AI Isn’t Replacing Teachers — It’s Helping Us Teach Better

August 26, 2025August 20, 2025Dr. Rachelle Dené Poth Leave a comment

Guest blog post by Matthew Mawn,@matthew_mawn

If you’ve ever heard the phrase “AI is coming for your job,” you’re not alone. That may be true in some professions. But when I hear it applied to education, I think back to 2020–2021, when the world learned from kitchen tables and bedroom desks. We all saw, in real time, how irreplaceable teachers are, and the immense value they bring to millions of students every day.

Will AI replace teachers? Not from what I can see. Will it help them reach more students and raise achievement for all learners while saving them time on the backend? Absolutely.

Time Saved is Time Invested in Students

What do teachers want? MORE TIME! When do they want it? NOW!

Ask any teacher what they wish they had more of (besides a higher salary), and the answer is almost always the same: time. Time to prepare lessons, to modify materials for all learners, to provide meaningful feedback, to take a full 30-minute lunch break, and actually enjoy it.

U.S. teachers work an average of 53 hours per week, far beyond their contracted hours. Much of that time is consumed by planning, grading, paperwork, and administrative tasks, exactly the kind of work that pulls teachers away from direct interaction with students. It’s such a recognized problem that the New Jersey Department of Education created a grant program called Expanding Innovations in Teacher Climate and Culture, with the sole goal of finding ways to reduce these burdens.

The world of AI is evolving daily, with new tools designed to take these repetitive tasks off teachers’ plates. AI can generate draft lesson plans, create differentiated practice questions in seconds, summarize student performance data into actionable insights, and even draft parent emails. Teachers who use AI at least once a week report saving an average of 5.9 hours each week, adding up to the equivalent of six full weeks over a standard 37.4-week school year.

Take the math teacher who went from spending 90 minutes a week creating Do Now and Closure Google Forms for her three different preps to crafting them in under 10 minutes, letting the AI do the heavy lifting while she simply reviewed, edited, and published. This saved time not only allowed her to do more with less, it also helped alleviate the burnout that comes from teaching multiple preps day in and day out, all while trying to differentiate and create high-quality materials for every learner. AI gives teachers more time both in and outside the classroom, helping restore the work–life balance that’s so hard to maintain during the school year and providing the breathing room they need to give their all to their students.

Turning Time Saved Into Better Learning

AI can save teachers time, but what can that time be used for (besides taking a breath)? For most of us, it means redirecting energy into the parts of teaching that made us want to pursue this profession in the first place: connecting with our students and helping them grow academically.

Differentiation

Every classroom has students with different readiness levels, language needs, and learning preferences. AI tools like Diffit or MagicSchool can instantly create multiple versions of a passage or assignment, differentiated by grade level, complexity, or language. This allows every student to engage with the same core concept, moving together as one cohesive class. Instead of spending an evening retyping and rephrasing, teachers can review and tweak AI drafts in minutes, ready for the next lesson.

Feedback

Timely, specific feedback drives learning but can easily consume hours of a teacher’s time. AI tools such as FeedbackFruits or Rooted Learning can summarize student work or auto-grade Google Forms and release feedback instantly. Teachers can then refine and personalize those comments, giving students actionable guidance while avoiding burnout.

Relationship Building

Extra time also means more one-on-one moments with students and far fewer late nights creating instructional materials for the next day. Will this also mean less coffee consumption? That’s up for debate.

AI isn’t just saving time, it’s giving teachers the capacity to teach better, connect more deeply, and respond to students’ needs in ways that matter most.

Guardrails for Responsible AI Use

AI is making headlines in every industry, but it’s important to remember that not every tool is created equal, and not every use is risk-free. When evaluating AI tools, pay close attention to your students’ data privacy. Many of these tools request student names, work samples, or other information that could violate FERPA or district policies. Always review the privacy policy before moving forward with a tool.

Accuracy is another factor. AI can and does make mistakes, so it’s essential to review the work before sharing it with students. AI is a great starting point, but the final product always needs a teacher’s eyes.

AI is here to stay, and it has the ability to remove time drains, expand access to differentiated materials, and give teachers the time they need to get back to what matters most, their students. It’s not about replacing teachers, it’s about giving them more room to thrive.

About Matt

Matt Mawn, EdD, is the founder of Rooted Learning, an AI-powered platform that generates standards-aligned, differentiated assessments in minutes. He has over 13 years in K–12 leadership, higher education, and edtech. Connect with him on X or visit Rooted Learning.

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, and her research focus was on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

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

Follow Rachelle on Bluesky, Instagram, and X at @Rdene915

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

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

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Back to School: Building Skills for the Future Starts Now

August 12, 2025August 9, 2025Dr. Rachelle Dené Poth Leave a comment

As we head into a new school year, there’s always a familiar pattern—new schedules, maybe new students, seating charts, lesson planning, and so much more. We all have our usual back-to-school routines, but what if instead we took some time to learn more about our students and brought in opportunities that will prepare them with essential skills they’ll need for the future?

In our classrooms, we are teaching the next generation of creators, innovators, problem-solvers, and leaders. As the world continues to evolve rapidly, largely shaped by AI and other emerging technologies, our methods and maybe even our approach to education may need to be adjusted

Here are a few practical, engaging ways to kick off a new school year that will help students build future-ready or future-focused skills.

1. Foster Curiosity with a Future-Forward Inquiry Project

One of my favorite ways to begin the year is with a “What If…” inquiry activity. Present an open-ended question to students:

What if school took place in the metaverse?
What if every job used AI in some way?
What if we had to solve global problems using only local resources?

Then give students an opportunity to explore and discuss. They can brainstorm, sketch ideas, conduct research, or even collaborate in small groups. An activity like this will not only spark creativity and critical thinking, but it’s also a great way to gather insight into their interests, comfort level with tech, and their ability to think in different ways.

Bonus: You can ask this same question later in the year to compare or even to use it as a focus for a full project or assessment to see how their thinking has evolved.

2. Practice Communication Skills

Our students need to be able to communicate clearly across digital platforms, cultural contexts, and group dynamics. Early in the year, try giving students a prompt like:

“What would you want the world to know about your generation?”

Have them respond however they choose, whether sharing out loud, creating a short video, an infographic, or even a podcast clip. Another way to boost communication is by making time for a gallery walk or student showcase. Getting students to share their ideas and discuss them with one another is great for building the classroom community.

It also builds media literacy, student confidence, and fosters collaboration. And another benefit is that for us as educators, we have truly authentic artifacts of student voice and that helps students to feel that their work is more meaningful and valued in our classrooms.

3. Use AI Tools to Teach Digital Literacy and Responsibility

I have long been saying that whether we’re ready or not, we have to be willing to embrace the changes in technology. Over the past few years, we have experience so many changes because of AI. Our students will grow up and work in an AI-powered world. To prepare them, and ourselves, we need to focus on AI literacy, which is more than just explaining how tools like ChatGPT or Google Gemini or another LLM works. We also need to help them understand the when, why, and how to use these tools responsibly.

Start simple. Involve students in generating text with an AI tool and then ask them to fact-check it. Another idea is to generate a paragraph and ask students about the tone, does it sound human, and other questions that get them to really think about the output that is generated.

What I love about doing these activities in my classroom and when I am training educators, is that they open up important discussions about ethics, bias, and considerations of how to evaluate the information received. creativity.

4. Build Collaboration and Problem-Solving Skills

Problem-solving is most effective when students are working together to brainstorm ideas and iterate solutions.

One idea is to try a design challenge in the first weeks of school that connect to your content area. For example:

In science: Build a prototype for a sustainable invention.
In social studies: Redesign your community for accessibility.
In language arts: Create a character who solves a major future problem.

I sometimes only offer basic overviews with minimal instructions and encourage students to lead the way. I emphasize the process itself by asking them, “How did they approach the task? What obstacles did they face? What did they learn?”

An activity like this promotes real-world teamwork, growth mindset, and building resilience—all skills that will benefit our students far beyond our classroom.

5. Focus on SEL and Identity as a Foundation

Before students can engage deeply in learning, they need to feel seen, heard, and safe. The beginning of the year is the ideal time to promote social-emotional learning (SEL) by helping students explore who they are and what they care about.

Some activities that I have used and that colleagues have shared, include:

“My Learning Superpower” profiles
Vision boards for the year ahead
Journaling about strengths and challenges
Weekly gratitude or goal-setting circles
Beginning of the year “About Me” and a revisit of the responses later in the year.

Activities like these suggestions help students build self-awareness, empathy, and regulation, which are essential for pushing through both academic and personal challenges in a changing world.

When students better understand themselves, they will be more prepared to set their own goals, advocate for their needs, and engage in learning with purpose.

6. Introduce Real-World Problem Scenarios

One of the most exciting ways to build future-ready skills is through project-based learning based on real-world issues. Even in the first few weeks of school, you can get started by suggesting scenarios like:

A local water crisis that needs data analysis and a communication plan
A new social media platform that students must market ethically
A schoolwide challenge to reduce waste or carbon emissions

These activities tie directly to critical thinking, civic engagement, and applied learning which gives students a chance to make meaningful connections between what they know and where they live.

7. Create Space for Reflection and Metacognition

Helping students understand how they learn and not just what they learn is a game-changer.

In the classroom, build in short reflection prompts such as:

“What challenged you today?”
“What’s one mistake that taught you something?”
“How did you show persistence?”
“What did you try that was new?”
“What is something that you could do better tomorrow?”

Use tools like Padlet, Wakelet, a mind-mapping tool, even podcasting tools or traditional notebooks like I did years ago, to give students a space to share their voice during their learning journey. Over time, these reflections can shape stronger self-regulation, grit, and ownership.

The start of the school year is a time when culture is built, expectations are set, and curiosity is at its peak. It’s also when students begin to decide:

“Is this a place where I will be welcome?”

“Will I improve over the year?
“Will my ideas matter?”
“Can I shape my future here?”

Classrooms should be a space that reflect the world our students are preparing for, and not the world that we grew up in. The future is a place where AI literacy, collaboration, ethical thinking, creativity, and resilience are woven into our classrooms, starting from the first day and continuing throughout the year. It just takes one step forward to begin.

About Rachelle

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

Follow Rachelle on Bluesky, Instagram, and X at @Rdene915

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

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

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Increasing Cybersecurity

June 25, 2025June 22, 2025Dr. Rachelle Dené Poth Leave a comment

Schools have experienced an increase in the number of cyberattacks over the past year. Cybersecurity attacks can include data breaches, ransomware, and phishing, all of which disrupt learning. These can result in compromised sensitive personal information, disrupt the learning environment, and, at times, bring a high financial burden due to the need to investigate the attack, add network security, restore files, or make payments to recover the encrypted files stolen in a ransomware attack. We are all susceptible to these attacks and risk having our personally identifiable information (PII) shared with others without even knowing.

With these challenges, schools must take steps to safeguard data and implement policies and best practices for cybersecurity. This can involve everyone in the school:

Administrators and IT can work together to create comprehensive cybersecurity policies that outline expectations for staff and students. These policies should include topics like password strength, data protection, and acceptable use of technology.
Schools should provide ongoing training for all staff on cybersecurity best practices and incident response procedures.
Classroom teachers can guide students in creating strong passwords and teach them about the risks of phishing, malware, and other risks.
Students can protect themselves by creating strong passwords, closely evaluating sites and links, and asking for help if they are unsure about an email or a website.

By having clear policies in place and conducting regular audits of digital tools, educators can protect themselves, students, and students’ families from these risks.

Continue reading the article on Edutopia, where it was originally posted.

About Rachelle

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

Follow Rachelle on Bluesky, Instagram, and X at @Rdene915

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

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

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

Imagi Webinar: AI-Ready Educators: Preparing Teachers for the Future of Learning

June 18, 2025June 15, 2025Dr. Rachelle Dené Poth Leave a comment

We had a great turnout for our recent webinar and a great panel! Read more here and check out the recording.

Artificial Intelligence is no longer a concept for the future—it’s transforming classrooms everywhere. The sudden and widespread availability of powerful AI tools has left many educators with a mix of excitement and apprehension. How can we, as educators, prepare our students for an AI-driven future? How do we harness the potential of these tools while carefully and consistently navigating their pitfalls?

These were the central questions addressed in a recent webinar, “The AI-Ready Educator: Preparing Teachers for the Future of Learning,” hosted by ThriveinEDU and Imagi-Labs. The session brought together a panel of experts, including educator, author, and attorney, Dr. Rachelle Dené Poth, who moderated a powerful conversation with panelists Alana Winnick, Beatrice Ionascu, and Ken Shelton about the intersection of computer science, computational thinking, AI, and ethics in modern education.

“We’re not here because we’re experts—we’re here because we’re learners,” said Poth, who has spent the past eight years working with AI in education. “This is a conversation. We’re figuring it out together.” This insightful conversation provided a roadmap for educators looking to become AI-ready.

Understanding the Fundamentals

Before exploring the practical applications of AI in the classroom, it’s essential to understand what AI is. As Beatrice explained, AI systems are designed to perform tasks that typically require human intelligence, such as pattern recognition, language processing, and decision-making, all of which are fueled by data. Ken Shelton further clarified that ‘not all AI is the same,” breaking it down into three types: reactive, predictive, and generative. While we’ve been interacting with reactive AI (like spell check and email spam filters) and predictive AI for years, it’s the recent explosion of generative AI that has captured our collective attention.

Understanding these distinctions is the first step toward developing a nuanced approach to AI in education. A blanket policy to “block all AI,” as Ken pointed out, is not only impractical but also counterproductive, as it would mean eliminating tools we rely on daily. Instead, the focus should be on using these systems effectively and responsibly.

From Educators to Empowerers

The panel opened with introductions from four leaders who are not only immersed in educational innovation but also actively working to shape its future.

Alana Winnick, Educational Technology Director and Data Protection Officer at Pocantico Hills Central School District in New York, emphasized the need for purpose-driven integration of AI. “I also started a program called Students for Innovation, which empowers students to advocate for change in their schools,” she shared. With a book and podcast on generative AI, Winnick has centered her work on amplifying student voices in tech spaces.

Beatrice Ionascu, co-founder and CTO of Imagi, echoed the importance of inspiring student curiosity. “I truly believe that technology education is the key to creating a better world,” she said. “At Imagi, our mission is to make computer science and AI literacy as essential and accessible as reading and math.” With a background in engineering, product design, and education, she brings a unique perspective to building tools that connect students, especially girls, to technology through creative coding.

The Imperative of AI Literacy

A recurring theme throughout the discussion was the concept of “AI literacy.” Ken Shelton offered a comprehensive definition: “AI literacy means knowing, understanding, and using AI in smart and safe ways. It helps people ask good questions about how AI works, how it helps or hurts others, and how it can change or impact the world around us.”

Alana Winnick provided a practical framework for fostering AI literacy in students, assigning them two critical roles: the “detective” and the “DJ”. As detectives, students must be on the lookout for bias and misinformation, understanding that AI is not a magical, infallible source of truth. This is a crucial skill, especially in a world where AI-generated content can be convincingly inaccurate. As DJs, students are encouraged to “remix” AI-generated content, infusing it with their own thoughts, ideas, and voice, ensuring that their work remains a reflection of their own learning and creativity.

The Irreplaceable Human Element

One of the most pressing concerns for educators is the fear that AI will render their roles obsolete. The panelists, however, were unanimous in their belief that the human element in teaching is not only irreplaceable but will become even more critical in an AI-integrated world. Beatrice painted a stark picture of a “dystopic future” where learners are isolated with machines, a vision that underscores the fundamental need for human connection in education.

Ken Shelton passionately argued that AI cannot and should not replace the meaningful interactions that are the bedrock of effective teaching and learning. He cautioned against “cognitively offloading” the human aspects of education to AI, emphasizing that these systems don’t know our students’ individual needs, dreams, and challenges. Alana added that AI, when used thoughtfully, can actually enhance the human element by automating tedious tasks, freeing up teachers to focus on what they do best: building relationships, fostering a positive classroom culture, and providing individualized support. Poth agreed that when using AI in her classroom, she guides students on how to use it for enhancing learning and engages in more conversations and interactions with students because of the time that can be saved when using these tools.

The Role of Computational Thinking

While discussing AI and various important topics, we also emphasized the importance of computational thinking (CT) as a foundational skill for AI readiness. CT includes logic, pattern recognition, decomposition, and abstraction—core elements that help students understand how computers “think” before they ever write a line of code.

Panelists agreed that you can’t fully understand AI without understanding the process of problem-solving that goes into it. Computational thinking is the gateway to coding and beyond.

Winnick added, “We’re seeing kids jump straight to AI tools, but they still need to understand how algorithms are structured, how data works, and how to identify problems worth solving. AI doesn’t replace thinking—it amplifies it when used responsibly.”

AI as a Tool for Creation—not Just Consumption

One key takeaway was that AI should be positioned as a tool that supports students as creators, not just consumers. This shift requires educators to rethink traditional computer science instruction.

“We want students to code, but also to see how AI can help them prototype faster, solve problems differently, or iterate creatively,” Ionascu explained. “That’s why we need to teach both the fundamentals and how to critically use AI tools.”

The panel discussed how students can use AI to generate code, explore new ideas, or debug faster—but only if they’ve first learned the structure and logic of programming.

Ethics Must Be Front and Center

Beyond skills and tools, panelists emphasized that students need to learn how to use AI responsibly, and this starts with intentional discussions about ethics.

“We can’t wait until something goes wrong to start talking about ethics,” said Winnick. “Students need to understand bias, privacy, and the societal impact of AI from the beginning.”

Ionascu added, “In our work at Imagi, we try to normalize conversations about ethics early on. It’s not a separate unit—it’s woven into every experience with technology. Students should be asking, ‘What could go wrong?’ Who is this helping? Who might it harm?”

Shelton also highlighted the role of educators in modeling ethical inquiry. “We don’t need to have all the answers, but we do need to show students how to ask the right questions.” Shelton’s work related to equity is well-known, and his book “The Promises and Perils of AI in Education: Ethics and Equity Have Entered The Chat,” which he co-authored with Dee Lanier, is a great resource for educators.

Practical Strategies for Educators

The webinar also offered classroom-ready strategies to help educators bridge the gap between foundational computer science and AI-enhanced learning:

Use block-based coding (like Scratch or Imagi) to introduce logic before jumping into text-based languages.
Incorporate AI exploration tools (such as ChatGPT or Google’s Teachable Machine) to show how models are trained.
Encourage journaling or reflection prompts about ethical dilemmas related to AI tools.
Introduce AI early, but always in tandem with skill-building and reflection.

Poth emphasized, “It’s not about having a perfect curriculum. It’s about giving students opportunities to explore, experiment, and reflect.”

Preparing Educators to Prepare Students

At its core, the panel’s message was clear: educators themselves must become AI-literate if they’re going to prepare students for an AI-driven world.

“We have to do the work of learning ourselves,” said Winnick. “That means experimenting with tools, joining communities, reading critically, and being honest with students when we don’t know something yet.”

Ionascu reinforced this, noting that teacher curiosity is contagious. “When students see educators exploring and asking thoughtful questions, it empowers them to do the same.”

As the conversation closed, panelists left attendees with words of encouragement: It is an opportunity to rethink what we teach, how we teach it, and how we prepare students to lead in the future.

The message of the evening was one of hope, responsibility, and action. As AI continues to evolve, so too must our approach to teaching. By grounding our work in computational thinking, ethical reasoning, and curiosity, we can help students not only adapt to the future but shape it. To learn more about the panelists, see below the video. To sign up for our next webinar, register here.

Contact Information:

Consulting Dr. Rachelle Dené Poth: bit.ly/thriveineduPD

X, Instagram, Bluesky: @Rdene915

LinkedIn: https://www.linkedin.com/in/rachelledenepoth/

Website/blog: www.Rdene915.com

Relevant book: How To Teach AI

LinkedIn: Beatrice Ionascu

Imagi Labs

Alana Winnick

AlanaWinnick.com

GenerativeAge.com

Studentsforinnovation.org

Relevant book: Generative AI

Ken Shelton

LinkedIn https://www.linkedin.com/in/kenashelton/

Twitter https://x.com/k_shelton

Website https://kennethshelton.net/

Book The Promises and Perils of AI in Education: Ethics and Equity Have Entered The Chat.”

About Rachelle

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

Follow Rachelle on Bluesky, Instagram, and X at @Rdene915

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

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

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

Developing AI Literacy

June 10, 2025June 2, 2025Dr. Rachelle Dené Poth Leave a comment

Educators must stay informed, current, and ahead of the game (if possible) when it comes to emerging technologies. This means fostering the development of AI literacy skills. Being AI literate means more than knowing the basics about the technology or understanding relevant terms such as machine learning and algorithms. Literacy involves knowing the uses of AI in the world and being aware of the ethical considerations involved with its use. AI literacy should focus on developing skills to critically evaluate information and content generated by AI as well as to identify misinformation. Teachers should also know how to use AI in safe, ethical, and responsible ways and model this use for students.

Getting Started Teaching AI Literacy Skills

Introducing AI concepts at an earlier age gives students the opportunity to build their knowledge and skills over time—with younger students, starting with the basics of AI, such as focusing on where we see it in daily life. Begin with key definitions, and find resources that have been vetted and are safe for student and educator use. Several organizations provide a wealth of resources for educators, including ready-to-run lessons.

Modeling AI use in the classroom: As we teach students about AI, we can engage them in activities where they evaluate images, text, or videos to decide whether they are AI-generated or real. I have used game-based learning tools, such as Quizizz AI, to quickly create a quiz to check students’ understanding of the concepts covered, or Eduaide.Ai, to make a gamified activity or lesson related to AI literacy.

Continue reading on Edutopia.

About Rachelle

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

Follow Rachelle on Bluesky, Instagram, and X at @Rdene915

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

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

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

Reimagining Assessment with AI: Purposeful Tools for Transforming Learning

June 3, 2025May 19, 2025Dr. Rachelle Dené Poth Leave a comment

Educators today have more options than ever for assessing student learning. Years ago, our toolkit was limited to paper-based tests, verbal check-ins, classroom observations, and creative projects. While effective, these methods were time-consuming and often didn’t lead to meaningful engagement with feedback. In my own experience, students would frequently glance at their grade, then toss the paper aside—missing the valuable feedback meant to help them grow.

We know feedback is critical for student growth—it must be authentic, meaningful, and timely. Since the end of 2022, advances in generative AI have introduced powerful tools that can help educators meet these goals more efficiently and effectively. When chosen and implemented thoughtfully, AI-powered tools can transform how we assess, teach, and connect with students.

Rethinking Assessment with AI

AI tools are not a replacement for strong pedagogy; rather, they serve as a support system that can amplify good teaching. Traditional assessments are now being enhanced—or in some cases, reimagined—with technology that provides real-time data, personalized feedback, and engaging formats that meet students where they are.

When deciding whether to integrate a specific AI tool, I always ask myself:

Will it help me assess student learning more efficiently?
Can it help me provide feedback that students will actually read and act on?
Does it allow for differentiation and accessibility?

One major advantage of AI tools is automated scoring and instant feedback, which significantly reduces grading time. This allows educators to focus on what matters most—supporting students. AI-driven analysis offers immediate and valuable insights into student performance, helping educators to identify trends and tailor instruction to meet evolving needs.

AI can also ensure greater consistency in grading and provide accessible pathways for students with diverse needs through features like text-to-speech, translation, and adaptive learning pathways. With AI tracking student progress, questions and assignments can be adjusted in real-time to offer the right level of challenge and support.

Choosing the Right AI Tools: Questions to Guide You

With so many tools available, selection can be overwhelming. To avoid using tech for tech’s sake, consider these essential questions:

What is the purpose? Begin with the “why.” What instructional challenge are you trying to solve?
Does it support your content area and learning goals? Choose tools aligned with curriculum standards and classroom objectives.
Will it elevate your teaching, not replace it? Technology should enhance, not substitute, quality instruction.
Is student data safe? Always evaluate data privacy policies and ensure compliance with FERPA, COPPA, or your district’s guidelines.
Does it offer choice and voice? Look for tools that let students express learning in various formats—written, spoken, visual, etc.
How user-friendly is it for families and students? Accessibility and ease of use matter for long-term success.

I also ask myself:

Do I want students to continue discussions beyond class time?
How quickly can I provide feedback?
Is there an option for audio, video, or scaffolded feedback?

4 AI Tools to Get Started

Here are four versatile AI tools that I regularly recommend for planning, instruction, and assessment:

⭐️ Curipod

A fast way to create interactive, student-driven lessons. Simply input a topic, and Curipod generates an engaging lesson with polls, open-ended questions, word clouds, and more. It’s great for sparking classroom discussion and promoting real-time student voice.

📘 Diffit

Perfect for differentiating content across grade levels and reading abilities. Input a prompt, website, PDF, or even a video link, and Diffit generates reading passages with vocabulary support and comprehension questions. You can export content to Google tools for seamless integration.

🧠 Eduaide.Ai

Designed by teachers, for teachers, Eduaide offers over 120 content creation tools. From syllabi and lesson plans to gamified activities, feedback, and even IEP support, this tool can save hours of planning time while providing high-quality resources that align with best practices.

✅ Quizizz AI

Quizizz AI makes assessment creation fast and fun. Input a webpage, document, or even a set of questions, and the platform generates quizzes with real-world scenarios and themes. Since last Arpil, Quizizz includes accommodation profiles to ensure equitable access for all learners.

Final Thoughts: Plan with Purpose, Teach with Intention

AI should never be a gimmick. Before adopting any new tool, always reflect on how it will support student learning and make your work as an educator more impactful. The most effective tools are the ones that align with your goals and empower students to become active participants in their learning.

We are also responsible for modeling ethical and responsible AI use in our classrooms. As students explore these tools, we can guide them in using AI as a partner in learning, one that supports curiosity, creativity, and critical thinking.

The future of education isn’t just about technology—it’s about purposefully using technology to create more engaging, inclusive, and personalized learning experiences. AI isn’t here to replace us but to support us in doing what we do best: inspiring and empowering learners.

About Rachelle

She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI.’ In addition, other books include, “In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

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

Follow Rachelle on Bluesky, Instagram, and X at @Rdene915

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

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

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

May 27, 2025May 24, 2025Dr. Rachelle Dené Poth Leave a comment

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

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

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

The Imperative of Staying Current:

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

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

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

AI in Action: Real-World Applications in Education:

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

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

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

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

Preparing Students for an AI-Driven Future:

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

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

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

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

Fostering Curiosity and Creativity Through Interdisciplinary Approaches:

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

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

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

Advice for Educators on the AI Journey

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

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

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

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

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

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

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

About Rachelle

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

Follow Rachelle on Bluesky, Instagram, and X at @Rdene915

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

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

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

Keys to Successful PBL: Lessons from Our Video Game Arcade Project

April 15, 2025April 14, 2025Dr. Rachelle Dené Poth Leave a comment

Guest post from David E. Thomascall, @Stembits

What if instead of just playing video games, students could create their own? That’s exactly what we did in my class, transforming a love for gaming into a hands-on project that blended coding, design, and creativity into a student-run video game. Using Scratch, students transformed their ideas into interactive games, coding everything from high-speed chases to intricate jumping challenges. But, the project went beyond coding as it integrated multiple STEM disciplines, including video production, graphic design, and even 3D modeling. The project culminated in a student-run arcade, where other classes came to play. By the end, students weren’t just players—they were game designers, engineers, and creative thinkers, bringing their ideas to life in an interactive, hands-on way.

This project is an example of project-based learning (PBL), an approach that makes learning more meaningful and engaging by connecting academic concepts to real-world applications. PBL immerses students in hands-on experiences that build critical skills like problem-solving, collaboration, communication, and creativity. It also helps students see the relevance of what they’re learning by giving them opportunities to apply their knowledge in practical ways. Perhaps most importantly, PBL allows for personalization—students can shape their projects around their own interests and strengths, making the learning process both more enjoyable and more impactful.

To make a PBL project successful, it needs to be broken down into manageable steps. Game development is complex, so I structured our arcade project into stages: coding, graphic design, video production, and 3D modeling. We started with coding since a working game was the foundation for everything else. Once students had their games running, they designed backgrounds and characters, then created posters to promote their work. After that, they produced instructional and promotional videos. Finally, they used 3D modeling to design a custom game controller and token. Some students needed extra time debugging their code, while others jumped ahead to designing graphics or planning their arcade setup. By keeping the schedule flexible, everyone had the time they needed to finish their game while still engaging in other aspects of the project.

A good PBL project teaches students the skills they need, one step at a time, so they can finish successfully. Since our students had different levels of coding experience, we began with Scratch tutorials—some moved through them quickly, while others needed more time. The goal wasn’t to get everyone to the same level but to ensure each student had sufficient skills to build their own game. The same idea applied to 3D modeling, where some students were already comfortable with the design tools while others were just getting started. By meeting students where they were and providing targeted support, we made sure everyone could engage with the project in a meaningful way.

PBL isn’t about having the latest equipment—it’s about making the most of what’s already available. For this project, we used Scratch for coding, Adobe Express for graphic design, WeVideo for video editing, and Google SketchUp with our 3D printer for modeling. These were tools I was comfortable with and ones our school already had. However, the project could have worked just as well with different tools—Python instead of Scratch, Google Slides for design, or Google Vids for video. If we didn’t have a 3D printer, modeling clay could have been an alternative, or we could have skipped that step altogether. The key was staying flexible and using what we had to keep the project engaging and manageable for both students and teachers.

Finally, giving students a way to share their work makes PBL more meaningful. Finishing a project feels good, but presenting it to others gives it real purpose. For our arcade, we transformed the classroom into a real gaming space—students designed posters and signs, and we handed out tokens so visitors could “pay” to play. This small detail made a big difference. Students saw their games being played and enjoyed, which made their hard work feel real. No matter the project—whether it’s a school newspaper, a model city, or a website—having a clear end goal and a way to showcase the final product is essential. Giving students the chance to share their work helps them gain confidence and see the impact of what they create.

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Doctorate in Instructional Technology. Her research focus was on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event! She speaks on AI, AI and the Law, AI and the Environment, Cybersecurity, SEL, STEM and other topics.

She is the author of nine books including, ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

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

Follow Rachelle on Bluesky, Instagram, and X at @Rdene915

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

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

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

CodeMonkey Review: Fun, Effective, and Engaging for All Classrooms

April 11, 2025April 15, 2025Dr. Rachelle Dené Poth Leave a comment

In collaboration with CodeMonkey. All opinions are my own.

As an educator with over nine years of experience in teaching, researching, and presenting on artificial intelligence, educational technology, and computer science, I enjoy trying out new coding and STEM-related platforms and tools with my eighth-grade STEAM students. My students and I have enjoyed using CodeMonkey this year because it sparks curiosity in learning about coding, and they are excited to work through the activities. It does this through engaging gameplay, structured curriculum, teacher resources, and essential topics, all of which are available in one easy-to-navigate place.

This was my first year using CodeMonkey in my STEAM course, where I cover many topics such as AI, augmented and virtual reality, coding, robotics, and other emerging technologies. I also train other educators and often speak at conferences, and one question that I am asked is what educators should use with elementary students to get them started with STEM. I always enjoy finding resources that work well for even the youngest learners, while also offering more challenging topics for high school students. And these platforms must offer a robust, standards-aligned platform that makes a real impact. I took a closer look at the new curricula and believe that educators will become more confident as they get started with CodeMonkey, especially with all that is provided to make it easy to implement in every classroom.

My first impressions of CodeMonkey’s Typing and Computer Science curricula is that it is colorful and engaging, Intuitive, and definitely student-centered

I noticed right away how kid-friendly it is. The platform was clearly designed with the student in mind, especially younger learners in grades K–8. The characters are animated, each lesson is interactive, and the exercises are gamified which keeps students engaged in learning.

The K–8 Typing Course uses a mix of activities, exercises and games that help students learn proper finger placement, improve typing speed, and develop accuracy— while having fun in the process. Students are excited to move to the next level! It’s also fun for teachers to see the impact on students as they build these essential skills.

I always look at the navigation of these tools and platforms. The CodeMonkey platform is visually appealing and easy to navigate. Younger students will be able to log in and get started with minimal teacher guidance, while older students can work through structured lessons, receiving teacher and program feedback, and self-paced learning. The program offers a lot of autonomy, which is a benefit to students as they develop self-awareness, self-management, and student agency.

The Typing Curriculum includes:

13 courses

92 lessons (ranging from 10–35 minutes each)

760+ exercises

Progress tracking

Teacher Dashboard

Accuracy and Speed Assessments

Educators want better ways to scaffold student learning. I recommend trying out “Ready, Set, Type! Jr” which offers 7 lessons and 118 exercises and is ideal for students in grades K through 2, who are just starting to recognize the keyboard. It makes it fun for students as they build typing skills, which can be stressful at the start.

In “All Fingers Aboard” and “The Secret of Symbols,” students start to build up to more complex words, punctuation marks, symbols, and using the number pad. When working through these exercises, it is not just about providing students with drills that were common in the past. These resources provide challenges, mini-games, and even reward systems that help to keep students engaged and excited about learning. An approach like this is incredibly effective in helping younger students build comfort with the keyboard while also building their confidence in their digital abilities. Being comfortable and confident while learning is so important for student growth. Get started with CodeMonkey today!

Teacher-Friendly Features

When I start using a new program or platform, I also explore the teacher features and see how easy it is to get started and also to find information related to student progress and other resources available for teachers. With CodeMonkey, there is a comprehensive teacher dashboard. Teachers are able to track individual student progress, typing accuracy and speed, and student engagement levels. It provides real-time data that teachers can use to quickly adjust instruction or provide in-time help for students.

About Rachelle

She is the author of nine books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

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

Follow Rachelle on Twitter(X) and Instagram at @Rdene915

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

************ Als, check out my THRIVEinEDU Podcast Here!

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

AI in Education, Part 3: Looking Ahead – The Future of AI in Learning

April 8, 2025April 8, 2025Dr. Rachelle Dené Poth Leave a comment

In the first and second parts of my AI series, I focused on where we see AI in classrooms. Benefits range from personalized learning and accessibility tools to AI-driven grading and support of a teaching assistant. In Part 2, I chose to focus on some of the important considerations related to ethics that must be part of the conversation. Schools need to focus on data privacy, bias, overreliance, and the equity divide. I wanted to focus on the future for this last part in the current AI series. Where do we go from here?

I have seen a shift in the focus of conversations around AI and also a shift in the mindset when thinking about AI. Where there once was heightened concern about the use of AI for cheating on assignments and hesitation to start using AI, now there is more of a realization that AI is here to stay, and its role in education will only grow. The conversation is no longer about whether we should use AI—it’s about how we choose to use it, and more importantly, why.

AI will, without a doubt, be part of that future. It’s our responsibility as educators, tech leaders, school community members, and edtech providers to ensure we’re guiding its integration in a way that best serves students, empowers teachers, and prepares us all for the future.

Here are some things that I have been thinking about:

Human-AI Collaboration in Teaching?

We’ve heard it many times before: AI will never replace great teachers. But it will “change how we teach” and how we think about teaching, impacting our work in many ways.

For some educators, they are just exploring AI or have only recently heard about the possibilities for human-AI collaboration. Have you thought about AI becoming a co-pilot in your classroom? Consider some of the possibilities:

Teachers can get real-time insights into student understanding. (Feedback that is authentic, meaningful, and timely is essential. AI helps with timeliness and gives us time back that can be spent providing authentic and meaningful feedback to students.
AI assistants can help educators to further differentiate instruction. (Think about the time it takes to evaluate student responses and adjust our instruction to best meet student needs. Using AI can help with saving some valuable time).
Brainstorming new ideas can be faster with the help of an AI assistant.

Will AI stick around?

AI is not new, and it is not going away.

Our roles as educators are evolving. Beyond delivering content, we have to be content curators, learning coaches, and mentors. We need to understand how to best leverage the AI tools available to create meaningful learning experiences for all students.

Some things to consider:

Shift from thinking that AI is going to replace us. Think of it as a teammate that is always available instead. There are many ways that it can supplement the work we are doing.
Work toward ongoing professional learning that supports AI fluency. Move beyond learning how to use a tool, think about its potential for enhancing our work, and be aware of its limitations.
Create space in your school or district for educators to experiment, reflect, and share what’s working (and what’s not). Pop-up PD events where someone shares a new idea, resource, or tips are great ways to continue learning and share the teacher talent!

How Can Schools Prepare Students for an AI-Driven World?

As we have probably said ourselves and heard many times, we are preparing students for a future that doesn’t exist yet, while we know that AI will definitely be a part of it. So we have to be intentional in the opportunities we create and the tools we choose to use.

Our students will need to be technologically savvy, but their knowledge needs to go beyond that. They will need to understand how AI works, how it can hallucinate or return inaccurate information, and how to use it ethically and creatively. Understanding AI is about more than computer science—it’s about focusing on skills such as critical thinking, media literacy, and how to innovate responsibly.

What Are The Key Skills for an AI-Ready Generation?

AI literacy: Knowing what AI is, how it functions, and how it makes decisions. We talk a lot about AI Literacy, but we need to focus on exactly what it means and how to create opportunities for these skills to be developed.
Ethical reasoning: Developing an understanding of bias in algorithms, the importance of data privacy, and the impact of automation on humans and the future of work.
Enhanced Creativity: Deciding how to use AI to enhance storytelling, design, research, and innovation.
Collaboration and adaptability: These are critical skills which means that developing skills for problem-solving in interdisciplinary, tech-rich environments.

Schools now need to think about: How should we shift our curriculum to reflect this new reality? How often should we bring digital citizenship into our conversations about AI use? Do students have opportunities to create with AI and not just consume it?

What are the Biggest Opportunities with AI on the Horizon?

When I think about the future of AI in education, I think about a lot of concerns, but also focus on the benefits. Often, I say responsibilities versus possibilities, or maybe you have heard of “guidelines and guardrails.” More than just automation or replacing work done by humans, streamlining tasks and more. It’s about amplification. When integrated with purpose and oversight, AI has the potential to:

Help educators identify gaps in learning earlier and more accurately.
Support neurodiverse learners with personalized, accessible tools.
Provide just-in-time support for language learners, students in rural areas, and those who might otherwise be overlooked.
Enable more student-centered learning by freeing up educator bandwidth.
Support schools and organizations in many of the time-consuming administrative tasks and other responsibilities that take away from time working with students and colleagues.

Also at the school-wide and district-wide level, there has been a rise in AI-informed school operation. I just returned from the ASU+GSV AI Show and saw more of this than in prior events. With AI, schools can take advantage of tools for smart scheduling, predictive analytics for attendance and engagement, and AI-supported mental health monitoring (of course, only when used responsibly and ethically).

But here’s something to remember: AI will not by itself make learning better. It will amplify or enhance the system it’s placed in. While we have new opportunities, the big responsibility belongs to us to use this technology ethically, purposefully, and safely.

What Can We Do?

Here’s how we start:

Create school-wide policies for AI that address ethics, bias, and transparency—before tools are adopted.
Build educator confidence through ongoing, hands-on training and support.
Collaborate across roles— administrators, teachers, tech staff, students, and even the school community, should be involved when AI decisions are made and aware of changes that happen.
Model digital citizenship by treating AI as part of the ecosystem of responsible technology use.

Looking Ahead:

We’re all going to need to keep learning and expanding our skills together. AI will continue to evolve quickly, and because of this, education may continue to play catch-up if we don’t dive in and continue to learn and expand the work we do.

We have a chance—right now—to lead the conversation, set the norms, and create the kind of learning environments we believe in—not ones driven by hype or fear but by intentionality, inclusion, and imagination.

Some questions to consider:

How do we want our classrooms to feel? What experiences do we want to create for our students?
How can AI support relationships, not replace them?
What does equitable, empowered learning look like—and how can AI help us get there?

Let’s Keep the Conversation Going

What are you seeing in your school or district right now when it comes to AI? What conversations are happening—or still need to happen?

I’d love to hear how you’re navigating this space, what challenges you’re facing, and what’s working for you. Whether you’re just getting started or already diving in, this is a journey we’re on together.

Drop your thoughts in the comments, send a message, or reach out. I would love to work with you and your school or speak at your event. Contact me at bit.ly/thriveineduPD.

If our current system is inequitable, overworked, and compliance-focused, AI won’t fix that—it might just accelerate it.

Let’s also remember that students are watching how we respond to new tools. They’ll model our curiosity, our caution, and our creativity. If we approach AI with a balanced, thoughtful mindset, they will too.

About Rachelle

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

Follow Rachelle on Bluesky, Instagram, and X at @Rdene915