image of panelists for Delightex Edu webinar

Livestream: Boosting Student Engagement with Delightex Edu: Creating, Exploring, and Learning in 3D with AI

November 10, 2026November 3, 2026Dr. Rachelle Dené Poth Leave a comment

In collaboration with Delightex Edu, recap of our livestream insights!

What happens when we give students opportunities to move beyond consuming content and instead become creators, designers, storytellers, and problem-solvers? How can we combine augmented reality (AR), virtual reality (VR), coding, and artificial intelligence (AI) to support learning across grade levels and content areas?

These were some of the questions we explored during our recent livestream. I was joined by two fantastic educators, Deann Poleon, a former high school English teacher, now a technology integrator and children’s book author, and Marie-Eve Lapolice, a pedagogical advisor and former high school art teacher from Quebec, Canada. We also heard from Iain Cook, an educator in New Zealand!

Having used Delightex Edu, formerly CoSpaces Edu, for nearly nine years in my Spanish and STEAM classes, I have seen firsthand how it can help students build confidence, creativity, and essential skills for future success.

Moving Students from Consumers to Creators

I have always emphasized the importance of moving students from consumers to creators and innovators. Delightex Edu provides an interactive environment where students can design 3D worlds, create games, build simulations, develop stories, and use coding to bring their ideas to life.

Deann described Delightex as a “sandbox for students to show how creative they can be.” She explained how students from fourth grade through high school have used it for game design and projects across the curriculum. Marie-Eve emphasized its accessibility, explaining that students can begin with simple drag-and-drop creation, modify existing projects, or incorporate coding as they gain confidence.

Flexibility in learning matters. Not every student has experience with coding, and not every teacher has used immersive technologies. Having multiple entry points allows students to build knowledge while exploring something new.

Learning Through Collaboration and Creativity

One of my favorite parts of the conversation was hearing about Deann, Iain, and Marie-Eve’s projects.

Marie-Eve shared an incredible art project in which students recreated works by Kandinsky using Delightex Edu and the MERGE Cube. Students explored dimensions, structure, space, and artistic expression while transforming two-dimensional artwork into immersive experiences. Initially, students worked independently. Later, Marie-Eve redesigned the project for teams of two and noticed a difference in what students created. “Working in teams really allows them to make things that are a lot more elaborate.” Students had to communicate, make decisions, share responsibilities, and collaborate throughout the creative process.

Another fascinating project involved students developing imaginative stories and displaying their creations using Merge cubes attached to headbands. It was a unique combination of storytelling, artistic design, and wearable technology.

Iain, an educator from Dunedin, New Zealand, shared a demonstration of an innovative Puzzle Box Project that he developed with students. It began as an interactive puzzle cube that students could explore in augmented reality, with different puzzles and clues on each face. Students researched puzzle mechanics, designed challenges, and took ownership of different parts of the cube.

Iain explained, “The feedback from students was that we’d really love this to be multiplayer.” Because the platform did not yet offer its current Multiplayer feature, they developed a Duo Box experience with two connected cubes. Clues discovered in one cube could be needed to solve puzzles in the other, requiring students to communicate and work together. As Iain explained, “You have to work together in partnership to open up both cubes.”

This shows how student feedback can inspire innovation and how collaboration becomes an essential part of both the design process and the learning experience.

Making Content Come to Life

Deann shared a sixth-grade science project where students researched elements from the periodic table and created interactive atomic models using MERGE Cubes. They included information about protons, neutrons, electrons, and other characteristics, with some adding audio explanations

Another project involved students studying longhouses. Rather than creating traditional shoebox dioramas, they created immersive environments representing structures, food, crops, daily life, and cultural details. Students had to research the content and decide what belonged in their creations.

I shared experiences from my Spanish classes in which students used randomly assigned characters, songs, and other elements to develop stories narrated in the past tense. They created immersive scenes, collaborated, recorded audio, and brought their stories to life.

Students remember the content because they are actively involved in constructing and demonstrating their understanding.

New Possibilities with AI and Multiplayer

Delightex Edu continues to evolve with features that expand the possibilities for learning. AI-generated 360-degree environments through Skybox enable students to design immersive backgrounds using prompts. Marie-Eve shared her excitement about creating these environments directly within Delightex Edu rather than using a separate platform.

AI Buddies also introduce opportunities to design interactive characters that respond to learners, support storytelling, and guide exploration. Students can experiment with prompting, dialogue, and character behavior while developing AI literacy.

The Multiplayer activity adds opportunities for shared exploration and problem-solving. Students can enter a virtual environment together, interact, and complete challenges in real time.

These features offer opportunities to integrate creativity, communication, coding, critical thinking, and responsible AI use while keeping learning goals at the center.

Getting Started Without Feeling Overwhelmed

For educators new to immersive learning, one question often comes up: Where do I begin?

Deann recommended exploring the lesson plans available. She highlighted the Floor Is Lava and Seek and Find Rollercoaster lessons because they provide students (and teachers) with step-by-step guidance for learning the basics.

Marie-Eve offered equally practical advice: “I would say to start small. You don’t need to go into coding right away.” She reminded educators that they do not need to know every feature or have all the answers. Students can discover solutions, share what they learn, and become resources for one another. (Ready to get started? Use my promo code for more! DXRACHELLED)

Bringing New Ideas into the Classroom This Fall

As we move further into the school year, it is a great time to introduce something new, revisit classroom routines, and offer students opportunities to apply what they have learned. Delightex Edu gives students the opportunity to demonstrate their understanding through designing, building, exploring, and creating.

The goal is not technology for the sake of technology. It is to provide experiences that help students develop curiosity, confidence, creativity, collaboration, and the skills they need for the future.

Five Creative Projects to Try with Delightex Edu

Fall is a great time for exploring changes in nature, connecting learning to communities, reflecting on progress, and creating new challenges. These activities can be adapted based on student interests, available time, and curriculum goals.

Ready to get started? Use my promo code for more! DXRACHELLED

1. The Changing Seasons: An Interactive Nature Walk

Grades: K–3

Subjects: Science, Literacy, Art

Students create a virtual park, forest, or neighborhood that shows seasonal changes. They can include trees, animals, weather, and interactive information about how living things respond to changes in temperature and daylight.

Creative extension: Older students can add animations that transform the environment from summer into fall, or develop a guided tour for younger classmates.

2. Design a Sustainable Fall Festival

Grades: 3–8

Subjects: STEM, Mathematics, Environmental Science, Social Studies

Students design a virtual community festival that focuses on sustainability, accessibility, and responsible resource use. They must consider transportation, recycling, food waste, and energy use.

Creative extension: Use CoBlocks to build interactive challenges in which visitors make decisions about environmental impact.

3. A Virtual Museum of Untold Stories

Grades: 5–12

Subjects: History, Social Studies, Language Arts, Art

Students research lesser-known historical figures, community leaders, or events and create interactive museum exhibits. Each exhibit includes researched information, images, narration, and objects that represent the topic.

Creative extension: Organize a virtual museum tour where teams explain their work and answer classmates’ questions. Students could feature a person or event connected to their local community.

4. Explore the World: Autumn Across Cultures

Grades: 4–12

Subjects: World Languages, Geography, Cultural Studies

Students research how different regions experience autumn and explore seasonal foods, traditions, agricultural practices, and daily life, then create immersive environments representing authentic cultural information.

Creative extension: Add narration or interactive conversations in the target language. Students can compare seasonal experiences in the Northern and Southern Hemispheres and examine why autumn occurs at different times of the year.

5. Create a Future-Ready Classroom

Grades: 3–12, adaptable for higher education

Subjects: STEM, Digital Citizenship, Design Thinking, SEL

Students design their ideal learning environment for the future. They consider how technology, AI, flexible learning spaces, accessibility, collaboration, and wellness can support different learners.

Creative extension: Students present their environments and explain how their designs support meaningful learning rather than simply adding more technology. Classmates can explore the environments and provide feedback.

These projects are opportunities for students to practice academic skills while developing creativity, communication, collaboration, and problem-solving.

Teachers can begin with a simple scene and gradually introduce coding, interactive characters, AI features, or collaborative activities. Students can also revisit their creations throughout the school year, adding new information or improving their designs as they develop new skills.

The most important part is creating opportunities for students to take ownership of their learning, share ideas, experiment, and discover what they are capable of creating.

Ready to get started? Use my promo code for more! DXRACHELLED at Delightex Edu.

Watch the livestream here: Livestream.

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 recently served as the Grant Coach for an initiative through ISTE+ASCD and Pinterest. Rachelle worked with a Task Force from 12 districts in the United States and assisted 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! Check out her website: https://rachelledenepoth.com/

Image featuring Dr. Rachelle Dené Poth with her name, social media handle, and a selection of her book covers displayed along with a brief description of her roles as an educator, author, attorney, and consultant.

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

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 or email Rdene915@gmail.com, for my training and speaking services.

Leading Forward Part II

May 12, 2026May 2, 2026Dr. Rachelle Dené Poth Leave a comment

Preparing Educators for an AI Future Means Preparing Leaders First

In my last article, I shared my thoughts about what I’ve been learning from working with district leadership teams across the country as they navigate questions about artificial intelligence, digital wellness, and purposeful technology use. My work has provided me with tremendous opportunities to learn from educators, students, and families.

Conversations about screen time, purposeful technology use, and digital balance are happening everywhere. What I’ve found most insightful is when students and educators have the chance to sit down and engage in open, honest conversations about these topics and learn from one another. I’ve noticed a common theme in most of these conversations. We have to focus on more than just the technology, especially when talking about AI use in schools. Frequently, the focus is first on specific tools. When talking about artificial intelligence happening in schools, the questions have been:

Which platform should we allow? What should students be permitted to use? What policies do we need?

These are important questions. But they are not the first questions schools should be asking.

The first question schools should be asking is:

How prepared are our educators to lead in an AI-shaped learning environment?

Successful implementation is not about technology adoption.

Introducing AI into classrooms is easy. Supporting educators to understand how to use it meaningfully is the real work. And with support comes confidence.

Educator readiness is the real implementation strategy

Across the districts I have worked with, I’ve noticed that the biggest predictor of successful AI integration is not the access to tools, but whether or not educators feel supported as they navigate the changes happening.

I believe that schools will see more progress and success when there are goals set. Educators must have time to explore. Expectations need to be communicated clearly and with a consistent message. Policies must be in place, and they should emphasize guidance rather than restriction. AI implementation and any technology integration succeed when educators understand not only how to use tools, but why they should use them, and what the impact is on student learning. This is what I am hearing from students around the country.

Across classrooms nationwide, students are using an increasing number of digital tools in their classes. However, I am hearing from them that they are not always consistently guided on how to use them safely, ethically, and responsibly. Students wanting clarity is a powerful insight. Students wanting more purposeful use of technology is an even more powerful insight. How can this happen?

By supporting educators, because it helps to then support students.

Leadership sets the tone

One of the most powerful influences on AI adoption, technology use, and the establishment of standards for communication and screen time in a school system is leadership modeling.

When administrators ask for feedback, communicate transparently, dive in to explore tools with teachers, and acknowledge uncertainty while providing direction, they create a safe environment for innovation. Leadership like this builds trust, and trust makes responsible implementation possible.

Preparing students means preparing adults first

Students will graduate and enter workplaces shaped by automation, intelligent systems, and evolving expectations around collaboration with technology. According to the World Economic Forum, technological literacy is #3 for 2030. #1 is AI and #2 is cybersecurity. Students are not the only ones preparing for that future. Educators need to be prepared so that our students are too.

Professional learning on AI is no longer an option. It is an essential part of instructional readiness. The schools making the most progress right now are engaging in conversations to build systems that help educators adapt confidently as change continues. And that may be the most important preparation strategy of all.

Supporting educators means strengthening entire school systems. This is one of the most important investments districts can make as they prepare students for an AI-shaped, AI-driven future.

Stay tuned for part 3 of this Leading Forward Series.

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.

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

AI Image Wizardry: 8 Tips to Get You Started

January 12, 2024January 4, 2024Dr. Rachelle Dené Poth Leave a comment

Guest post by Megan Lowe, Passionate Educator, and Tech Enthusiast

Opinions expressed are those of the guest blogger.

Lessons Learned (TL;DR)

Push back, refine, reiterate: it takes time!
AI image generators have a bias
Learn some great tokens
Free tools don’t get you too far
The race is on; no image generator is superior to all others
Engage with the community
Count the fingers
Check out Kids Think Wide

The Genesis of a Family-Driven Project

In April 2023, our family – comprising two dynamic teenagers, a mom in education, and a tech-savvy husband – embarked on a quest fueled by a simple yet profound question: ‘What great things can we accomplish with AI today?’ This question ignited our passion project, Kids Think Wide.

‘Kids Think Wide’: Born from AI

Our initial challenge was finding a name that echoed our vision and passion, particularly for art. We sought guidance from ChatGPT, which suggested names like ‘kidsthinkingdiversely.com’. However, seeking a more kid-friendly name, we settled on ‘Kids Think Wide’. This title perfectly aligns with our goal of expanding young minds through AI-driven educational tools. AI’s role extended beyond naming; it was instrumental in designing our logo, creating web content, and assisting in coding. Admittedly, AI solutions aren’t flawless – we’ve encountered coding limitations and often diverged from AI suggestions. In this creative process, we learned to embrace the journey and be patient, open to change, and always learning.

Crafting a Universe of AI-Generated Content

‘Kids Think Wide’ is dedicated to fostering a more equitable educational landscape. We are committed to representing everyone, promoting gender equality, and amplifying historically overlooked or unheard voices in engaging and fun ways! We’ve created over 10,000 AI-generated images and published approximately 400 on Kids Think Wide. A writing prompt and discussion questions accompany each image to help prepare and inspire students to write. Our unique offerings include ‘choose your own adventure’ stories. In these, students collaboratively brainstorm and build ideas for their narratives before selecting from 3 to 5 adventure paths to personalize them, such as:

Additionally, we’ve leveraged the popularity of short-form videos, similar to reels and TikTok, using animated images, or ‘Sparks’, to captivate and spark enthusiasm for creative writing among students.

Our journey with AI also revealed the biases and limitations inherent in image generators. We’ve found it’s easier to create images that involve subjects that are very common online – celebrities, movie scenes, and well-photographed places but getting an accurate representation of a wheelchair can be more challenging.

AI has allowed us to create scenes that challenge reality:

Journey through time, space, and into other worlds:

Create the fun, wild and whimsical:

The Evolution and Magic of AI-Generated Images

The last nine months have seen dramatic advancement in AI-generated images. The improvement in image quality, accuracy in prompt interpretation, and the ability to adjust specific image elements has been remarkable. Our journey through this dynamic domain has been an exhilarating blend of discovery and creativity. While perfecting an image is usually challenging and time-consuming, the results are frequently astonishing and rewarding. We start simple and slowly build on prompts. The arrangement of phrases and the specific words chosen play crucial roles. However, you can unlock unexpected and extraordinary outcomes through iteration, experimentation, and patience. It helps to know tokens (short phrases that often produce excellent results), e.g., playful mood, cinematic, low Angle shot, bokeh, or Chiaroscuro to name a few! On other occasions, it might require 30, 50, or even more re-rolls and remixes to create an image that genuinely captivates and is worth sharing.

While free tools provide a starting point, they often have limitations; investment in paid resources is usually necessary for more advanced or specific requirements.

As AI image generation rapidly evolves, we find ourselves exploring various tools. Midjourney stands out with its detailed control and often superior imagery, while Adobe Firefly is notable for its dedication to diversity and inclusivity. On the other hand, Dall-E brings a sense of whimsy to its creations. Each platform offers a unique experience. It’s not uncommon to initially admire an image, only to later discover anomalies like an extra limb or oddly placed fingers – the quirks of AI can lead to both amusing distortions and unexpected additions.

Engage with the AI Community

Our journey has shown us how important connecting with the AI community is. There are many skilled and helpful creators out there. We often turn to Twitter to engage with this community. It’s an excellent place for learning, sharing experiences, and finding support.

Check out the following:

Hashtags – #aiart #digitalart #aiartcommunity #promptshare #LeonardoAI #midjourney #ArtificialInteligence

Creators – @nickfloats, @HBCoop_, @saana_ai, @ProperPrompter, @ciguleva, @techhalla, @madaro_art, @Mr_AllenT, @OrctonAI

Final Thoughts and What’s to Come

‘Kids Think Wide’ has evolved from a simple ‘what if’ conversation into a reality, thanks to AI’s extraordinary capabilities. This concept, unimaginable even nine months ago, has come to life through our family’s collective imagination and AI’s power. We’re excited to unveil more awe-inspiring images, thought-provoking writing prompts, and enhanced interactivity, all while staying at the forefront of AI developments. As ‘Kids Think Wide’ continues to grow, one thing is sure: the best is yet to come, with AI playing a pivotal role in our journey.

You discover a pair of magical headphones in your pocket during recess. When you put them on, every sound around you changes into a beautiful sensation. The bounce of a basketball might feel like a gentle tap on your shoulder, and the teacher’s whistle might look like a rainbow flashing across the sky.

Write about your recess experience with these headphones. What sensations do you encounter with the different sounds of recess? How does this magical hearing change how you play and interact with your friends?

Thanks to Megs for the guest post

Rachelle Dené 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 is an ISTE-certified educator and community leader and served as president of the ISTE Teacher Education Network. She was named one of 30 12 IT Influencers to follow in 2021 and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of eight books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” and her newest book “Things I Wish […] Knew” is now available at bit.ly/thingsiwishedu.

Contact Rachelle to schedule sessions for your school about Artificial Intelligence, Coding, AR/VR, and more! Contact Form

Follow her on Twitter and Instagram at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

************ Also check out my THRIVEinEDU Podcast Here!

7 AI Tools That Help Teachers Work More Efficiently

December 19, 2023December 12, 2023Dr. Rachelle Dené Poth Leave a comment

These apps and websites can help teachers boost their productivity, personalize learning, and create lesson content.

Over the past five years, I’ve explored ways to integrate AI into my teaching practice—even before ChatGPT and other generative AI became some of the most talked-about topics in education. Every educator needs to learn about AI and how we can leverage this technology to benefit our students and enhance our own work. To best provide for our students, we need to understand how this technology will impact them and us. What better way than to explore new tools via AI in our teaching practice?

Continue reading this post on Edutopia here.

About the Author:

Contact Rachelle to schedule sessions for your school about Artificial Intelligence, Coding, AR/VR, and more! Contact Form

Follow her on Twitter and Instagram at @Rdene915