Building With Teachers: Kira and Meaningful AI in Education

January 27, 2026January 26, 2026Dr. Rachelle Dené Poth Leave a comment

In collaboration with Kira

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 Podcast Here!

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

FETC 2026: Innovation, Connection, and Real-World Impact

January 20, 2026January 22, 2026Dr. Rachelle Dené Poth Leave a comment

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 aligns with 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

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 Podcast Here!

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

Looking Ahead with Intention: Goals and Hopes for Education in 2026

January 13, 2026January 10, 2026Dr. Rachelle Dené Poth Leave a comment

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

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