:
Data privacy and student protections: How should educators select tools and ensure that the tools are in compliance with COPPA, FERPA, and state laws?
Academic integrity and AI: How we ensure fair use, proper attribution, and honesty in student work. We need to guide students and model best practices.
Bias and equity in AI systems: Involving students, educators, and families in the discussion focused on ethics is critical.
There are so many issues involved that go beyond the initial scare about plagiarism and cheating on assignments, which is why I unpack a lot during my sessions, create scenarios, and enjoy the conversations that come from them. I walk away having learned so much, while also having more questions to answer and research to do.
5. AI Isn’t the Future. It’s here and everywhere…and not going away.
Throughout the conference, AI was everywhere. Sessions focused on AI highlighted strategies for responsible use, ethical implementation, and teacher empowerment.
A few themes:
AI Literacy Is Now Essential
It’s no longer enough for students to use AI, they must be AI literate. AI literacy means understanding how models make predictions, when it’s appropriate to use a tool, and how to interpret results critically and responsibly. States are proposing bills or enacting legislation to require teacher training and teaching about AI for students.
AI Integration Must Be Intentional
AI assists with personalized learning, providing feedback, and differentiation, but it also creates risks around equity, bias, and misapplication. When using AI, it requires thoughtful use that alignswith pedagogy and student outcomes. Is it making a difference and doing something that otherwise cannot be done?
My main takeaway
Looking back, something else became even clearer to me. We don’t innovate alone. Whether in a packed keynote hall or at a booth demo on the floor, the conference was a reminder that community fuels innovation. Educators left with new connections, and I hope, renewed purpose.
As we move forward into 2026 and look to the future, we have new ideas to consider. , One thing is clear. We must have the courage to take risks. When we do, we will be committed to building learning environments where every student can THRIVE.
About Rachelle
Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!
Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.
She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.
Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.
Follow Rachelle on Bluesky, Instagram, and X at @Rdene915
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
************ Also, check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
In my previous post, I focused on reflection. Thinking about it, if 2025 was a year of recalibration in education, the year ahead feels like it might shift toward a more intentional direction.
After slowing down, reflecting, and identifying what felt misaligned, educators now face an important decision. One is to thoughtfully consider what we continue with as we move forward. What should we keep because it makes sense and makes an impact? Or two, to decide whether there is something we need to leave behind so we can make an impact.
The future of education is not about moving faster, adopting more tools, or trying to keep up with all the changes, because that is not reasonable nor purposeful. And in full transparency, that is exactly what I thought years ago. After ongoing reflection, I now know that I should focus on how I can align and drive innovation with purpose, humanity, and care. Especially focusing on humanity.
As we look to the future and do our best to plan and prepare, several themes have emerged with greater clarity, at least in the experiences I have had. More focus on artificial intelligence, wearable technology, digital wellness, AI literacy, and a greater focus on student agency. Each of these generates opportunities to learn and continue to grow. Educators and students should engage in ongoing reflection, and, for educators, this requires asking better questions before making decisions about what is best for our classrooms.
Progress Without So Much Pressure
One of the greatest hopes I have for education now and in the future is that the progress made does not come at the expense of people. We need “humans in the loop,” as we have heard many times and will probably continue to hear. Schools are involved in so many initiatives that at times, it is absolutely exhausting. And that is for any educator, regardless of how long they have been in education.
Sometimes we invest our time and effort into an initiative, spending hours, days, weeks, only to have it disappear from the conversation either that same school year or in the not-too-distant future. The time we spend working on these initiatives takes us away from the truly impactful work that we could be doing instead. Initiatives are important and, in many instances, required; however, focusing on initiatives can lead to reactive decision-making and technology-first thinking rather than proactive decision-making, which negatively impacts what truly matters: our students and our own learning. The goal should not be to hesitate when it comes to innovation, but instead, to integrate intentionally, transparently, carefully, and responsibly.
AI in Education: From Capability to Responsibility
Artificial intelligence is the number one in-demand skill. Look at the World Economic Forum and the prediction for skills and jobs in demand, and you will see. AI will continue to shape education in many ways this year and in upcoming years, and of course, continue to evolve as technology advances. There are some things that I think about when considering AI and other technologies that are on the rise.
Sometimes I think that rather than thinking about what AI can do, maybe we should ask:
What should AI do?
When does AI support thinking, and when does it replace it?
How do we ensure AI is used ethically, transparently, and equitably?
A Few Predictions for AI in Education
AI should and hopefully will become more embedded in everyday tools rather than standing alone as an extra or an add-on, or time-consuming for educators and students to use.
Schools will shift from banning AI, and I hope to shift to supporting educators as they teach responsible use and attribution.
AI will support feedback, differentiation, and accessibility, especially for multilingual learners and students with disabilities or diverse learning needs.
There will be greater emphasis on process over product, requiring students to be more accountable for how they answer a question. And they will know why that matters.
My hope is that AI is, or will be, considered a thought partner, not a replacement for the work we do. I hope that educators feel empowered to shape its role in their work, rather than react to it, because that removes the opportunity for learning and growing.
Wearable Technology
Wearable technology is something that many people may not be aware of, yet it has become so common for some. Examples include smart watches, fitness trackers, and biometric tools, all of which will continue to be part of the conversations about learning, health, and attention. Many conversations that I have had around digital wellness have brought some of these technologies up, and educators are trying to determine whether they are draining or beneficial, or is it a mix?
While these tools offer potential insights into movement, focus, and well-being, the use of and reliance on them also raise important concerns about privacy, data ownership, and surveillance, which are serious concerns when it comes to emerging technology.
Predictions for Wearable Tech in Education
Increased discussion around student consent and data ethics.
Wearables are used more for self-awareness and personal growth tracking, which is beneficial.
Stronger guardrails are in place to protect any data that is collected
Greater integration and connections made with digital wellness initiatives rather than performance monitoring.
The goal should not be to track students and their habits without ongoing support, but instead to empower students to understand their attention, habits, and how they use and rely on technology in healthy ways.
AI Literacy: Fundamental, not supplemental
One of the most important goals for the year ahead is recognizing AI literacy as a fundamental, not a supplemental skill.
AI literacy is not just technical knowledge. It includes:
Understanding how AI systems work at a high level
Recognizing bias, limitations, and hallucinations
Knowing when AI is appropriate and when it isn’t
Practicing ethical use, attribution, and transparency
Developing critical thinking in AI-supported environments
Predictions for AI Literacy
AI literacy will begin appearing across disciplines—not just in computer science.
Educators will focus more on questioning, evaluating, and reflecting than on tool mastery.
Students will be asked to justify decisions made with AI support.
Schools will prioritize human skills such as judgment, empathy, and creativity, along with the development of technical fluency.
The goal should be that students will graduate and know how to use AI, and also how to think with discernment in an AI-shaped world.
Guiding Questions
As schools plan for the remainder of the 2025-2026 school year, the most important tool may not be a new platform or site, but rather some guiding questions to push reflective thinking.
When Evaluating AI Tools
Does this tool enhance or amplify learning or simply replace thinking?
How transparent is the AI about its limitations?
What skills do students still need to demonstrate independently, and that hold them accountable?
How are we teaching ethical use and attribution?
Considering Innovation
Does it(the tech) align with our values?
Does it support student well-being?
Does it simplify learning, or does it make it more complex?
Are educators provided with time and voice in its implementation? What about students?
These are just a few questions that I have considered, and I think can help shift decisions from being reactive to proactive and reflective.
As educators look ahead, reflection remains essential to our work and should not require educators to do more, but instead, guide us to focus on what matters most.
About Rachelle
Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!
Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.
She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.
Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.
Follow Rachelle on Bluesky, Instagram, and X at @Rdene915
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
************ Also, check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
As I reflect on 2025, it feels like a year of recalibration. I think about education, and while things were definitely moving faster, especially with AI and the changes it has brought, I feel like things are moving at a deeper level. After several years of rapid changes, disruptions, and adjustments, many educators, leaders, and systems seem to have shifted from being reactive to proactive, and, more importantly, to focusing more on reflective practices. Some questions I consider are:
What is actually working? What is overwhelming students and teachers? What does “future-ready” really mean, and is it the proper term?
In many ways, 2025 feels more like a time when education stopped trying to keep up with every new trend, took a breath, and began reclaiming its intention.
From Urgency to Intention
The past few years have required schools to operate in what I’ve heard in many conversations as a “crisis mode.” After some thought, I have seen and experienced a shift away from an overwhelming sense of urgency to accomplish everything and toward purposeful decision-making. A word that I have used a lot after reading a book by Kevin Roose called Futureproof is “discernment.” He wrote about the shift from media and digital literacy to digital discernment. I’ve seen this in my own practice as well. Educators have become more discerning about initiatives to invest in, tools to explore, and expectations to set. The question “Can we do this?” shifted to “Should we do this? And “Why?” Which then led to the “How” part.
This shift showed up in conversations around curriculum, assessment, technology use, and student well-being. Schools began reducing or being more selective rather than layering, which helped educators to adjust better to change. Leaders focused more on coherence instead of compliance. And in some conversations I had or articles I read, I noticed respectful pushback on practices that added complexity without improving learning.
I think this is why the recalibration mattered.
AI Moved From Novelty to Normal
Since artificial intelligence and all of the new tools arrived in classrooms, it was an interesting time for educators. Something novel, something cool yet scary at times I’ve been told by educators that I am training, and other times, something to be avoided at all costs. But, what I noticed this year has been a shift. A shift away from the worries about plagiarism and cheating, about the time needed to learn how to leverage AI in our work, to a focus on how to bring it into our classrooms intentionally, purposefully, responsibly. In 2025, AI in education has become more of the norm.
I have noticed a change in the reactions. Now I see more focus on:
Data privacy
Ethical use and attribution
Age-appropriate access
Skill-building over shortcut-taking. (Leaning on versus learning from)
Transparency instead of surveillance
AI has become less about “cheating” and more about helping students and others learn how to think, evaluate, and create responsibly in an AI-infused world. Educators that I have worked with in my own school, at conferences and during professional development sessions that I have provided, have been asking different questions. At first, questions focused on “How can I tell when a student has used ChatGPT?” “Why do I need to teach about AI in the elementary level, they are too young and it is too much technology?” and “How do I find the time to evaluate the tools?” and more. But now, the questions are more targeted. Some examples are “How does this tool support learning goals?” and “When does it enhance or push thinking and when does it replace it?” Questions are also asked about how to connect AI into different grade levels and content areas without it feeling like something extra. I think the key to these questions is keeping the focus on the human aspect of learning and teaching.
We need to become AI literate and help students to develop their AI literacy skills, which do not only require developing technical skills. It also involves essentially human skills such as judgment, empathy, discernment, and reflection. With so much technology, the impact on us as humans is real and brings out the importance of digital wellbeing in addition to digital citizenship.
Digital Wellness
I’ve been working on an initiative through ISTE+ASCD and Pinterest that focuses on digital wellbeing and digital citizenship, both aligned with innovation. Something that I’ve noticed in the conversations at the schools is that educators are realizing that digital citizenship alone is not enough. Conversations about constant connectivity and the cost of it have been taking place and leading to new policies and guidelines in schools.
As a result, digital wellness has emerged as a priority for all, rather than as a standalone curriculum In my work with educators, each group talked openly about:
Attention fatigue
Notification overload
Screen balance
Emotional regulation
Boundaries and agency
Cellphone bans were in place and while some saw the positives, others raised some interesting points. Rather than banning technology outright or ignoring its impact, should we instead focus on intentional use of it and guide students? Questions like “When does technology add value?” and “When should we step away?” became part of the discussions in and out of the classroom.
Focusing on the human connection
I noticed in some schools that I visited, more socialization, more connections being made between students in the classrooms. More time for colleagues to work together and with their students.
There was renewed emphasis on:
Relationships over rigid pacing
Depth over coverage
Dialogue over compliance
Reflection over reaction
Administrators that I spoke with have said they are listening more closely and trust teachers to use their professional judgment. Something else I noticed was an increase in the inclusion of student voice in conversations about learning, technology, and school culture. I have asked students for feedback for many years and value their input as it expands my understanding and helps me to better connect. In some of the schools that I have visited, common questions to students have been:
How do you learn best?
What feels supportive vs. stressful?
How does technology affect your focus and well-being?
What do you want your teachers, families, friends, to understand about your experience?
When students were invited into these conversations, the results were powerful. They wanted agency, not avoidance. They wanted guidance on balance, which could not be learned through complete bans. When students were treated as collaborators or partners in shaping their learning environments, it led to powerful learning and growing as a school community.
The Power of Reflection
I wrote about it, spoke about it, and engaged in reflection myself and with other educators. We often noted the increase in the need for reflection, especially in our field that is constantly changing.
Some areas that I considered:
What I kept doing out of habit
What I needed to let go of for sustainability
What truly mattered in my classroom
What I needed to do to make a difference
Was I involving my students in decisions
What kind of educator I wanted to be
Reflection shouldn’t be about perfection, at least not in my mind. I see it as a way to focus on continued growth, clarity, and purpose in my work.
Some things that I learned in 2025
I had many opportunities to learn and share my learning with others. I provided some keynotes and a lot of training and working with educators from around the world. When I tried to gather my thoughts about innovation, effective technology use, digital wellness, student voice and agency, and reflection, I came to some conclusions…at least as of today. But I will continue to reflect.
Innovation without intention leads to exhaustion.
Technology must serve learning, not dominate it.
Wellness is foundational to continued growth.
Students are capable of thoughtful insight when involved in the conversation.
Reflection is a powerful driver of meaningful change.
Education does not become easier with each passing year but I do find that the conversations become more transparent and honest.
As I close the year on blogs for 2025, I leave you with some questions to consider, that I have considered myself:
Looking Back
What was one moment in 2025 when teaching or learning felt especially meaningful for you? Why?
What was draining or unsustainable this year as opposed to other years?
What practice, tool, or expectation did you decide to let go of, and why?
Technology & Learning 4. Where did technology genuinely support learning this year? How? 5. Where did it lead to distraction, add extra pressure, or increase overload?
Well-being 6. When did you feel most balanced as an educator this year? What contributed to your balance? 7. What helped you to decide when something was “too much”?
You might even choose to engage in conversations with colleagues or a PLC for even more opportunities to learn and connect.
As we move forward into 2026, we must continue to design learning experiences that are human-centered, values-driven, and always reflective. If 2025 could offer advice, it might be to Slow down in order to choose well.
About Rachelle
Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!
Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.
She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.
Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.
Follow Rachelle on Bluesky, Instagram, and X at @Rdene915
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
************ Also, check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
Welcome to “Students, Teachers, and, Chatbots: Learning Plans for Exploring Civic Issues with GenAI!” In this monthly series, you will find classroom-ready learning plans to use as you explore different civic engagement issues and topics with students. Each learning plan is connected to one of the ISTE (International Society for Technology in Education) Standards for Students.
Imagine you have to vote in a school, local organization, community, state, or national election about a much debated and highly controversial issue. Someone proposes that instead of engaging in lengthy and potentially bitter debates, the group just let AI decide for them. What would be your response?
The question is no longer hypothetical. There are groups and government organizations in other countries that are turning over decisions about policies to AI chatbots. There is even a term for AI decision-making called “Algocracy” or government by algorithm.
Will chatbots make better decisions than elected political leaders or citizen voters? Many people now believe so. Across people in 35+ countries and speaking seven different languages, those surveyed were 30 percent more likely to see chatbots acting in their best interest and making better policy decisions on their behalf (Tech and Social Cohesion, 2025).
Letting chatbots make public policy decisions is known as “Algocracy” or “government by algorithm” (Thompson, 2022). The appeal of this idea is not hard to understand. People in country after country express distrust of politicians and political systems while also believing in the objectivity and efficiency of computer programs. Since chatbots are already proving they can make medical decisions at rates that can exceed those of human doctors, why wouldn’t chatbots do a better job of deciding where to spend money and allocate scarce resources?
Critics of algocracy are quick to point out that chatbots are not neutral tools. They function based on the datasets on which they have been trained, and that information has been shown to have alarmingly large amounts of misinformation and deep cultural, gender, racial, ability, and language biases (learn more).
Moreover, chatbots are “black boxes,” meaning users do not know how the systems actually make decisions. While how chatbots make decisions is invisible, the actions of elected representatives are matters of public record. Online and in print, you can research how your senator, representative, town or city council member, mayor, or other elected officials voted on the issues and you can write to them to express your views, for or against, their actions.
So what role, if any, should AI play in making decisions in democratic settings? Two former Google executives have proposed “rather than replace democracy with A.I., we must instead use A.I. to reinvigorate democracy, making it more responsive, more deliberative and more worthy of public trust” (Schmidt & Sorota, 2025, para. 3). This activity explores ways that AI can promote democracy and democratic decision-making while strengthening people’s participation in government and society.
Learning Goal
Students will build their civic knowledge by exploring the real world issue of Algocracy.
ACTIVITY 1: Using GenAI to Make Decisions for a Day (or an Hour)
Pick one day, one class, or one hour, and let GenAI make all the decisions for the class about what to do.
Example Prompt: “Respond yes or no and explain your reasoning for the following question from my 7th-grade students: Should we read Hamlet today or play Roblox?”
At the end of the day, class, or hour, invite students to reflect on their initial response to the student engagement question (“If a decision needs to be made, would you rather vote on it or have an AI chatbot decide?”) and whether they would change their response based on their experience asking GenAI to make decisions for them.
Then, have students research the concept of algocracy and current examples of AI decision-making by elected officials.
Finally, invite students to write a letter to their local town or state government in favor of, or in opposition to, this concept.
ACTIVITY 2: Critical Analysis of AI Decision-Making in Government
Invite students to research and then discuss the following questions:
How could the biases embedded in data shape political decision-making from AI systems?
How might AI-generated hallucinations affect governmental decision-making?
Who might benefit from AI decision making in government or an algocracy?
Who might be harmed from AI decision-making in government or an algocracy?
How might AI decision-making shift power dynamics within government? Who gains new forms of authority, and who loses it?
If an AI system makes an unjust or harmful decision, who should be held accountable (e.g., AI system developer? government officials?)
Who is more trustworthy? A politician or an AI system? Why?
Then, based on their research and discussion,
Reflection Questions
What role do you think AI systems will play in governmental decision-making 30 years from now? What about 100 years from now?
How might AI-driven governance shape or reshape democracy?
Would you vote for an AI candidate over a human candidate? Why or why not?
Could heavy reliance on AI governance discourage civic engagement or participation? Why or why not?
AI Literacy Questions
If you were to build an AI system to make decisions for the government, what data would you use to train the system? How would you reduce hallucinations? What safeguards would you put in place? What other ethical considerations would guide your design?
If GenAI systems can process far more information than humans, does that make it a better decision-maker? Why or why not?
ISTE Knowledge Constructor Criteria Addressed
1.3.a Effective Research Strategies. Students use effective research strategies to find resources that support their learning needs, personal interests, and creative pursuits.
1.3.b Evaluate Information. Students evaluate the accuracy, validity, bias, origin, and relevance of digital content.
1.3.d Explore Real-World Issues. Students build knowledge by exploring real-world issues and gain experience in applying their learning in authentic settings.
Assesses Switzerland’s efforts to build an ethical large language model for the public good, trained on only publicly available content.
Author Bios
Torrey Trust, Ph.D. is a Professor of Learning Technology in the College of Education at the University of Massachusetts, Amherst. Her work centers on empowering educators and students to critically explore emerging technologies and make thoughtful, informed choices about their role in teaching and learning. Dr. Trust has received the University of Massachusetts Amherst Distinguished Teaching Award (2023), the College of Education Outstanding Teaching Award (2020), and the International Society for Technology in Education Making IT Happen Award (2018), which “honors outstanding educators and leaders who demonstrate extraordinary commitment, leadership, courage, and persistence in improving digital learning opportunities for students.” More recently, Dr. Trust has been a leading voice in exploring GenAI technologies in education and has been featured by several media outlets in articles and podcasts, including Educational Leadership, U.S. News & World Report, WIRED, Tech & Learning, The HILL, and EducationWeek. http://www.torreytrust.com
Robert W. Maloy is a senior lecturer in the College of Education at the University of Massachusetts Amherst where he coordinates the history teacher education program and co-directs the TEAMS Tutoring Project, a community engagement/service learning initiative through which university students provide academic tutoring to culturally and linguistically diverse students in public schools throughout the Connecticut River Valley region of western Massachusetts. His research focuses on technology and educational change, teacher education, democratic teaching, and student learning. He is co-author of AI and Civic Engagement: 75+ Cross-Curricular Activities to Empower Your Students, Transforming Learning with New Technologies (4th edition); Kids Have All the Write Stuff: Revised and Updated for a Digital Age; Wiki Works: Teaching Web Research and Digital Literacy in History and Humanities Classrooms; We, the Students and Teachers: Teaching Democratically in the History and Social Studies Classroom; Ways of Writing with Young Kids: Teaching Creativity and Conventions Unconventionally; Kids Have All the Write Stuff: Inspiring Your Child to Put Pencil to Paper; The Essential Career Guide to Becoming a Middle and High School Teacher; Schools for an Information Age; andPartnerships for Improving Schools.
About Rachelle
Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!
Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.
She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.
Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, Cybersecurity, STEM, AR/VR, and more for your school or speaking event! Submit the Contact Form.
Follow Rachelle on Bluesky, Instagram, Threads, and X at @Rdene915
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
************ Also, check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
Many conversations have been happening focused on artificial intelligence, especially over the past three years since the launch of ChatGPT. There have been many new technologies developed and advancements in education and work as a result of AI-powered tools. And now, something else is becoming part of the conversation. Have you heard about “agentic AI”? When I have spoken about it, the response has been that it sounds abstract or highly technical, and for some, it even sounds scary. It has become another buzzword to add to the AI-related vocabulary. Agentic AI represents a shift in what AI can do, and for educators specifically, how it can support teaching and learning in ways that go beyond chatbots and text, audio, and image generation.
Whether you teach kindergarten or high school, whether you feel confident with AI or you are just starting to explore it, agentic AI is something you’ll want to understand. Not because it’s an evolving area, but because it is beginning to reshape how educators think about their workflow, student agency, and classroom productivity.
So what is it? Why does it matter? And how can we use it meaningfully in our practice?
What Is Agentic AI?
Agentic AI is different than the tools we have become used to and probably use frequently. Most of the AI tools, such as ChatGPT, Gemini, or Claude, are in the category of generative AI. You provide a prompt, and these LLMs or other tools produce a response. These tools can draft, summarize, translate, and brainstorm, but they only work step-by-step based on your input.
HowAgentic AI is different
Agentic AI refers to systems that can take on multi-step tasks, make autonomous decisions within given parameters, and carry out complex workflows with minimal human input. Rather than telling AI whattowrite, you tell an agent what you want to accomplish, and it decides and then takes the steps needed to get there.
I think of it like moving from having a powerful assistant to a collaborator who takes the initiative and digs into the research and the work.
Examples include AI that can:
Analyze student work, identify patterns, and suggest grouping strategies
Build a multi-week lesson that includes relevant standards, suggested pacing constraints, classroom goals, and more
Draft emails, create slides, and prepare communication resources like newsletters or infographics
Review data, generate insights, and highlight actionable next steps
Why Agentic AI Means for Education
The use of agentic AI, at least from my experience, has been about testing its capabilities, saving time, and becoming more efficient, which are beneficial for several reasons, but for one that I think is critical. The time saved can then be used to work with our students and colleagues, and to connect as only humans can.
Here are three ways that agentic AI can assist educators in our work
1. Automating the work that reduces our time with students
Teachers spend enormous amounts of time on administrative tasks and Agentic AI can reduce this load. An agent can help with scheduling, lesson ideas, generating resources for class instruction and more.
2. Supporting Differentiation and Personalization
Differentiation is important and it can take time to find the right ideas for every student. Agentic AI can analyze learning objectives, reading levels, standards, and classroom needs and then generate supports such as modified reading passages, tiered problem sets, alternative explanations for complex ideas, create sentence stems or vocabulary scaffolds, or suggest enrichment activities.
Rather than creating multiple versions of an assignment or assessment, teachers can leverage the agent to design or suggest differentiated materials and then use the time saved to support students more meaningfully.
3. Improving Digital Wellness Through Better Workflow
Digital wellness and balancing the use of tech are also common topics of discussion, especially with so much tech available. Agentic AI can support digital wellness when used purposefully. Instead of having students spend more time navigating apps, notifications, or endless digital distractions, an agent can streamline tasks and reduce digital overwhelm. Ask the agent to organize resources or create a structured plan based on a few ideas, then use the suggestions to build out a plan on your own.
Agentic AI Is Not…
Knowing what Agentic AI is and how it works is important. However, it is also important to understand what it is not.
Agentic AI is not:
A replacement for teachers
A grading automation system that removes human judgment
A tool that should work without guardrails
Something to hand to students without teaching digital citizenship and AI literacy
Instead, agentic AI should be a partner that is only used in combination with human oversight, reflection, and ethical boundaries.
This is where we, as educators play an essential role.
How to try Agentic AI today
Start with Your Workflow
Try an agent-based tool to:
Organize weekly lessons
Generate draft template emails (never include any personally identifiable information PII)
Build slide decks or provide bullet points for slides
Review data (remove PII) and summarize trends
I always suggest starting small. Think about one challenge or a “pain point” and then explore how an agent helps.
Use Agents for Planning and Support
Ask an AI agent to:
Create a standards-aligned sequence for a unit
Design project-based learning ideas
Suggest or generate differentiated materials
Identify vocabulary that students may struggle with
Always review carefully. Revise and personalize the outputs through your own experiences and specific needs.
Agentic AI is another change that we need to adjust to and maybe not fully embrace, but at least explore and understand what it is, how it works, and potential benefits or concerns. As with all technology, we have to keep everything focused on human-centered teaching, purposeful and intentional implementation, and setting clear boundaries.
If you have not yet tried agentic AI, take a few moments to see what it can do. I’d love to hear how it goes!
About Rachelle
Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!
Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.
She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.
Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.
Follow Rachelle on Bluesky, Instagram, and X at @Rdene915
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
************ Also, check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
Computer Science Education Week has been recognized in December each year. The timing selected to coincide with the birthday of Grace Hopper, a pioneer in computing. Every year during Computer Science Education Week, classrooms around the world plan activities to participate in the Hour of Code, to inspire everyone to explore the possibilities and opportunities available through coding. But this year the plans may be a little bit different. There has been a shift to focusing on the Hour of AI.
Over the past three years, AI has continued to advance and bring more tools into our classrooms and the world. There are so many possibilities available when it comes to AI and coding and the technology has continued to improve. Now, through a collaboration between Imagi Labs and Lovable, educators and students can dive into coding, without even writing a single line of code. It sounds impossible but it is true. Code is written by educators and students, simply by describing what they want. This is Vibe Coding. And the best part is that you don’t need to have a background in coding to be able to get started! My recent experience with Lovable and Imagi has shown how easy it is to build an app, create a game and more, by simply using natural language prompts. (Sign up to learn more during the Tuesday, December 9th webinarhere).
And when it comes to AI, there has been a valid concern around data privacy. With Imagi and Lovable, it is easy to get started without the need for sharing student data or involving a time-consuming and complex setup. Vibe coding and the resources available help to promote computer science and AI literacy in all classrooms and focus on healthy and intentional use of AI.
So What is Vibe Coding?
Vibe Coding is way to dive into coding without writing lines of code. Rather than writing out lines of code, you simply use words to describe the vibe of the program that you want to create and then AI helps to build it. Think about what happens with prompting. With vibe coding, you use natural language prompts to describe the kind of game or app you want to create, and then AI takes care of the task of generating the code. With my more recent experiences, I’ve explored Imagi and Lovable, which is an AI-powered platform that lets anyone (with or without coding experience) create websites, apps, and games by simply describing them.The focus of coding shifts to the wording and then the ideas turn into a working project. You spend time considering the concept, refining the descriptions, and iterating throughout the process.
I have used Imagi Labs for over a year and now, with the new learning experience via vibe coding, I have more ways to focus on Computer Science and AI literacy.Imagi has partnered with Lovable to make vibe coding more classroom-friendly and easier to get started. Through Imagi, educators have access to ready-made curriculum and a special school-safe mode for Lovable that does not require personal student accounts. So now all students can join in an Hour of AI activity safely and experience AI-driven coding, which educators can facilitate with more comfort and confidence.
Why Hour of AI and Vibe Coding?
The Hour of AI is an evolution of the Hour of Code, which I have participate in with my students for years. Initially I thought about it as just an hour, but the reality is that it is meant to be an hour that then inspires you to continue to bring coding and computer science opportunities into all classrooms. There is a growing need to build foundational AI literacy skills in addition to computer science skills, in order to prepare students for the future. Through these resources, whether Hour of Code or Hour of AI, the goal is to show students that anyone can explore AI and coding.
Vibe coding is the perfect activity to explore because it makes it even easier. I think about it like this: if you and your students can write a sentence, explain a concept, then you can start creating with code. Vibe coding does not require prior coding experience. Through Imagi and Lovable, there are tutorials that provide proof that anyone can learn to code and they can do so in a fun, AI-powered way. Commonly referred to as a plug-and-play, I think it is another great opportunity for the Hour of Code/AI season this year! And, to learn how to use it, join us for a great conversation and demo!
What I have always enjoyed during the Hour of Code activities or Computer Science Education Week activities, are the reactions of the students! Whether they build a game or just learn more about coding and become excited about the possibilities, it is always a great learning opportunity for them and for me too.
With opportunities to build and customize their own video game, it draws them right in. The specific project they’ll create is totally up to them, which sparks creativity and builds confidence and excitement in learning. What makes it even better is how students build it. Simply by typing their ideas in plain text, through a prompt, they end up with code that is quickly generated. For example, a student might start with a prompt like, “Create a game where a cat catches falling treats and earns points.” Lovable’s AI will take their prompt and generate an initial game which may have a cat sprite at the bottom of the screen that you can move, and treats dropping from the top. Students then test the game to see how it works and collaborate to improve it.
From there, the creative iteration kicks in. Maybe one student wants the game to be about space, not fruits. They just need to ask the AI to switch the theme. Typing in “Change it to a space game catching asteroids instead of treats.” Starting with games to have students catch items is a great way to get started and because students’ games can be adapted and relevant to any subject or story, the activity will help to engages their personal interests and connect meaningfully with classroom content. The AI takes care of the coding, but students remain the designers, guiding the outcome with their descriptions. And this is how we move them from consumers to creators and innovators!
This process also introduces the concept of prompt refining and debugging in a very digestible way, especially if they are limits in the number of prompts they can use. It requires them to really think through and be specific. Once generated, if the game doesn’t run exactly right on the first try, students then learn to tweak their description by adding more details. They may say to move an item faster or change the color to a lighter shade. Students work on debugging by having a conversation with the AI, which helps them to problem solve too. Students learn how to write prompts and debug creatively while building their game and it results in less frustration and instead sparks curiosity. Students can consider: What happens if I ask the AI to do this?How can I change the appearance of the characters or the background? for a few examples.
Students can publish or share their game, which they always enjoy! For some students, this may be the first time they’ve coded something playable, which is a huge confidence boost and hopefully the moment they realized that coding (and AI) can be creative, fun, and most importantly, something that everyone can do. And another benefit is the collaboration that happens. Want to join us and learn together? Sign up here for our livestream happening Tuesday!
Building AI Literacy and CS Skills
Beyond the excitement of making a game, vibe coding activities provide impactful instructional value. It aligns with traditional computer science foundations and emerging AI literacy standards. Lessons available have been mapped to AI Literacy competencies from the AILit framework, including skills to Evaluate, Create, and Design with AI.
Evaluate: Students practice critical thinking by examining what the AI produces and deciding if it’s acceptable or needs some tweaking. For example, if the AI’s first attempt has a bug or the theme is slightly off, students must decide whether to accept the result, refine their prompt, or start again. Students learn to question the AI output rather than trust it immediately, which is a key AI literacy skill they need to develop.
Create: Rather than simply playing and consuming a game, students can now collaborate with generative AI to create one. They continue to refine the results and reflect on how their prompts (their thought processes) lead to different outcomes It’s an easy way to introduce how human creativity and AI can work together, rather than have AI replace their thoughts. Students see that AI can assist their creativity, but that their own ideas and adjustments actually are behind the project.
Design: By the end, students are able to describe how an AI system like Lovable helped them to build a solution to a problem or project idea. They realize that they have designed a simple software product by leveraging AI and how AI tools might help solve problems in any field. I think this is a great way to engage students in a discussion in any subject or to focus on community issues. A focus on designing with AI for real-world contexts.
Using these tools, students are learning classic computer science concepts in an age-appropriate way. They understand algorithmic logic (the game has rules like “if the cat catches treats, the score increases”), and they practice testing and debugging (when their game doesn’t work as expected, they try again and iterate). The difference is that the AI handles the syntax and heavy coding, which allows students to focus on logic and the game design. It is truly empowering for younger learners and for any learner that may hesitate to try traditional coding. Now, they learn to code in a way that breaks down the challenges that may come from receiving coding errors.
Teacher Support
Trying a new tech tool in class can be time-consuming, but Imagi + Lovable make it easy to dive in. There are a variety of teacher supports available to help teachers feel prepared and confident, even if it’s the first time exploring AI and coding in the classroom. A few of the features:
Detailed Lesson Plan: A step-by-step lesson guide is provided, outlining the learning objectives, timing for each part of the activity, discussion questions, and potential student responses. It’s basically a script you can follow or adapt.
Slide Deck: There are ready-to-use slides designed for projecting in class while you run the Hour of AI. They introduce key concepts (like “What is AI?” and “What is vibe coding?”), show visual examples, and include prompt examples to guide students. There are also speaker notes.
Account Setup Is Simple: Imagi handles creating student accounts for Lovable with one click. The focus is on privacy-first (accounts are anonymous and expire after the event).
Troubleshooting Help: Technology is great until it isn’t. But for this, don’t worry because the Hour of AI pack includes a troubleshooting guide for common issues.
There are more supports available! –> Sign up here for our livestream happening Tuesday!
By participating in this event and exploring Vibe coding during the Hour of Code/AI, we are helping students build foundational AI literacy in an engaging way.
If you’ve been thinking about coding and AI, then Computer Science Education Week and the Hour of AI are the perfect time to dive in. Set aside an hour for vibe coding and see the impact when students see their ideas come to life.
Ready to get started? Join the webinar or sign up to get the recording and resources!
Let’s work on fostering creativity and building AI literacy for every student…one vibe at a time!
About Rachelle
Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!
Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.
She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.
Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, Cybersecurity, STEM, AR/VR, and more for your school or speaking event! Submit the Contact Form.
Follow Rachelle on Bluesky, Instagram, Threads, and X at @Rdene915
**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
************ Also, check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here.
Learning as I go: Reflections & lessons learned 