Month March 2025

AI in Education, Part 2: Challenges, Opportunities, and Responsibilities

Dr. Rachelle Dené Poth Leave a comment

In Part 1 of this series, I shared some of the ways AI is transforming education—personalized learning, automation of routine tasks, and improved accessibility. But like any powerful tool, AI also comes with challenges that we need to think through carefully if we want it to truly support students and educators.

Thinking through it carefully doesn’t mean that we should ban the use of AI or greatly limit it. It means being intentional about how we use it, asking the right questions, and making sure that technology enhances learning rather than replacing it, and understanding how to make sure that we are using tools that are safe for students and educators.

Here are some challenges (and opportunities) that AI in education brings, as well as ideas for how we can navigate them wisely.

1. The Balance Between AI and Human Instruction

AI-powered learning platforms are helping teachers provide personalized instruction in ways that weren’t possible before. While we have always been able to personalize instruction in our classrooms, these tools can save time, enable faster feedback, and provide greater insights into student learning in less time. Adaptive learning tools can indicate gaps in understanding, adjust content based on individual student progress, and provide instant feedback.

All of these possibilities are beneficial. But these possibilities raise an important question: Where does AI fit into the teacher-student relationship?

Why It Matters:

AI can help educators, or anyone, to be more efficient, but teaching isn’t just about delivering content. It’s about essentially human qualities such as mentorship, creativity, and human connection—things AI can’t replicate. If we rely too much on AI-driven instruction, we risk creating a learning environment and experiences that are transactional rather than transformational in our schools.

Some solutions:

  • Use AI to complement, not replace, teacher-led instruction. AI is capable of handling routine tasks and providing insights, but teachers bring authentic connections, relevant context, and inspiration that technology can’t.
  • Prioritize collaborative learning, project-based learning experiences, and hands-on activities to balance AI-driven efficiency with human creativity.
  • Encourage students to engage in critical thinking and discussion— essential skills that go beyond what AI is able to offer.

2. AI-Generated Content: Helpful or a Shortcut?

There are so many questions surrounding AI-generated content. Should we use it? Can we create with AI and sell it, or are we violating copyright? We know there are endless things we can create, from lesson plans to assessments, project ideas, audio and video creations, and more. AI has become a “go-to” tool for educators and learners alike. But is that always a good thing?

Why It Matters:

AI can generate fast, but speed doesn’t always mean quality or accuracy. Sometimes, AI outputs are generic, lack depth, or contain inaccuracies. As educators, we need to work with it, evaluate our prompts and the output, and find ways to guide students to appropriate use of the tools available. If students rely too much on AI for writing or problem-solving, they will miss out on the critical thinking and creativity that come with the process.

Some solutions:

  • Guide students on how to engage with AI critically. It’s not about completely banning AI tools but helping students learn when and how to use them responsibly.
  • Encourage students to edit, refine, and build on AI-generated content rather than accepting it at face value. Think of AI as a brainstorming tool, not a finished product.
  • Use AI for efficiency, not as a replacement for thought. Generating a study guide is great. Letting AI do all the work is not so great.

3. Data Privacy and Student Security

AI-powered tools are collecting a lot of student data—performance analytics, typing patterns, and even behavioral insights in some cases. While this data can help improve learning experiences, it raises important questions surrounding privacy, security, and consent.

Why It Matters:

AI is making education more personalized, but we make sure that this enhanced personalization doesn’t come at the cost of student privacy. Some questions that schools and educators should consider on a regular basis are:

  • What data is being collected, and how is it stored?
  • Who has access to it?
  • Is it being used to help students learn or for other purposes?

Some solutions:

  • Choose AI tools that prioritize transparency and security. Ask companies tough questions about their data policies. Review the policies frequently to make sure that the companies are staying up-to-date as AI evolves.
  • Teach students about digital literacy and privacy so they understand how their data is being used and can advocate for themselves.
  • Dedicate time to developing clear school policies on AI and data use. If we don’t ask these questions now, we might not like the answers later.

4. Making Sure Every Student Benefits

AI has great potential for providing personalized support to students who need it most. However, if only well-funded schools have access to the best AI-powered tools, it could widen educational gaps.

Why It Matters:

  • Not all students have equal access to technology. We learned this in 2020 as schools had to shift to virtual learning. If AI-driven learning becomes the norm, students in under-resourced schools could fall behind and risk being unprepared for the evolving world of work involving AI.
  • Bias in AI models can unintentionally disadvantage certain student groups if the training data isn’t diverse enough.

Some solutions:

  • Advocate for equitable access to AI tools in schools, ensuring that every student—not just those in tech-rich districts—benefits from AI-driven learning.
  • Be mindful of bias in AI-driven assessments and grading tools. If AI is making decisions that impact students, we need to question how those decisions are being made.

5. The Need for Clear AI Guidelines in Schools

One of the biggest challenges right now is that there’s no universal roadmap for AI in education. Schools are adopting AI tools at different rates, and students are at different levels of understanding about their risks and benefits. Some schools do not have policies in place or have not even started the discussion. I have learned this over the past six months when working with schools across the country in my AI and the Law training sessions and speaking events.

Why It Matters:

  • Without clear guidelines, educators are left to figure things out on their own, which can lead to inconsistent policies and even ethical dilemmas.
  • Schools need AI policies that address data privacy, academic integrity, and responsible AI use.

Some solutions:

  • It takes a team. Work together to develop best practices for AI in the classroom. AI in our schools isn’t just a tech issue—it’s a teaching issue.
  • Push for state and district-level guidelines so that AI use in education is consistent and transparent.
  • Keep the conversation going—AI is evolving fast, and education needs to keep up. We need to be proactive rather than reactive.

As we continue integrating AI into our schools, I believe the key is approaching it with curiosity, caution, and a commitment to making it work for all learners. I would not consider the challenges that I have shared to be giant roadblocks but rather opportunities for us to be proactive and strategic about the use of AI in the classroom.

By staying informed, advocating for responsible AI use, and keeping students and educators at the center of the conversation, we can ensure that AI enhances education rather than disrupting it. In Part 3 of this series, I plan to look at what’s next for the future of learning. What skills will students need in an AI-driven world, and how do we prepare for what’s coming?

Thanks for reading! Stay tuned for Part 3. If you’re looking for PD training for your school or a speaker for your event, contact me via bit.ly/thriveineduPD.

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. 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, and her research focus was 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 nine books including, ‘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, 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 Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here.

Preparing for The “Real World”: How Poker and Card Games Teach College Students Practical Life Lessons

Dr. Rachelle Dené Poth Leave a comment

Poker may not seem like a great topic to teach college students, but the game can teach them crucial know-how and skills that go beyond the classroom. Preparing to enter the “real world” after school can seem daunting, especially with little experience to guide them. 

As such, poker and card games have become helpful for building their confidence and honing strategies that can be transferred to the workplace and daily life. Poker can teach college students about managing risks, observing others, and emotional regulation while also emphasizing the importance of constant learning for growth. It makes sense why institutions like MIT have begun offering courses on playing poker and how to apply theories and analysis in other industries. Here’s a closer look at how poker and card games can teach college students practical life lessons:

Managing risks

Poker is exciting because of the high stakes, but it also makes the game incredibly risky. Players put a lot on the line to win big, but being too aggressive or emotional can lead to hasty decisions, clouded judgment, and major losses. The same also applies to the working world, which is full of risks and opportunities. College students can benefit from taking cues from poker and card games when it comes to assessing and managing risks, and learning how to do so while still in school can prepare them for the professional landscape early on. 

As such, programs like Poker Power have been created to empower students, particularly women, to boost their confidence and critical thinking at the table and at work. Founders Jenny Just and her daughter Juliette Hulsizer aimed to bring more women to the game while improving professional skills. The program at Kellogg School of Management at Northwestern University helps women learn about observing subtle cues, strategic decision-making with incomplete information, capital allocation, and improving confidence—essential skills for avoiding and minimizing risk. Jenny Just described how poker skills helped her evaluate a negotiation, allowing her to spot another company’s bluff, evaluate the risk, and land the deal on her terms.

Constantly learning and growing

While poker is often seen as a game of chance and luck, it also requires a lot of strategy and skill to improve. Poker players encounter all kinds of opponents with varying techniques, tricks, and habits, which encourages people to keep learning and growing so they can adapt and react easily. Take the case of poker pro Ana Marquez, also known as the Spanish Supernova. While studying global history and economics at American University in Washington, D.C., she discovered a passion for poker and even wrote her thesis on the World Series of Poker. She started with low-stakes online cash games and started seeing wins in online tournaments and live tournaments, where she has amassed over $1.6 million and $2.6 million in winnings, respectively. Today, her success has allowed her to become a Team Pro for the leading online site America’s Card Room. 

What made her a formidable opponent was her strategic approach. She describes her style as methodical and professional, and she credits much of her improvement to constantly studying, even at the peak of her game. Like Ana Marquez, college students can use poker to understand the importance of constantly learning and growing. Keeping an open mind to learn new information and skills can help students be more formidable at poker, education, and the workplace. Rather than being content with a bare minimum amount of strategy and know-how, students can be more motivated to learn new ways of thinking and approaching problems and situations to perform their best, much like a poker player would. 

Improving situational awareness

A significant part of poker and card games involves engagement and participation. When playing poker, players have to observe their opponents to look for tells that can inform their next move. They also have to be present in the moment and focus on the game, as getting distracted can lead to poor decision-making and cost them the win. Similarly, the world outside of college will require students to be present and observant of their situations, which can be improved with engagement and participation. Poker and card games can teach students to be more attentive to others and participate in the action, training their observational and social skills and staying in the moment to absorb all the information. Our “How to Boost Student Engagement” post highlights how gamifying lessons and making them more interactive can motivate college students to stay engaged in class, and card games can be a great way for students to learn something new while keeping their attention. 

Educators can use poker-like card games to teach lessons, allowing the gameplay to keep students engaged, even the more reserved students. Aside from lesson material, they’ll better understand the importance of being in tune with others and their surroundings for improved situational awareness that they can take to the professional world. Programs like Aces High in the UK are a great example of this in the working landscape. It runs workshops that teach participants how to read others, communicate effectively, and reevaluate decisions while playing, which needs players to be fully focused and immersed, pushing them to be engaged and participative. 

For more insights and reflections on education, visit the Rdene915 blog for more.

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. 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, and her research focus was 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 nine books including ‘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, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Twitter(X) and Instagram 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 Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here.

AI in Education: Innovation, Ethics, and the Need for Digital Literacy

Dr. Rachelle Dené Poth Leave a comment

I have been researching artificial intelligence for almost 8 years. I enjoy teaching my students about it and working with educators to help them get started with it in their classrooms. Over the past two and a half years, many concerns have been expressed about the impact of AI in education, whether or not it is just a fad, and whether or not it belongs in education. 

As someone who has spent years teaching, researching, and presenting sessions or in class about AI’s role in education, I’ve seen its potential to transform learning. I’ve also seen the risks and negative impacts when schools rush to adopt AI tools without considering ethical implications, data privacy, or long-term effects.

AI is all around us in our work as educators, whether we realize it or not. AI automates tasks, helps to personalize learning, and even serves as a co-teacher or teaching assistant in some classrooms. But if we don’t take the necessary precautions when deciding how we use AI, it could also have negative effects. Without careful consideration, we could widen inequities and compromise student privacy, leaving schools unprepared for the legal and ethical challenges that come with it.

Where AI is Thriving in Education

There are attention-grabbing headlines daily, and I receive at least ten emails related to AI and its benefits. Educators can access AI tutors, save time with AI-generated lesson plans, and have AI assistance in grading. These AI tools can be highly beneficial for overworked teachers or underfunded schools. Talks about teacher burnout and schools looking for resources and grants are ongoing focus points of conversations surrounding AI.

Let’s consider the benefits of AI-powered personalized learning platforms, for example. They can analyze student performance and adapt the content in real-time, offering remediation or enrichment based on each student’s needs. Feedback needs to be authentic, meaningful, and timely. Providing immediate feedback is invaluable, especially when teaching large group sizes, where personalized instruction can be a bit more challenging because of time constraints. 

Then there’s AI-assisted grading. Tools like CoGrader and other AI essay graders are helping teachers provide feedback more efficiently. Instead of spending hours marking papers, educators can use AI to highlight patterns in student writing, suggest improvements, and free up time for deeper instruction and evaluation of student work. 

AI has a role in accessibility. Speech-to-text software, real-time language translation, and adaptive technologies powered by machine learning are breaking down barriers for students with disabilities and English language learners.

AI provides many benefits to educators and students, but it’s also raising some serious concerns that we must address.

The Data Privacy Problem 

Most AI tools require data to function. They need student performance metrics, behavioral analytics, and keystroke tracking. What happens to that data? Who owns it? Who protects it? We need to know the answers to these and more questions. 

Another area that I focus on is cybersecurity. I have spoken with educators from schools adopting AI without fully understanding its implications. FERPA and COPPA exist to protect student data, but many AI tools may not follow these perfectly.  Some may collect and store more data than necessary, and schools may not have the time or the team to carefully evaluate whether a tool is in compliance with COPPA and FERPA.

Take AI-powered proctoring software, for instance. These systems monitor students through webcams, track eye movements, and flag “suspicious” behavior. However, false positives are common, and the amount of biometric data collected raises ethical concerns.

Even seemingly harmless AI chatbots designed to answer student questions collect interactions that could be stored indefinitely. Without strong policies, we risk turning education into a massive, unregulated data experiment.

So, Where Do We Go From Here?

Educators must regularly lead the AI conversation. One of my biggest concerns is that educators are left out of it. School leaders and edtech companies might be making decisions about AI adoption in their schools without input from the teachers who will use these tools.

We also need to teach students how to engage critically with AI. Just as we teach digital citizenship, we should teach AI literacy—how to evaluate AI-generated content, spot misinformation, and understand the limits of machine learning.

If we want AI to work for education, not against it, educators must be trained not just on how to use AI but on its implications. 

AI isn’t going away. If anything, its role in education will only expand. The question isn’t whether we should use AI in schools—it’s how we use it responsibly.

Stay tuned for the continued conversation in part two of this AI series. 

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. 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, and her research focus was 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 nine books including ‘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, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Twitter(X) and Instagram 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 Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here.

Fostering Collaboration in Our Classrooms

Dr. Rachelle Dené Poth Leave a comment

Prior post on Defined Learning

Fostering collaboration among students and educators enhances learning, builds essential skills, prepares students for the future, and more! Explore practical methods to enhance collaboration, such as project-based learning, game-based learning, and leveraging digital tools to align technology with students’ needs and goals, leading to meaningful engagement.

One thing that I have focused on a lot more over the past couple of years is creating more opportunities for students to collaborate with each other and also, for my own learning, to be able to collaborate with other educators. As we moved through changing learning environments, from fully remote to hybrid and, fortunately, back in person, there were a lot of challenges, and being able to collaborate was definitely one of them. One of the essential skills that employers seek is teamwork, which grows from opportunities to collaborate and build relationships. As we consider how to best prepare our students with the essential skills they need, there are many ways that we can foster meaningful collaboration in and beyond our classroom spaces. Not only will these opportunities benefit students’ learning and growth, but they will also greatly benefit our work and getting to know our students.

As students collaborate more, they can engage more meaningfully in learning and have fun. Brainstorming ideas together, providing feedback, working through learning challenges, and even teaching each other benefit their growth and learning journey. They will also build confidence in the classroom and feel more confident speaking in front of and working with their peers. This will impact them far beyond the physical classroom space.

What are some quick ideas for boosting collaboration?  

We can select different methods to have students work together in or outside our classrooms. Some methods, such as project-based learning (PBL) or problem-based learning, or through STEM-related activities, for example, provide students with opportunities to work independently and collaboratively towards a common goal or to solve a problem. These student-driven methods foster greater connections with the content knowledge, offering more learning choices and leading to more active learning. In my classroom, when students have designed their own PBL experience, it empowers them with more choices and helps them to develop self-management skills when setting goals. Some students may need help with choices during student-driven, independent work such as PBL and setting goals. However, having classmates to support them will help them to further develop these essential skills such as self-management skills. Exploring something more authentic, such as a personal interest or a curiosity, also promotes student agency in learning.

Continue reading on Defined Learning to learn about Kialo Edu, Wakelet and more ideas.

CONTACT RACHELLE FOR TRAINING OR KEYNOTES RELATED TO AI, AI AND THE LAW, CYBERSECURITY, DIGITAL CITIZENSHIP, STEM, AND OTHER TOPICS.