The Elective Course Effect: How Non-Major Requirements Can Shape STEM Identity

August 31, 2026August 25, 2026Dr. Rachelle Dené Poth Leave a comment

Guest post by Tessa Dodson. Opinions expressed are those of the writer.

Walk through almost any school, and you’ll hear similar suggestions that students interested in STEM should take as many math, science, and technology courses as possible. While this advice is well-intentioned, it overlooks an important truth.

Students don’t develop a strong STEM identity solely by taking more STEM classes. They develop it by becoming confident thinkers, effective communicators, creative problem-solvers, and lifelong learners. Many of those qualities are cultivated through nonmajor requirements, especially courses in languages, social sciences, and humanities.

Why Electives Matter More Than You Think

When students enroll in electives, they often encounter learning experiences that differ from their core STEM coursework. Language classes strengthen communication and cultural understanding, and arts courses encourage creativity, observation, and design. History and philosophy ask students to evaluate evidence, construct arguments, and understand context.

Meaningful elective experiences often carry over into STEM learning. Instead of treating the arts and STEM as competing priorities, schools that use interdisciplinary learning can help students develop broader and more holistic skills.

Think of a student working on an engineering design project. Technical calculations are important, but so are presenting ideas to classmates, working through disagreements within a team and adapting solutions based on feedback. These are precisely the types of skills students develop through thoughtfully designed courses.

1. Building Better Problem Solvers

Many STEM challenges have no single correct answer. Scientists evaluate competing evidence, and engineers balance trade-offs. Medical researchers consider ethical implications alongside scientific data. Modern workplaces require individuals who can analyze information and make informed decisions, and 88% of employers look for candidates with evidence of problem-solving on their resume.

Students become stronger problem solvers when they learn to approach complex questions from multiple perspectives. Humanities courses frequently ask students to interpret ambiguous information, defend positions with evidence, and recognize nuance. Arts courses encourage experimentation, revision, and innovation. Language learning develops adaptability and pattern recognition while requiring students to navigate unfamiliar situations. Many colleges prefer that incoming students have at least two years of study in a world language.

Problem-solving habits and skills transfer naturally into STEM disciplines. When schools intentionally preserve nonmajor requirements, they create more opportunities for students to practice flexible thinking before they encounter technical challenges.

2. Improving Communication Skills

One misconception about STEM careers is that success depends primarily on technical expertise. In reality, today’s scientists, engineers, and technology professionals spend considerable time communicating. They explain findings to clients, present proposals to leadership teams, collaborate across departments, mentor colleagues, and translate technical concepts for nontechnical audiences.

However, students rarely develop these skills through technical coursework alone. Humanities courses can strengthen organization and evidence-based reasoning. Foreign language courses improve listening, perspective-taking, and communication. These professional capabilities complement technical knowledge and make it more impactful. According to 37 executives from the chemical and pharmaceutical industries, collaboration and communication are among the most valuable nontechnical skills for scientists.

3. Boosting Creativity That Drives Innovation

Innovation rarely comes from repeating established or old practices. Instead, breakthrough ideas emerge when individuals connect concepts across different disciplines. Some of history’s most influential innovators drew inspiration from art, literature, philosophy, or music alongside scientific inquiry.

Today’s technology companies value employees who combine analytical thinking with creativity. Arts education plays an important role in promoting this mindset. Whether students are composing music, designing visual media, or performing theater, they learn to receive feedback, experiment with new ideas, and embrace revision as part of the creative process. Those same habits support engineering design cycles, software development, scientific experimentation, and product innovation.

Personal Growth Extends Beyond Career Preparation

Education serves a purpose that is beyond preparing students for a particular profession. It also helps young people develop into curious, empathetic, and resilient individuals who can adapt to changing circumstances throughout their lives.

Literature courses invite students to consider perspectives different from their own. Philosophy asks students to consider ethical questions that rarely have simple answers. The arts foster self-expression, perseverance, and confidence through creative exploration.

By providing these experiences, you can contribute to students’ personal growth, helping them become more reflective, emotionally aware, and open to new ideas. They also strengthen qualities like resilience, adaptability, and intellectual curiosity, which are just as valuable in a STEM career as technical expertise.

By providing opportunities for students to explore interests beyond their primary field of study, you reinforce the idea that education is about growing into capable, well-rounded people, not simply preparing to become future employees.

More Students Will See Themselves in STEM

Some students discover their interest in STEM only after connecting technical concepts with their personal passions. For example, a student who enjoys storytelling may become interested in data visualization. A musician may discover acoustical engineering, or a visual artist may pursue user experience design.

When you encourage students to explore subjects beyond their intended major, you create opportunities for students to combine their passions rather than choose between them. As students begin to see how different subjects intersect, they are more likely to view STEM as a field where their unique talents and perspectives are valued.

This broader, more inclusive approach is especially important for students who may not identify with traditional STEM careers. By demonstrating that there are many ways to contribute to STEM, you can help more students develop the capabilities and confidence that are essential to building a strong STEM identity.

What Educational Leaders Can Do

Consider how your school’s policies support interdisciplinary learning. Start by examining whether scheduling practices unintentionally discourage students from taking electives outside their intended majors. When every period is devoted to technical coursework, students may lose valuable opportunities for broader, well-rounded development.

Next, you can encourage collaboration across departments. Invite STEM and humanities teachers to co-design interdisciplinary projects that address authentic problems. Students might combine environmental science with persuasive writing, computer science with graphic design, or engineering with ethics.

You can also celebrate diverse pathways into STEM. Highlight alums and professionals whose careers show the importance of interdisciplinary experiences. Share examples of computer scientists who value philosophy or healthcare professionals whose language skills improve patient care. These stories can help students understand that success in STEM does not require limiting themselves to technical coursework.

Rethinking Success

The pressure to optimize courses for college admissions or career readiness can unintentionally limit students’ educational experiences. Valuable learning also takes place in classes outside a student’s major.

When schools value nonmajor requirements, they focus on developing adaptable thinkers rather than just technically skilled graduates. This broad approach helps students communicate effectively, think creatively, collaborate well, and become resilient learners. They gain confidence in academic mastery and in their ability to address real-world problems.

About Tessa

Tessa Dodson is the Senior Writer of Classrooms.com, where she researches and covers educational policy, professional development, teacher support systems, and integration challenges that K-12 and higher education institutions may face. She aims to research and provide actionable insights for students, educators, school administrators, and other leaders.

About Rachelle’s work

I help schools and other organizations (law firms, healthcare professionals, business owners) implement AI responsibly through policy guidance, professional learning, and classroom-ready strategies grounded in both instructional practice and legal insight.

My sessions focus on helping teams:

• understand what AI can and cannot do

• recognize responsible-use considerations

• build confidence using emerging tools

•align implementation with organizational priorities

If your school, district, or organization is beginning conversations or looking to dive in and learn more about AI policy, professional learning, or responsible implementation, I’d welcome the opportunity to support your next steps through leadership workshops, keynote sessions, or strategic planning partnerships.

Preparing people is what makes AI implementation successful. Contact me via bit.ly/thrivineduPD for my training and speaking services.

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher. Dr. Rachelle Dené Poth is an edtech consultant, presenter, attorney, author, and teacher of Spanish and STEAM: Emerging Technology. Rachelle has a Juris Doctor degree from Duquesne University School of Law and a Doctorate in Instructional Technology. Rachelle’s focus was on the need for professional development for educators, specific to Artificial Intelligence. Rachelle specializes in Artificial Intelligence, AI and the Law, AI and Healthcare, Cybersecurity, and STEM. She has more than 8 years of experience teaching and presenting on AI in her classroom, as well as working with educators worldwide.

Rachelle is currently serving as the Grant Coach for an initiative through ISTE+ASCD and Pinterest. Rachelle works with a Task Force from 12 districts in the United States and assists with policy revision, professional development, and the design of digital wellness resources for students, educators, and families.

Rachelle provides professional development related to AI policy and implementation to school districts, universities, and organizations. She also presents and provides keynotes on AI at state, national, and international events and in schools. Rachelle also provides AI training for other industries, including business, healthcare, and legal fields.
Rachelle is an ISTE-certified educator and recipient of the ISTE Making IT Happen Award and several Presidential Awards for volunteer service to education. Rachelle received the EdTech Trendsetter Award from EdTech Digest in 2024 and 2026.

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: Weaving Strategies and Activities Into Any Content Area.” She has written curricula and courses on AI for all levels.

She is also a blogger for Defined Learning, EdTech K12, Edutopia, Getting Smart, and Tech & Learning. She is the host of the ThriveinEDU podcast, ISTE’s Learning Unleashed podcast, and The Lift by Amazon on BAM Radio Network. Contact Rachelle for your event!

AI in Education vs. AI Education, Part V

August 26, 2026August 25, 2026Dr. Rachelle Dené Poth Leave a comment

Rethinking Learning and Assessment in the AI Era

Throughout this series, I have focused on the distinction between AI in education and AI education, the importance of moving from policy to practice, and the steps schools can take to build more intentional and responsible systems around AI.

But another question continues to come up in conversations with educators:

What happens to teaching and assessment when students have access to AI?

AI can brainstorm, summarize, explain, revise writing, solve problems, generate examples, create images, and produce polished responses in seconds. If it can complete part of an assignment, or sometimes most of it, we need to ask a more important question:

What are we actually assessing?

The focus should not simply be on whether students can produce a finished product. It should be on whether they understand, can explain, apply, evaluate, and think independently. Throughout this series, I have focused on the distinction between AI in education and AI education, but as I started winding down the short series, I recognized another question that continues to come up in conversations with educators:

What happens to teaching and assessment when students have access to AI?

I have heard it frequently, and it is a question that deserves attention because AI is powerful. It can brainstorm, summarize, explain, generate examples, revise writing, solve problems, create images, and produce responses within seconds.

So my thoughts are that if AI is able to complete part of an assignment, or potentially most of it, as educators, we need to really consider what it is that we are assessing. The answer should not be whether a student can produce a finished product (focus on process over product), but whether they understand, can explain, can apply, can evaluate, and can think on their own.

Start With the Learning Goal

Before deciding whether students should use AI, educators need to identify the instructional purpose of the learning experience.

What should students know?
What should they be able to do?
What thinking should they demonstrate?
What skills are we trying to develop?

Once those questions are clear, it is easier to decide what role, if any, AI should play in our instruction.

If the purpose of an assignment is to assess a student’s ability to organize and communicate their own ideas, then using AI to generate the response may interfere with the learning goal. If the purpose is to evaluate sources, revise weak arguments, compare perspectives, or improve a draft, AI may have an appropriate supporting role.

Instead of asking only, Can students use AI? I think a better question is:

What role should AI play in this particular learning experience?

Assess the Thinking, Not Just the Product

For many years, I was focused on the tools and final products to evidence learning. Whether it was an essay, a presentation, a project, or a worksheet. But now that we are in the AI era, we have to reconsider those final products. A final product does not always provide enough insight into what a student actually understands. We know that students may create great representations of their learning via final products, which they did without the use of AI, however, we may want more evidence of their learning along the way. Those products still matter, but in an AI era, we may need more evidence of the thinking behind them.

Some examples may be to ask students to provide:

drafts
annotations
reflection questions
process journals
checkpoints
revisions
explanations of decisions
demonstrations of how they reached their conclusions

These are not new strategies, but they are increasingly becoming more important, especially with AI. If the purpose of an assignment is student thinking, then the learning experience needs to make that thinking visible.

Decide What Role AI Should Play

One of the most important instructional decisions educators can make is determining the appropriate role of AI in an assignment.

In Part III, I shared an AI-use continuum that schools and educators can use as a starting point.

AI use may be:

not permitted
permitted with educator approval
permitted with disclosure
encouraged for a defined purpose
intentionally embedded in the assignment

I believe that the same continuum becomes especially useful when we think about assessment.

For example, AI might not be appropriate during an assessment designed to measure independent writing skills. We want students to develop student agency and be independent thinkers.

But AI could be intentionally included in an assignment that tasks students with critiquing an AI-generated response, identifying errors, comparing perspectives, or improving a weak argument. Even taking five minutes to have ChatGPT or any other LLM generate inaccuracies around a concept and then tasking students with critically evaluating it will make an impact on their learning.

Students might use AI to brainstorm ideas, but are still expected to create and defend the final product themselves. Being able to demonstrate learning, make thinking visible, and grasp the concepts and content they need to be successful, are essential.

Another idea is for students to partner with AI to receive feedback, rather than answers, and then explain which suggestions they accepted, which they rejected, and why. An activity like this really helps students to build those critical thinking and digital discernment skills. We always want to connect back to the learning goal and align with our instructional purpose.

Build in Evidence of Student Thinking

One of the best ways to preserve student ownership is to create opportunities for students to explain their thinking. It does not need to take a lot of time. It is possible through simple questions and activities. Some examples are to ask students:

Why did you make this choice?
How did you arrive at this conclusion?
What evidence supports your answer?
What did you change during the process?
What did AI contribute? What did you contribute?
What did you disagree with?
What did you verify? How?
Are you able to explain this without the use of AI?

These are just some of the guiding questions that can promote visible thinking and help students become more aware of their own learning process. Metacognition comes into play here.

For example, instead of asking students only to submit a final essay, educators might ask them to submit an outline, a short draft, be transparent about where they used AI, explain a revision they made, and briefly defend their final argument.

Here are some content area examples:

Science: Students might compare an AI-generated explanation with a verified source and break down and discuss where the response is incomplete or inaccurate.

Math: Students could analyze an AI-generated solution to a problem and explain whether the reasoning is correct.

Social Studies: Students could compare how AI explains the same historical issue from varying perspectives.

World Languages: Students might evaluate an AI translation and explain where meaning, tone, or cultural context changes and where there might be misunderstandings. I have done this with my own students.

In learning, the final product still matters, but so does the process that produced it.

Productive Struggle

AI can make many tasks faster, but faster does not always mean better for learning. An additional concern is that because AI can produce answers so quickly, students will not experience productive struggle. Students need opportunities to think through difficult problems, experience uncertainty, make mistakes, revise, and discover that their first idea is not always their best one.

If AI removes every challenge, it may also remove part of the learning.

I have explained to my own students about the importance of productive struggle. When they question me, I tell them that they need time to think through a difficult problem, to experience uncertainty, to make mistakes, to revise, and sometimes realize that the first idea is not always the best one.

If we rely on AI too much, it takes away the challenge and may also take away some of the opportunities for learning. And for this reason, completing things quickly and efficiently should not always be the goal in education. I’ve tried to convey that sometimes the process matters more than the speed. Sometimes finding the answer when working alone builds confidence. Sometimes struggling with a sentence or solving a math problem helps students develop the skills of resilience, collaboration, and student agency.

I consider this in my work and ask educators to consider which struggles are unnecessary barriers for students and which are essential parts of learning. We know that AI can help remove barriers, but pushing it further, it should not remove every challenge for students.

From AI Efficiency to AI Dependency

One of the biggest concerns I see developing is not simply whether students are using AI, but whether they are becoming overly reliant on it.

There is a difference. Think about the difference between using AI efficiently and relying on AI to do the thinking. Efficiency means selecting and using a tool or even a strategy to support a learning task while still maintaining ownership, judgment, and understanding. But on the other side, overreliance or dependency happens when students become unable or unwilling to complete the task without the tool.

Students need our guidance. In my work this past year with schools across the country, this is what I have heard from them. They want us to help them develop awareness and develop a checklist that they can work through to understand when they should and shouldn’t use AI. Some questions they can consider are:

Could I do this without AI?
Did AI help me think, or did it do the thinking for me?
Am I able to explain this in my own words?
Did I verify the information? How can I?
What decisions did I make? (not the AI)
What did I actually learn, and can I explain it to another person?
Would I still understand this if the tool were unavailable?

Questions like this will help students build more than AI literacy skills. They will build self-awareness, which is important because we know that responsible AI use is not just about knowing how to use a tool, but it is also about knowing when to use it, how much to rely on it, and when to step away from it.

Assessment is Evolving

Concerns came right away. “The kids are going to cheat.” “It’s the end of assessments as we know them.” But AI does not mean we need to throw assessments aside. I believe that it means we have to be very clear about what we are assessing. Sometimes students ask simple questions. For example, as a Spanish teacher, can I give them the English word and have them match it with the Spanish word? But with AI, I have been thinking through this more. Here are my thoughts:

If we are assessing recall, there may be times when AI should not be available.

If we are assessing reasoning, students may need to explain their process.

If we are assessing creativity, students may need to show how their ideas developed.

For research skills, students may need to verify sources and defend why they trust them.

There are a lot of things to consider in our work as educators when it comes to AI. If AI is intentionally part of the learning experience, then evaluating how students use AI may itself have to become part of the assessment. I present these questions in sessions that I do and when talking with student focus groups. I ask them:

Did you question the output?
Do you recognize limitations?
Can you identify bias?
Are you able to verify claims?
Can you make decisions about what to use and what to reject?

Students need to develop these skills because they are important, especially when considering their preparation for a successful future.

Where AI in Education and AI Education Meet

Throughout this series, I have focused on AI in Education and AI Education. Now, in this fifth and final part (I think), is where the distinction between them becomes especially important.

AI in education asks what role AI should play in the learning experience: whether students should use it, when, for what purpose, and under what expectations.

AI education asks whether students understand what AI is doing: whether they can evaluate its output, recognize limitations and bias, verify information, and make responsible decisions about its use.

Assessment brings both together because educators must evaluate not only what students produce, but also the thinking, judgment, and learning that led to it.

Students should not only demonstrate that they can use AI. They should demonstrate that they can think with it, think beyond it, and think without it when needed.

My Final Thoughts

Now that we have so many possibilities available because of AI, it does not make the learning process less important. It hopefully makes it more important and leads us to be more intentional in our instructional planning.

Educators have always been responsible for designing learning experiences that help students develop knowledge, skills, confidence, and independence, all of which will lead to future success.

AI challenges us to be more intentional and design learning experiences that make students’ thinking visible. We need to guide students to recognize the difference between using AI for enhancement versus replacement. And something that I’ve heard more frequently is not trading the efficiency that AI can promote for dependency on AI.

I think we are past whether or not AI belongs in education. It is here. Research and predictions for future work show that it will continue to be in demand. So as educators, we must prepare our students and ourselves to use it ethically and responsibly. We have to stay focused on how we can use it so it does not result in the loss of essential skills like critical thinking, productive struggle, reflection, creativity, and human judgment that make learning truly authentic and meaningful.

How we do this is an important question to consider as we continue moving forward in an AI-shaped world.

Thanks for reading this series and for the feedback.

Please subscribe to my ThriveinEDU newsletter to stay informed. And contact me for more information.

If Your Organization Is Beginning This Work

My sessions focus on helping teams:

• understand what AI can and cannot do

• recognize responsible-use considerations

• build confidence using emerging tools

• align implementation with organizational priorities

Preparing people is what makes AI implementation successful. Contact me via bit.ly/thrivineduPD or email Rdene915@gmail.com, for my training and speaking services.

AI in Education vs. AI Education, Part IV

August 19, 2026August 25, 2026Dr. Rachelle Dené Poth Leave a comment

The Final Steps on the Roadmap for Moving Forward

In the first three parts of my AI in Education and AI Education series, I explored the differences between these ideas and why both matter. In this final part of the series, I will share my remaining recommendations for schools as they continue moving from policy to practice.

The final part focuses on how schools can connect AI use with digital wellness, communicate clearly and consistently with students and families, and create an ongoing process for reviewing, reflecting, and adjusting their approach.

In continuation of the first five recommendations in my roadmap, here are the final three, at least for now. It is essential to have a plan in place while also being ready to adjust as technology, policies, and the needs of the school community continue to change.

Step 6: Connect AI Use With Digital Wellness

AI implementation should not be separated from broader conversations about technology use and student well-being.

In my work this past year as a Grant Coach with ISTE+ASCD through a grant funded by Pinterest, I identified and learned a great deal about other areas we need to consider when it comes to AI use in our schools. The school year began with conversations about cellphones, continued with ongoing discussions about AI and screen time, and expanded into questions about device use in the early grade levels.

Working with 12 districts across the United States, along with my own consulting work and conversations at conferences, gave me time to reflect on what these issues mean for schools.

As AI becomes more commonplace, schools should consider how its use affects:

human interaction
attention
screen time
motivation
creativity
collaboration
productive struggle
confidence
independence

Deciding when to use AI comes back to the purpose. Not every task needs an AI component. And just because AI can help with finding solutions, not every problem should be solved more quickly.

Students need opportunities to brainstorm ideas, make mistakes, revise their thinking, and develop confidence in their own abilities at their own pace. If AI is used too much or without clear instructional focus, it removes every challenge, and it may also remove important parts of the learning process.

These are some questions that I believe educators should ask:

Does it make learning more accessible?
Does AI deepen understanding?
Does it support creativity?
Does it reduce a barrier?

Or does it replace thinking that students need to do for themselves?

There will be times when AI enhances a learning experience. I have seen it during many of my school visits this year. I’ve seen the excitement in third- and fourth-grade classrooms where students were interacting with an AI tutor to learn about climate change and project-based learning. It wasn’t giving them the answers, just supporting their understanding, teaching AI literacy skills, and most importantly, promoting accessibility. Students could use read-aloud features or translate information into their native language to better understand the content while also building their English language skills.

That is just one example of the many possibilities for using AI to enhance learning. But there are times when discussion, hands-on exploration, writing, movement, reflection, or collaboration, done without technology or with some tools, is the better choice. With the number of AI options available for schools, it’s not about using more technology, but using technology with purpose.

Step 7: Communicate Clearly and Consistently With Students and Families

A shared theme I noticed this past year through classroom visits, meetings with district task forces, student focus groups, and panel discussions is the importance of clarity, consistency, and transparency.

Without them, implementation will struggle, misunderstandings will occur, and inconsistent practices will develop.

To provide what is essential, schools should make sure that students and families understand:

How the school is addressing AI
What responsible use looks like
What training is being offered
What tools are being used
How those tools are being vetted and by whom
What privacy protections are in place
What students are expected to do when using AI
How AI use should be acknowledged
Where questions or concerns can be directed

Communication should be accessible and practical.

I’ve had a lot of questions about developing policies and having clear guidelines that are known by all members of the school community. A lengthy policy document may be necessary for legal or school and district operational purposes, but it should be one of multiple resources provided.

Schools might also consider having:

student-friendly guidelines
family FAQs
classroom examples
an AI-use continuum
short videos or presentations
discussion guides
family information sessions
regular updates as policies change

I have said this in my keynotes, conference sessions, and school-based professional learning: students need to be included in these conversations. They need opportunities to ask questions, express concerns, share ideas, and explain how they are already using AI.

When communication is one-directional, schools and families may miss important information.

When communication is ongoing and transparent, trust grows.

Students also want transparency from their teachers about how AI is being used, and that matters as schools work to build responsible and consistent practices.

Step 8: Review, Reflect, and Pivot

AI implementation is not a one-time undertaking. It requires ongoing review with input, reflections, and sometimes schools will need to pivot quickly because tools will change, which means that many other areas of education and school systems will need to change as well. For just a few:

Policies will change.
Legal requirements may change.
Student and educator needs will change.
Family needs will change

Some questions that I have used in my work with schools and that I have heard asked in other conversations are:

Are expectations clearly communicated?
Are educators receiving support? Are students receiving guidance from educators?
Can educators and students explain responsible use?
Are policies consistent with classroom realities?
Are the approved tools still appropriate and up to date?
Are privacy and accessibility concerns being addressed?
Are any students experiencing barriers to access?
What questions continue to come up?

Feedback can be gathered through surveys, focus groups, student discussions, classroom examples, family input, and professional learning sessions. I’ve seen great success with the focus groups, panel discussions, survey evaluation, and community learning events.

I also recommend that schools establish a timeline for reviewing policies and approved tools. The goal should not be about constant change for the sake of change, but instead about responsiveness and being proactive rather than reactive.

A thoughtful implementation process needs to provide clarity but also have flexibility built in to be able to pivot and improve when needed.

Progress Over Perfection

One of the biggest barriers that I have seen and heard from schools is the belief that they must have a complete plan in place before they get started. I’ve said it before, and my answer stays strong. They do not.

They need a responsible process that includes:

shared principles

clear expectations
educator preparation
student learning
stakeholder involvement
ongoing review

Schools will need to make adjustments along the way, and questions will come up that the policy may not address. Educators will try strategies that may not meet great instructional practices, and students will use AI in new ways.

This is only part of the work we have before us in education. We cannot wait for perfection because this space changes too quickly, but we can set goals, provide clarity, support, and build trust in order to move forward responsibly.

My Final Thoughts

Throughout this series, I have focused on several ideas that must move together.

AI in education and AI education

Policy and practice

Innovation and responsibility

And technology and humanity must move together.

The most successful schools will not be the ones that adopt the most tools or write the longest policies. Success will come from intentionality.

It will come from inviting students and families into the conversation and being transparent about how AI is being used.

It will come from protecting privacy and well-being while creating space for questioning, reflection, creativity, and revision.

As educators, we must help students understand that using AI effectively is not simply about knowing what to ask or understanding how a tool works. It is about knowing when to question. When to verify. When to think independently. And when not to use the tool at all.

When these steps are in place, they lead us from moving from policy to practice. And that is how we prepare students not only to use artificial intelligence, but to live, learn, and lead responsibly in a world shaped by it.

My four-part AI in Education and AI Education hopefully highlights that navigating the AI era is not a technical challenge to be solved, but a human one to be led. By distinguishing between the tools we use and the literacy we build, and by bridging the gap between high-level policy and daily classroom practice, we create a landscape where innovation and responsibility coexist. This work belongs to all of us, including educators, leaders, students, and families. We are not moving forward in search of a perfect solution, but seeking intentional, collective progress.

Our goal is to prepare a generation that does more than simply use technology. We must prepare students to think critically, act ethically, make informed decisions, and lead with confidence in an AI-shaped future.

Subscribe to my ThriveinEDU newsletter to stay informed.

If Your Organization Is Beginning This Work

My sessions focus on helping teams:

• understand what AI can and cannot do

• recognize responsible-use considerations

• build confidence using emerging tools

• align implementation with organizational priorities

Preparing people is what makes AI implementation successful. Contact me via bit.ly/thrivineduPD or email Rdene915@gmail.com, for my training and speaking services.

AI in Education vs. AI Education, Part III

August 11, 2026August 6, 2026Dr. Rachelle Dené Poth Leave a comment

The First 5 Steps on the Roadmap for Moving Forward

In Part I, I explored the difference between AI in education and AI education and why both are essential if we want to prepare students for a rapidly changing world.

In Part II, I focused on the gap between policy and practice and introduced six areas that schools and districts should address as they move from conversation to implementation:

Establish clear, shared expectations
Invest in educator readiness
Teach AI literacy intentionally
Align AI use with digital wellness
Engage stakeholders
Review, measure, and adjust

Now, we have to consider how schools actually begin this work. In this part of the series, I will share the first five steps of the roadmap moving forward.

There is no single plan that will fit every school or district. Community needs, resources, policies, student populations, and levels of readiness will vary across school systems within states and across the country.

Given the pace at which AI is advancing, schools should not wait until they have every answer to every question asked. They just need a starting point, a shared process, and a willingness to learn and adjust along the way. And to be successful, they need to be involved in thoughtful and consistent conversations.

Having the Right People at the Table

AI implementation should not be the responsibility of one person, department, or leadership team. I have said this many times when presenting at conferences and working with school districts. AI implementation requires multiple perspectives.

In the past year, schools that have formed an AI Task Force and included members from different backgrounds and roles in education have had the most success.

School and district task forces should include:

classroom educators from varying grade levels and content areas
students
families
school and district leaders
curriculum and instructional technology staff
special education and student-support representatives
data privacy, cybersecurity, or legal personnel
community or workforce partners

Having members from each group leads to a more thorough evaluation and a deeper understanding of AI from different perspectives.

Educators understand classroom realities. Students understand how AI is being used. Families can ask questions, express concerns, and support needs.

On the tech side, technology and legal professionals can help address privacy, security, contracts, age requirements, and compliance with relevant laws. School leaders can connect the work to curriculum, professional learning, communication, and long-term planning.

Connecting these voices creates a stronger foundation for decisions and helps prevent policies from being created in isolation. And it does not require a large task force to be impactful. The goal is to make sure the people affected by the decisions have a meaningful role in shaping them.

Here are the steps that I recommend for schools. During my workshops, speaking events, and writing, I try to help build out policies and systems that will have an impact. I also expand on each of these and create interactive experiences to help educators and students, develop skills and become more knowledgeable about AI and responsible use of it.

Step 1: Understand What Is Already Happening

Before schools write new policies or purchase new tools, they need to understand their current status.

Students and educators may already be using AI in a variety of ways, including:

brainstorming
lesson planning
generating questions
summarizing information
creating drafts
translating text
producing images
providing feedback
researching ideas
completing assignments

Some uses may be appropriate and productive, while others may raise concerns about privacy, accuracy, bias, academic integrity, or overreliance. My work with AI and the law addresses these concerns.

Schools cannot create effective expectations without first understanding what is happening. Over the past year, sitting with student focus groups, moderating panels, and visiting classrooms have all helped me to gain additional insights into what schools look like in an AI era.

Schools need to know where confusion exists, what educators need, what students already understand, and where gaps in guidance may be creating risk. The information gathered should guide the next steps.

Step 2: Define Shared Principles

Before writing detailed rules, schools should identify the principles that will guide AI use. These principles provide a common foundation across classrooms and grade levels, even when specific expectations vary. Common and shared language around AI is essential.

Possible shared principles might include:

Human judgment remains essential.
Learning remains the priority.
AI should support thinking rather than replace it.
AI use should be acknowledged when appropriate.
AI-generated content should be evaluated for accuracy, bias, and relevance.
Technology use should align with student well-being and instructional purpose.
Access and expectations should be equitable.

These principles can help educators make decisions when a new tool, classroom scenario, or student question arises. And they are especially important because schools cannot anticipate every possible use of AI. A policy can provide boundaries and shared principles that help people make responsible decisions within those boundaries.

Step 3: Create Clear Expectations for Use

One of the most common challenges educators face is determining when AI use should be allowed. The appropriate role of AI depends on the learning goal, the age of the student, the type of assignment, the information being shared, and the amount of independent thinking required. Schools may benefit from creating an AI-use continuum. For example:

AI Use Is Not Permitted

Students are expected to complete the task independently because the goal is to assess their individual knowledge, thinking, or skill.

AI Use Requires Educator Approval

Students may use AI only after discussing the intended purpose with the educator.

AI Use Is Permitted With Disclosure

Students may use AI for specific parts of the process but must explain how it was used.

AI Use Is Encouraged for a Defined Purpose

AI is intentionally used for brainstorming, comparison, feedback, revision, simulation, or another identified learning goal.

AI Use Is Embedded in the Assignment

Students are expected to interact with AI, evaluate its output, identify limitations, and reflect on its role in their work.

This type of continuum gives educators more flexibility and helps students understand that responsible use depends on context. The expectation should always connect to the purpose of the learning experience.

Step 4: Prepare Educators Through Practical Professional Learning

Educator readiness is one of the most important parts of implementation and it was the focus of my doctoral research two years ago.

Teachers should not be handed a policy and expected to figure out the rest on their own. They need time to explore, ask questions, test tools, and express concerns. Educators need opportunities to examine questions such as:

What is the learning goal?
How might AI support the learning?
How might it interfere with the learning?
What should students be expected to do independently?
What privacy or safety concerns exist?
Would another approach be more effective?

Having conversations and addressing questions like these will help educators build confidence and consistency.

Step 5: Teach AI Literacy Across the Curriculum

AI education should not only be addressed in a computer science class. AI literacy should be developed across subjects and grade levels. Some examples are:

In language arts, students might compare a human-written passage with an AI-generated one and analyze voice, evidence, and credibility.
In social studies, they might examine how bias appears in responses about historical events.
In science, students might verify an AI-generated explanation against trusted scientific sources.
In math classes, students might evaluate whether an AI-generated solution is correct and explain where the reasoning succeeds or fails.
In world language classes, students might compare AI translations and identify where meaning, tone, or cultural context is lost.

With activities like these, we can teach students how to question, evaluate, and make decisions about the use of AI and its accuracy.

These first five steps provide a practical starting point for schools and districts working to move from uncertainty to intentional action. By bringing the right people together, understanding current AI use, defining shared principles, creating clear expectations and common language, preparing educators, and building AI literacy across the curriculum, schools will establish a stronger foundation for responsible implementation. But the work does not end here.

In Part IV, I will continue the roadmap by exploring how schools can connect AI use with digital wellness, communicate clearly with students and families, and create an ongoing process for reviewing, measuring, and adjusting their approach.

Subscribe to my ThriveinEDU newsletter to stay informed.

If Your Organization Is Beginning This Work

My sessions focus on helping teams:

• understand what AI can and cannot do

• recognize responsible-use considerations

• build confidence using emerging tools

• align implementation with organizational priorities

Preparing people is what makes AI implementation successful. Contact me via bit.ly/thrivineduPD or email Rdene915@gmail.com, for my training and speaking services.

Learning Together in Immersive Worlds: Exploring Multiplayer in Delightex Edu

August 4, 2026July 24, 2026Dr. Rachelle Dené Poth Leave a comment

In collaboration with Delightex Edu.

I started using Delightex (formerly CoSpaces Edu) many years ago in my STEAM and Spanish classes. I dove into creating projects and finding options and opportunities for students to explore and have fun learning. For more than 9 years, I have used Delightex Edu with my students and have been continually awed by the platform’s enhancements.

Each year, a variety of new features are added to the already robust platform. What I love about it is that the new features spark curiosity, inspire creativity, and, most importantly, give students more ownership of their learning. The loss of these skills is a concern in the rapidly advancing technological landscape in education. Delightex continues to open up more opportunities for educators and students to leverage technology in meaningful ways. Earlier, they added the AI features and AI buddies, and now there is Multiplayer!

With the new Multiplayer activity, students and teachers can enter the same virtual Project and explore, communicate, and solve problems together in real time. Multiplayer has been a game-changer for my students and for educators who explore it! It is a great opportunity to engage students and promote digital citizenship and the appropriate, responsible use of technology.

For years, I’ve spoken about the need to move students from consumers to creators to innovators. With Delightex Edu, students do more than view and interact with stagnant digital content. Students create and collaborate to design interactive environments, dive into coding experiences, narrate and bring their stories to life, and create immersive worlds for themselves and others to explore. Multiplayer is a game-changer because it adds a whole new dimension, transforming students’ individual creations into shared learning experiences others can enjoy! And when that happens, it is so much more meaningful for learning.

Individual Exploration to Shared Experience

In a Multiplayer Project, teachers launch a live session, and then they become the host. Delightex Edu generates a join link and a session code that can be shared with the class. Students can choose a personalized avatar and enter the same virtual environment as their classmates. When they do this, they can explore, interact, complete challenges, and learn together.

Does it take a lot of time? No. It is easy to get started. Teachers can set up a Multiplayer Project directly or select Multiplayer when creating an Assignment. The technology itself is exciting, but the true value lies in the learning design. Multiplayer is not simply about interacting as avatars in the same digital space. Rather, it is an innovative option that creates opportunities for discussion, negotiation, shared decision-making, peer teaching, problem-solving, and reflection. It fosters the development of essential skills for students.

Why Multiplayer Learning Matters

Research has consistently demonstrated the value of active learning. Studies have shown that active-learning approaches improve student performance. Collaborative learning also creates academic, social, psychological, and assessment benefits because learners work together toward a shared goal or outcome.

Immersive learning environments also increase engagement by giving learners a sense of presence within the experience. In my own classroom, I’ve seen greater engagement, motivation, time on task, and more positive learning experiences. It is important to always focus on the learning target itself and then design the experience leveraging the technology in purposeful ways. This distinction is important. Multiplayer should be connected to clear learning goals. Perhaps students need to gather evidence, explain concepts, solve a challenge, evaluate competing ideas, or create something collaboratively. The virtual environment becomes a space for meaningful interactions rather than feeling like a digital field trip that lacks a clear learning purpose.

Ideas for Early Elementary Classrooms

For younger learners, Multiplayer Projects can emphasize exploration, communication, vocabulary development, and simple problem-solving.

Students might enter a virtual community and work together to identify important places such as a school, library, hospital, fire station, or park. They can discuss what happens in each place and how community members help one another.

To build literacy skills, students could explore the setting of a familiar story, identify characters and objects, and retell events in sequence. A teacher-created AI Buddy could serve as a story character, narrator, or guide, asking age-appropriate questions, and this is a great way to help students understand how to use AI safely to enhance learning.

For math, students could complete a shape hunt, sort virtual objects, compare quantities, or follow directional clues through a maze. In science, they might visit a habitat and identify what different plants and animals need to survive.

At this level, teachers can model digital citizenship by establishing expectations for movement, turn-taking, communication, and helping classmates.

Ideas for Middle School

As students become more independent, Multiplayer can support increasingly complex collaboration. In science, groups might explore a solar-system exhibition, identify planetary characteristics, and work together to solve a sequence of clues. They might investigate an ecosystem or enter a model of a cell and explain the function of each structure.

Social studies students could tour a virtual museum, analyze artifacts, compare civilizations, or participate in a simulation where they assume the role of a historical figure or community member. Rather than just reading about an event, students can explore different perspectives and discuss how decisions affected various groups.

Language arts students might enter the setting of a novel, examine visual clues, interview AI-powered characters, or solve an escape room based on plot, theme, vocabulary, and textual evidence.

World language students can practice asking for directions in a virtual city, ordering food in a restaurant, describing their surroundings, or completing a collaborative cultural scavenger hunt.

Ideas for High School

Students can use Multiplayer Projects for simulations, debates, design challenges, and role-based learning.

A government or civics class could simulate a town council meeting, a legislative hearing, a courtroom proceeding, or an international summit. Students could enter the environment with assigned roles, examine evidence, question one another, and negotiate a solution.

Science and career-technical education students could complete safety inspections, analyze environmental conditions, investigate virtual crime scenes, or troubleshoot a simulated workplace problem. Health science students might explore an anatomical model or practice communicating with an AI Buddy designed to represent a patient.

In literature and history, students could build and lead virtual exhibitions. Rather than submitting a traditional presentation, teams could design an environment, curate primary sources, create interactive characters, and guide visitors through their interpretation.

Creating the Future of Learning Together

The future of education is not simply about giving every student access to more technology. It is about creating opportunities for students to think, communicate, design, question, and solve problems together. Focusing on the learning goals and then adding in various methods and tools to reach those goals.

Delightex Edu’s Multiplayer feature brings these goals into a shared, immersive environment. Whether students are navigating a maze, exploring the solar system, touring a virtual museum, practicing another language, or solving a real-world challenge, they are actively participating in the learning process.

They are not just watching an experience unfold. They are inside it, learning together and building skills that will lead them to a successful future.

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