Month May 2025

Navigating AI in Education: A Conversation on Emerging Technologies and Preparing Our Students

Dr. Rachelle Dené Poth Leave a comment

A recap of our recent webinar with Imagi! Panelists included Dora Palfi, Mike Peck and Lauren Ludwig.

We recognize that technology in education and the world is evolving at an unprecedented pace. With Artificial Intelligence (AI) and other emerging technologies embedded in so much of our lives, for educators, this rapid transformation can and has presented both challenges and opportunities. As guides and mentors, how do we prepare ourselves to best equip students for a future where AI will, without a doubt, become a huge part of their personal and professional lives? I enjoyed moderating this recent webinar hosted by Imagi and with three dynamic panelists: Dora Palfi, Co-founder and CEO of Imagi, a company reimagining technology education for the age of AI; Mike Peck, a K-12 Director of Technology with an extensive background in classroom teaching and co-founder of Ed3DAO and Peck Education, focused on upskilling educators in emerging tech; and Lauren Ludwig, the Director of Makerspace and Technology & Computer Science Department Chair at an all-girls school in New York City, deeply involved in developing AI guidelines for her institution.

We had a great conversation that brought in participants from around the world. We discussed the crucial need for educators to stay current with emerging technologies, practical ways AI is already impacting teaching and learning, strategies for preparing students for an AI-driven future, and inspiring ideas for integrating AI across the curriculum. Here are some of the key insights shared during our discussion.

The Imperative of Staying Current:

I started the discussion by addressing a fundamental question: Why must educators stay informed of emerging technologies like AI? Mike Peck drew a compelling parallel to the internet revolution, highlighting how technology has become intrinsically woven into our daily lives, from the workforce to social interactions. He argued that AI demands our attention, potentially even more transformative than the internet. Ethically and morally, educators are responsible for equipping learners with the tools and competencies they will need in their futures, both professionally and personally. Denying access and understanding of these technologies would be a disservice to students.

Lauren Ludwig echoed this sentiment, emphasizing that AI will likely impact the lives of current students far more profoundly than it will impact educators in their remaining careers. She stressed the importance of open and ongoing conversations about AI in the classroom, even if educators don’t consider themselves experts. Vulnerability and a willingness to explore together with students can foster deeper understanding and critical thinking about the ethical implications of AI.

Dora Palfi, from an innovator’s perspective, underscored the importance of educators embodying a growth mindset and open attitude towards learning. Educators model crucial skills for navigating a rapidly evolving technological landscape by demonstrating a willingness to learn alongside their students. Transparency about the use of AI, even by educators themselves, builds trust and encourages students to engage thoughtfully with these tools.

AI in Action: Real-World Applications in Education:

The panelists then shared how AI is already influencing their work and personal lives. Dora highlighted the power of AI in language learning, using it for grammar correction, seeking nuanced explanations, and generating context-rich examples. This personalized feedback and on-demand support can be invaluable for language learners.

Mike emphasized the importance of educators “getting their hands dirty” and experimenting with AI tools. He suggested identifying repetitive tasks in teaching, such as assessment development or lesson planning, as potential areas where AI could offer efficiency. He also recommended exploring AI in personal life, from generating grocery lists to creating workout plans, as a low-stakes way to understand its capabilities and limitations. Mike shared an innovative example of using AI for role-playing a difficult parent conversation, showcasing its potential for professional preparation. He likened AI to a “copilot” or “sidekick” for brainstorming, copyediting, and capturing thoughts on the go.

Lauren echoed the time-saving benefits of AI in her workflow, particularly in formatting project parameters and creating clear layouts for student assignments. However, she emphasized the dramatic impact of AI on her teaching, necessitating a re-evaluation of curriculum and assessment methods in advanced computer science. She is actively working with colleagues to redesign assignments to be more “AI-resistant” or “AI-proof,” while acknowledging the nuanced considerations for student use. Lauren powerfully stated the evolving adage: “You’re not gonna be replaced by AI, you’re gonna be replaced by someone using AI,” highlighting the necessity of embracing these tools.

Rachelle shared her personal experience of using AI as a tutor during her doctoral studies, particularly for challenging subjects like statistics, where immediate support was crucial. She also highlighted students’ increasing use of AI as a study aid and tutor, emphasizing the need for educators to understand these applications.

Preparing Students for an AI-Driven Future:

I then shifted to the critical question of best preparing students for a future where AI and big data are increasingly integral, as highlighted by the World Economic Forum’s job skills outlook. Lauren emphasized the importance of teaching fundamental problem-solving skills, breaking down complex tasks, and fostering technology agnosticism. Drawing an analogy to sewing, she illustrated how seemingly unrelated activities can build crucial skills in precision, attention to detail, troubleshooting, and sequential thinking – skills that readily translate to coding, debugging, and navigating technological challenges.

Mike stressed the need for a long-term perspective, urging educators to look beyond immediate concerns and consider the exponential growth of AI and related technologies like robotics. He envisioned a future where AI agents will be commonplace, requiring students to develop skills in directing these agents, working collaboratively with them, and navigating complex systems. He highlighted the burgeoning opportunities in entrepreneurship, where AI can lower the barrier to entry for young innovators. Mike emphasized the importance of “problem sensing” – identifying pain points and leveraging technology to create solutions – alongside critical thinking and creativity.

Dora built upon this, emphasizing the importance of fostering creativity and independent thinking. Drawing from the book “Range,” she championed the value of generalists and cross-disciplinary thinking, suggesting that solutions to problems often emerge from unexpected intersections of knowledge. She highlighted Imagi’s approach of integrating coding with art creation to engage students across different subject areas and foster interdisciplinary learning.

Rachelle shared practical strategies for the classroom, such as having students analyze AI-generated content for errors or using AI to create lesson hooks. She stressed the importance of introducing these concepts even in elementary school to build foundational knowledge over time. For educators hesitant to start, she recommended asking AI for ideas on preparing students based on future skills forecasts.

Fostering Curiosity and Creativity Through Interdisciplinary Approaches:

Each panelist advocated for interdisciplinary learning as a key to sparking curiosity and boosting creativity in the age of AI. Mike emphasized that real-world problems are rarely confined to single subject areas, making cross-curricular collaboration essential. He highlighted entrepreneurship as a unifying theme for integrating AI across subjects like marketing, design, and communication. He also stressed the importance of bringing in experts from various industries to provide students with real-world context and demonstrate the practical applications of AI.

Dora shared inspiring examples of interdisciplinary projects using Imagi, such as coding lunar phases in science class or visualizing periodic table elements. She also mentioned literature projects where students code their favorite book characters, demonstrating how technology can enhance engagement and understanding across diverse subjects.

Lauren passionately argued against siloing technology education. She shared examples of history classes creating artifacts in the makerspace and French classes using AI for debates, illustrating how technology can enrich and make learning more relevant and engaging across the curriculum. She believes that open-ended, interdisciplinary projects cater to a wider range of learning styles and promote equity.

Advice for Educators on the AI Journey

The panelists offered encouraging and practical advice for educators who may feel overwhelmed as they begin integrating AI.

Lauren emphasized the importance of leveraging existing resources and not feeling the need to start from scratch. She urged educators to align their AI integration strategies with their school’s values and mission.

Mike emphasized the contextual nature of AI implementation, advising schools to find their path based on their unique needs and learning outcomes. He cautioned against purchasing new tools and recommended starting with free resources to build understanding. He stressed the importance of stakeholder engagement and envisioning a long-term, transformative vision for AI in education.

Dora offered a powerful message: “Action breeds confidence.” She encouraged educators to start experimenting, learn by doing, and not strive for perfection, especially given the rapid pace of change. She echoed the value of Lauren’s resources as a practical starting point.

We ended with a call to action. While integrating AI in education can present complexities, each of the panelists spoke to its immense potential to enhance learning, foster crucial future-ready skills, and empower students to become adaptable, creative problem-solvers. The key takeaway was clear: educators don’t need to be experts, but they need to be willing to explore, experiment, and learn alongside their students as we collectively navigate the changes that AI and other emerging technologies will bring. 

Want to see the recording?  Check it out here or view the video below!  

Sign up for our next webinar, which will be held on Tuesday, June 3rd, at 7:00 p.m. ET. The title is “The AI-Ready Educator—Preparing Teachers for the Future of Learning.” I will be joined by three panelists, and it will be another great conversation. Register here. 

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 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, 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.

While I Teach, Socrait Collects The Data I’ve Always Needed

Dr. Rachelle Dené Poth Leave a comment

In collaboration with Socrait, Opinions expressed are my own

Educators have a lot of responsibilities, from planning lessons, creating assessments, grading, providing feedback to students, communicating with families, analyzing student data, and more. With so many responsibilities, burnout has become a big factor in education. According to the National Center for Education Statistics, nearly 25% of teachers leave the profession within their first three years. The reason? Teachers feel overwhelmed by administrative tasks and paperwork, emotional and physical exhaustion, and a lack of support.

Socrait was developed for this purpose. While AI continues to make an impact in education, not all AI solutions are designed with teachers in mind. Socrait is a voice-enabled class assistant designed by a teacher who understands the demands of the job. Many other AI tools have been created for administrative efficiency, student engagement, or content generation. Few are built specifically to help teachers reclaim their time, reduce burnout, and focus on what truly matters: teaching and connection, like Socrait provides.

Reimaging the classroom

Socrait’s goal is to reduce teacher burnout by lowering cognitive load during the day and streamlining some of the time-consuming aspects of teaching. Reflecting on our classes each day is important for our own growth, but more importantly, to truly understand our students’ needs. Sometimes after a long day or many activities in class, it’s tough to remember who raised their hand, who received a warning, or which family may need me to send a follow-up email.

Socrait helps with this by automating some of the time-consuming (yet essential) aspects of teaching. Tasks such as taking attendance, logging behavioral incidents, tracking student participation, recording praises, reminders, warnings, and even drafting personalized follow-up emails to families are important and can take away valuable time from our students.

These are essential components of classroom management and communication, but they can also add to a teacher’s daily cognitive and emotional load and, of course, reduce the amount of time that teachers can spend working with students. Socrait provides a solution by working with teachers to facilitate these actions.

How Socrait Works

Getting started with Socrait takes only a few minutes.

  • Before class: Open the Socrait app, press the “stream” button, and begin teaching.
  • During class, the app runs quietly in a pouch that comes on a lanyard. Teach class as you normally would; no special voice commands are required.

While teaching, Socrait listens through a secure mobile app and transforms spoken words into a digital log. At the end of class, simply log into your dashboard, and you will see a summary of attendance, praises, reminders, and any warnings given, plus student participation. It can even draft messages to send to parents, ready for teachers to review before sending. Socrait is also compatible with Google Workspace for Education, making it easy for schools and districts to integrate securely. It has plans to integrate through Clever in the upcoming school year!

What I think makes Socrait so unique is the voice-to-text technology that processes speech without needing to save audio or keep a recording. The audio is processed into useful insights without affecting students’ or teachers’ privacy. With Socrait, teachers can evaluate their class data to look for/identify patterns that will help them to target instruction: Are there students who are consistently disengaged or engaged in the lesson? Is praise being evenly distributed throughout the classroom? What are the most frequent reminders given in class? These insights can promote thoughtful reflection and help educators adjust instruction or classroom management strategies to better align with student needs..

I was amazed by its ability to detect and categorize my comments during instruction. It facilitates accurate tracking of both positive reinforcement and behavioral redirection. Here are some of the statements that I made and how they were categorized in my dashboard.

“Great job staying focused during group work, Mia.”

“I appreciate how you explained your thinking, Kevin—that was clear and well-stated.”

“Thanks for your help in class today, John.”

These statements were categorized as praise. The following statements were categorized as warnings:

“Cody, I’ve asked you twice to put your phone away. If you could please put it in your backpack.”

“I’m concerned about your grades, Kelly, as this is your third missing assignment.”

At the end of class, here is an example of what you see in your dashboard:

Built with Privacy First

When I try a new tool, the first thing I do is look for information related to privacy and data security, especially when it comes to AI-powered tools. Socrait does not store audio recordings but rather functions through real-time streaming to convert speech into text and then generate summaries, which are stored securely.

More Time for What Matters

Socrait helps teachers to save time. Socratit saves the time they used to spend writing notes, sending emails, or filling out behavior logs and gives teachers an assistant that frees up time for what really matters: building relationships, reflecting on lessons, and taking care of themselves.

With Socrait, teachers are able to:

✔️ Track student participation and engagement in real time

✔️ Automatically log attendance and behavior data

✔️ Generate and send follow-up emails after review

✔️ Reflect with accurate, accessible class summaries

Want to give it a try?

Socrait is currently in Alpha testing, and the best feedback comes from teachers using it in their classrooms. If you’re interested in testing a tool that supports teachers instead of overwhelming them, now is the perfect opportunity!

👉 Sign up today at https://socrait.com to be an early user. You’ll be able to use Socrait daily, and your feedback will help shape its development.

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 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, 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.

The Importance of Reflection

Dr. Rachelle Dené Poth Leave a comment

As educators, it is important to reflect on our teaching practices and also model this for our students. Engaging students in reflecting on their learning will help them to become more self-aware, to set new goals, to make adjustments, and to prepare them for the future.

I am a huge fan of quotes, so much so that my first book, “In Other Words, Quotes That Push Our Thinking,” came to be after reading the notes I had taken from reading other books. Much of what I had written was quotes from the author or quotes from others that were included in their books. One of my favorites is from John Dewey. Dewey stated, “We do not learn from experience… we learn from reflecting on experience.” I think about this quote often and it reminds me of how important reflection is for our professional and personal growth.

When should we reflect and how often? With many daily demands in our work, setting aside a specific time can be a challenge. My recommendation is to find a point in your teaching day to take even 5 minutes to think about the lessons you’ve taught, the methods used, the students’ engagement in the lesson, and take some quick notes to refer back to later. Even in small periods of time on a daily basis, these reflections will help us to focus on how to continue to improve our skills. Reflection also helps with our well-being and gives us a moment to pause and recognize the value of our work while also taking time to breathe.

A Few Ideas

I have a lot of notes written from my reflections. I make a list of ideas, things to consider, and tools to explore, and keep it nearby so I can refer to it often and continue to think through everything. I’ve noticed that it has helped me to be more consistent when reflecting on my teaching practice.

1. Set a time for reflection: Consistency is essential. Choose a specific time each day, or a few times during the week or weekend, to reflect. Driving into school, I think about my goals for the day, and driving home, I think about how the day went. Find a time that works best for you and hold it as a non-negotiable for your day.

2. Journaling or Blogging: I’ve had students write in journals over the years after I’ve provided a prompt for the day. Reading their responses also helps me to reflect on my practice at times, depending on the prompts that I have provided. Blogging started for me as a way to not only share ideas, but also to reflect on the methods and tools that I was using. It can be done on paper, in a journal, or using Google Docs or a blogging site.

3. Podcasts: I started podcasting in my classroom on a Monday during my lunch. I decided to talk about what I had done in class, different digital tools, new methods, or whatever random idea that I had on my mind. Every Monday, for two years, I sat down during my lunch break and recorded an episode for my ThriveinEDU podcast. I had a consistent habit and then shifted to recording whenever I had something on my mind, which could have been while at home or while taking a walk. Most episodes over the five seasons have been of me having a conversation with myself. But, there are a lot now where I have guests from all roles in education and also guests from some different companies or areas of work. It has been a great experience and I enjoy learning from everyone and also having new ideas to consider. And even if you don’t actually publish the podcast or your recording, it is a great way to reflect by listening to your thoughts

4. Learning communities: Being part of a learning community whether an organization like ISTE+ASCD, a state organization, Microsoft or Google communities, or ambassador programs, are great ways to learn and lead to reflection. Connecting in these spaces or through social media networks, especially more frequently used now is Slack, make it easier to connect with educators from around the world.

These are just a few ways to build reflection into your practice and also ways to connect and impact other educators too. Reflection is powerful for improvement and staying engaged in our work. Keep making a difference.

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 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, 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.

AI, Creativity and Adobe Express Classroom

Dr. Rachelle Dené Poth Leave a comment

Part 2 by Laura Steinbrink, @SteinbrinkLaura

One of my go-to edtech tools for my personal and professional use and for use with students has long been Adobe Express. It has undergone quite the overhaul throughout the years, but I could not ask for more from a creative learning tool. Today’s version is truly something special. If you have not checked it out in a while, you might want to give it another look. From creating videos, graphics, webpages, presentations, voice animations, and editable .pdf documents, Adobe Express has beefed up its capabilities by adding very user-friendly features, from a one-click background remover, quick video editing tools, to audio recording options.

Guided Activities

One of my favorite new features offered by Adobe is the featured activities with built-in lesson videos on how to use the template and complete the activity, ready for teachers to assign. These are creative and fun, often include some of Adobe’s built-in generative AI, and free teachers up to assist students with content creation rather than navigating through the technology. Students who need the extra support can watch the one-minute video to see how to do each step, and those who want to figure it out themselves can jump right in and get started. My students really like this feature because it is handy but not obtrusive.

This has freed me up to walk around the classroom and assist a lot more students with other things, rather than help a few students who struggle with the tech pieces of the assignment. It also lets me introduce a new tech piece with Adobe Express and new content simultaneously, whereas in the past, I would have used two class periods for this to stagger the learning of the tech from the application of the content. I highly recommend trying one of these activities with students.

Adobe Classroom

The wonderful thing about Adobe Express’s Classroom option is that teachers can take any template and assign it to students. They are also working to continually update and improve their templates that are organized by subject, grade level, country, etc., too, but absolutely any template can be assigned to students once a class has been created and students have been enrolled in the class. To ensure that you have the Classroom option, make sure that you sign in with your school account and then, instead of selecting “personal,” select “school or district” account when logging in. You should then see the “Classroom” tool option in the side panel (see image below).

Besides the wonderful ability to assign templates, Adobe Express Classroom provides a gallery view for teachers to see student progress at a glance, and it also provides teachers the ability to turn on the gallery view for students to see each other’s work as well. It is a simple toggle on and off that can be done at any time during the work of a project, making this feature a powerful yet simple way to give students an authentic audience for their work.

In the example above, the students’ names have been blacked out, but you can see their progress is color-coded, and the teacher has access to their work at each step of the way once the progress has been started. It is also easy at a quick glance to see which student or students haven’t started the project yet. This saves a lot of time, and perhaps makes this one of my favorite features of Adobe Express Classroom.

Even if all you want to do is search the educator resources to find a quick activity that you can print or assign through Adobe Express Classroom, I encourage you to explore all that Express has to offer you. It is my one-stop shop for energizing my own creativity, so I know that my students get something out of using it as well. It is never a dull moment when you tap into the power of creating, regardless of your subject matter. Students, and if we’re honest, teachers as well, are familiar with the role of consumer in today’s economy, so I take every opportunity to help them learn to cross over into the creator side and learn tools that can set them apart from competitors in the job market or help them rise to the challenge in college, or just enjoy making something rather than passively scrolling. Creating is definitely more fun.

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 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, 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.