Infographic with focus areas of part 3 of the series

Beyond the Tools: Part III

October 13, 2026October 9, 2026Dr. Rachelle Dené Poth Leave a comment

How Do We Build Trust Around AI?

In the first two parts of this series, I explored how successful AI implementation depends primarily on human readiness and shared leadership. I also focused on the importance of defining what core capabilities students must retain independently. Building on those foundations, Part III focuses on how schools can foster trust across the entire community so that AI implementation is transparent, intentional, and human-centered.

As schools continue to integrate artificial intelligence, the conversations focus on purpose, capability, and whether or not we should use it. Some questions that come up often focus on specific tools and include:

What can the tool do?
How can educators use it?
How can students use it?

These are valid and common questions. But answering them does not guarantee successful AI implementation. Successful implementation depends on something much harder to build and much easier to lose: trust.

Students need to trust educators.

Families need to trust schools.

Educators need to trust leadership.

Schools need to be able to trust the tools they adopt.

And everyone needs enough understanding to recognize that AI itself should never be trusted without thorough investigation, ongoing evaluation, and reflection.

Mutual Transparency Builds Shared Trust

Over the past year, through my work with ISTE+ASCD and Pinterest, one word surfaced repeatedly in conversations with students, educators, families, and school communities: transparency. I have emphasized that transparency must be a shared responsibility, regardless of a person’s role in education. Educators want to know:

Did the student use AI?
Did they disclose it?
Did they cite it?

Those are reasonable expectations. But I’ve also listened to students, and they are asking important questions. They want to know:

Are their teachers using AI, and how?
Are educators using it to generate feedback?
Are schools using it to analyze information?
Are tools collecting student data?
What happens to information entered into a platform?

Students should not be expected to practice transparency in a system that is not transparent with them.

Trust works both ways.

This need for mutual openness extends beyond the classroom walls and applies equally to how schools engage with families.

Bridging the Gap Between Policy and Practice for Families

Through conversations with educators and student focus groups across the country, I noticed a recurring disconnect. Information about AI use, screen time, and cell phone expectations was not always communicated clearly between school and home. Families also need clear and consistent information.

A lengthy AI policy may satisfy a school district requirement, but it does not necessarily help a parent understand what is happening with AI in a classroom.

Families need access to clear answers to practical questions such as:

What AI tools are students using?
Why are they being used?
What student information is being collected?
How are tools vetted?
What expectations apply to student use?
What happens when those expectations are violated?
Who do families contact with questions?

The clearer those answers are, the less likely uncertainty is to turn into mistrust.

Trust Requires Vetting

There is also a tendency to focus on what an AI tool can do before asking what happens behind the scenes.

Schools need processes for examining privacy, security, accessibility, age requirements, data use, contracts, and instructional purpose before adopting AI tools.

An impressive platform does not necessarily mean it belongs in a classroom, and this is why collaboration matters.

Technology teams understand infrastructure.
Educators understand instructional purpose and classroom context.
Administrators understand organizational priorities.
Legal and privacy professionals understand risk.
Students and families understand how decisions affect them.

No single perspective is enough. Trust grows when people understand not only what decisions are being made, but how and why those decisions were reached.

Questioning the Output: Why Blind Trust Fails

There is another form of trust students need to understand:

AI outputs should not automatically be trusted.
A confident answer can still be wrong.
A polished response can still contain bias.
A citation can still be fabricated.
An image can look authentic and still be synthetic.

Students need practice questioning, verifying, and evaluating information rather than simply accepting it. Ask:

Where did this information come from?
Can I verify it?
What perspective may be missing?
What assumptions are being made?
Does another reliable source agree?
What evidence supports this response?

Those habits are part of AI literacy, but they are also part of broader information literacy.

Build a Culture, Not a Compliance Checklist

Trust is not created by publishing an AI policy.

Continue reading on LinkedIn and subscribe to my newsletter.

I would love if you would subscribe to my ThriveinEDU newsletter and follow my podcast and YouTube channel to check out some interviews and other learning opportunities.

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.

Beyond The Tools: Part I

October 2, 2026October 2, 2026Dr. Rachelle Dené Poth Leave a comment

Over the past few months, I’ve written two different series to share what I’ve been learning about AI in education. First, in my seven-part “Leading Forward in AI” series, I reflected on what I was seeing and hearing, the questions being asked, the challenges educators and leaders were facing, and the areas where greater clarity and support were needed, learned through my work with schools and districts across the country last year through the ISTE+ASCD and Pinterest initiative.

More recently, in my five-part “AI in Education vs. AI Education” series, I focused on an important distinction: implementing AI in our schools is not the same as educating students about AI.

I explored what is involved in the shift from policy to practice. It requires preparing educators, building AI literacy, rethinking assessment, and creating more intentional approaches to AI use.

As I finished those 12 posts and reflected on the comments and feedback I received, another question emerged: Are we focusing too much on technology and not enough on the people making decisions about its use? That question led me to this new series, “Beyond the Tools.”

Rather than focusing on the newest platforms or AI capabilities, I want to consider what successful AI implementation requires from the people involved, including educators, students, leaders, families, and others across the school community.

Beyond the Tools, Part I: Preparing People or Just Adopting Tools?

Artificial intelligence continues to move quickly in education. There are new tools, new AI features, new capabilities. Schools are tasked with complex work when it comes to evaluating products and determining what should be permitted, restricted, or encouraged.

I think back to my doctoral research that focused on the need for professional development for educators, especially when it comes to AI. Before focusing on the technology, are we doing enough to prepare the people who will be using it?

Because successful AI implementation is not determined by how many platforms a school has access to, but whether or not those using them understand what they are doing and why.

Learning the Tool Is Only the Beginning

Learning how to enter a prompt or generate a lesson plan is often the easier part. Knowing when to use AI and when not to is much harder. Some examples:

Recognizing when an output is inaccurate requires judgment.
Determining whether AI adds to or reduces a meaningful learning experience requires pedagogical knowledge and good instructional practices.
Knowing what information should not be entered into a platform requires awareness of privacy and security.
Helping students understand when AI is supporting their thinking rather than replacing it requires more than showing students how to use a tool.

These are just a few of the reasons why I have spoken about making sure that educators and students are ready first before considering what specific technology to use. AI readiness is about people readiness.

Educators Need More Specific Training

Something I continue to notice when providing professional development is the questions being asked. Some of the first questions asked are typically:

What tool(s) should I use?
What prompt(s) should I try?
What can this platform create?

These are important questions, but we also need to ask:

What problem are we trying to solve?
Should we use AI for this learning experience?
What should students still do independently?
Are there any risks I should consider?
How do I evaluate the information AI provides?
How will students demonstrate their own understanding?

Educators do not need to become AI experts, but they need enough knowledge to make informed decisions, which takes time.

Leadership is key

Continue reading on LinkedIn.

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

If Your Organization Is Beginning This Work

My sessions focus on helping teams:

• understand what AI can and cannot do

• recognize responsible-use considerations

• build confidence using emerging tools

• align implementation with organizational priorities

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

AI in Education vs. AI Education, Part III

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

The First 5 Steps on the Roadmap for Moving Forward

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

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

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

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

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

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

Having the Right People at the Table

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

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

School and district task forces should include:

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

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

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

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

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

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

Step 1: Understand What Is Already Happening

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

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

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

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

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

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

Step 2: Define Shared Principles

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

Possible shared principles might include:

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

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

Step 3: Create Clear Expectations for Use

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

AI Use Is Not Permitted

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

AI Use Requires Educator Approval

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

AI Use Is Permitted With Disclosure

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

AI Use Is Encouraged for a Defined Purpose

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

AI Use Is Embedded in the Assignment

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

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

Step 4: Prepare Educators Through Practical Professional Learning

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

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

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

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

Step 5: Teach AI Literacy Across the Curriculum

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

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

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

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

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

Subscribe to my ThriveinEDU newsletter to stay informed.

If Your Organization Is Beginning This Work

My sessions focus on helping teams:

• understand what AI can and cannot do

• recognize responsible-use considerations

• build confidence using emerging tools

• align implementation with organizational priorities

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

Image generated by Canva AI that shows neural network and AI in the center.

Leading Forward in AI, Part VII: Building Professional Learning Systems That Last

July 7, 2026July 3, 2026Dr. Rachelle Dené Poth Leave a comment

How do we build sustainable professional learning systems for educators?

In the first six parts of this series, I shared what I’ve been learning from working with district leadership teams across the country as they navigate artificial intelligence, digital wellness, and purposeful technology use. Over the course of my Leading Forward Series, I’ve shared what I’ve been learning from working with district leadership teams across the country as they navigate artificial intelligence, digital wellness, and purposeful technology use.

We’ve explored:

curiosity over fear
educator readiness
leadership and systems
measuring what matters
trust as the foundation
designing for thinking
true partnerships

These conversations led to a bigger question, which is how do we build systems that last? Because the goal is not to have one answer and end the conversations, it is to prepare schools to adapt continuously to be ready to meet the changing educational landscape.

After reviewing my notes, reflecting on conversations, and gathering insights from surveys, I noticed some key takeaways.

One-time Training Is Not a Strategy

One of the most common concerns expressed was that professional development is often seen as a one-time event. Sometimes it is a workshop, maybe a keynote, or a specific training session focused on a new platform or a mandate. These are all valuable learning experiences, but they are not enough, especially with the rapidly changing technologies we are seeing in education and the world.

Artificial intelligence is evolving so fast, new tools are emerging constantly, and expectations are frequently changing or, at times, may be inconsistent. A single session is not enough to prepare educators to adapt to ongoing changes. Schools need sustainable systems for learning.

What Sustainable Professional Learning Looks Like

In the districts I support, I have noticed several common characteristics that have positively impacted the educators and ultimately students and families.

1. Learning is ongoing, not just an event.

It is embedded in the school year. Educators have regular opportunities to explore new tools, reflect on practice, share strategies, and learn from one another. It should also be a time for educators to explore new ideas in the classroom and partner with students to gather additional feedback and to learn together.

2. Learning Is Collaborative

Powerful learning does not happen in isolation. It happens when educators work in teams, have opportunities to observe one another, take time to share successes and challenges, and build collective understanding. Collaboration like this leads to system-wide progress and better outcomes for educators and students.

Continue reading via my newsletter on LinkedIn.

If Your Organization Is Beginning This Work and is Seeking Consistent Support, Contact me:

My sessions focus on helping teams:

• understand what AI can and cannot do

• recognize responsible-use considerations

• build confidence using emerging tools

•align implementation with organizational priorities

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

Leading Forward, Part VI: Designing for Thinking in an AI-Driven Classroom

June 25, 2026June 23, 2026Dr. Rachelle Dené Poth Leave a comment

In the first five parts of this series, I shared what I’ve been learning from working with district leadership teams across the country as they navigate artificial intelligence, digital wellness, and purposeful technology use. There have been many conversations, brainstorming sessions, questions answered, and then more questions posed.

In each of these conversations, we have considered, and I have asked a lot of questions. But one of the most common questions that I’ve heard and considered is:

How do we know, and how do we make sure, that students are still doing the thinking? Why is this a popular question? Because in an AI-driven world, having access to answers is no longer the challenge. Answers are available everywhere and instantly. Thinking is now the challenge.

Making A Shift

When it comes to education and creating learning experiences, a large part of schooling is focused on helping students find the right answer. Educators consider the support needed to guide students in working through challenges and developing their skills as they build content knowledge. Now, that landscape has changed. And, it has changed fast.

Students can generate responses, explanations, and even write entire essays within seconds using the AI tools available to them. But this new reality leads to understandable concerns. Questions such as:

Are students relying too much on AI?
Do they know how to evaluate the information?
Is their own thinking being replaced?
What does learning look like now?
What should learning look like now?

These are some of the important questions we need to be asking. And the answers will shift our focus. Education still plays a critical role in developing essential skills, but it is evolving and requires more intentional planning and heightened awareness of available technologies, along with mindfulness about how to leverage them.

Will AI Replace Our Thinking? Not Unless We Let It

We know that artificial intelligence can support learning in powerful ways. It can:

provide feedback
offer explanations
generate ideas
support revision
help students explore concepts
serve as a thought partner for educators

But without clear expectations and a consistent message, it can also shortcut learning opportunities.

So what makes the difference?

Continue reading via my newsletter on LinkedIn.

If Your Organization Is Beginning This Work

My sessions focus on helping teams:

• understand what AI can and cannot do

• recognize responsible-use considerations

• build confidence using emerging tools

•align implementation with organizational priorities

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

Leading Forward, Part V: How Do We Know It’s Working? Measuring What Matters in an AI-Driven World

June 2, 2026June 1, 2026Dr. Rachelle Dené Poth 2 Comments

Throughout this series, I’ve shared what I’ve learned from working alongside district leadership teams across the country as they navigate artificial intelligence, digital wellness, and purposeful technology use.

We’ve explored:

why curiosity is replacing fear
why educator readiness is the foundation
why leadership and systems matter

But there is another critical question schools must answer:

How do we know if it’s working? Because implementation is not the goal. Impact is.

The Problem With Measuring the Wrong Things

Screen time and effective use of technology are hot topics in conversations happening in schools across the country. In many districts, success with technology has typically been measured by:

number of devices available, so all students can participate in learning
tool adoption rates
platform usage
logins and activity

These metrics are easy to track. But they don’t tell the full story. I’ve said it many times in various ways, but a classroom full of students using devices does not automatically mean that impactful, meaningful learning is happening. Nor does it show true student engagement just by the use of devices.

More technology use does not automatically lead to deeper learning.

More screen time does not equal greater engagement or better outcomes

So we have to really think about what we are measuring. If we continue measuring what is easy, we risk missing what matters most. And we might miss providing the best learning experiences for students.

What Should We Be Measuring Instead?

Across the districts I work with, the leadership teams are beginning to shift their focus.

The districts making the most progress are beginning to ask different kinds of questions:

Are students thinking more deeply?
Are students asking better questions?
Are students able to evaluate information more critically?
Do students understand when and how to use AI responsibly?
Are students being guided in how to use technology and why they are using it?
Do educators feel confident in their instructional decisions?
Are they supported as technology changes?

These are harder to measure, but they are far more meaningful and provide greater insight that schools can act upon.

Indicators Schools Are Moving in the Right Direction

There are some clear indicators I have seen and read about that show schools are moving in the right direction.

1. Student Thinking Is Visible

Students are not simply submitting AI-generated responses. They are explaining their thinking, reflecting on their process, questioning outputs, and making revisions. They are being guided and understand how to use AI as support, not a replacement.

2. Educators Are Making Intentional Decisions

Teachers are not asking whether they can use a certain tool or platform. Instead, they are questioning when they should and what the impact will be. This shift shows greater confidence in the purposeful use of technology and in intentional lesson design. Quality over quantity.

Continue reading the rest and subscribe to my newsletter on LinkedIn.

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, psychologists) 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

Preparing people is what makes AI implementation successful.

Contact me to work with you or speak at your event. bit.ly/thriveineduPD See testimonials about my work via my website.

Leading Forward in AI: From AI Conversations to Sustainable Systems (Part IV)

May 28, 2026May 25, 2026Dr. Rachelle Dené Poth Leave a comment

In my last article, I shared 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. That work has provided me with insightful information and meaningful opportunities to learn from educators, students, and families.

Throughout these conversations, one message continues to stand out:

We cannot begin, and we cannot stay focused only on the tools and the tech.

We must move forward.

The Shift Schools Must Make Now

In Part II, I emphasized that educator readiness is the foundation of successful AI implementation. Schools that prioritize supporting educators are the ones seeing the most progress. And it starts with leadership and consistency. But readiness alone is not enough.

What I have learned from working with school Task Forces across the country is that they have had many conversations around AI, screen time, and tech use. They have explored the possibilities and understand the urgency with these topics, but they also have a similar question.

What do we do now? And this is where I believe that leadership matters most.

Moving From Conversations to Systems

Across the districts I continue to work with, I see a clear difference between schools that are talking about AI and schools that are leading with AI. I also see a difference between AI in education and AI Education. I recently met with a State Representative in Pennsylvania, and we had this conversation as well. The difference I’ve noticed and that we discussed is not just access to tools. It is about the presence of a system. Schools making meaningful progress are not relying on isolated efforts when they find time. Instead, they are building structures with a lens on consistency, clarity, and sustainability.

The system they are developing is focused on having:

clear expectations for the responsible use of all technology
consistent messaging across classrooms and grade levels
ongoing professional learning opportunities with follow-up support
shared language for students, staff, and families
opportunities for student voice and feedback

When these are part of the conversation, AI implementation becomes less about individual decisions, which leads to inconsistency, and becomes more about a goal for collaborative and collective progress.

Consistency Builds Confidence

One of the most common challenges I have been hearing from both educators and students is inconsistency. I’ve met with student groups, interviewed educators, spoken with parents, and heard similar comments from educators and parents across the country.

In one classroom, the use of technology, and specifically AI, is encouraged. In another, it is restricted. In one classroom or school, the expectations are clear and known to all. In another, they are undefined or inconsistent.

Continue reading on LinkedIn and subscribe to my newsletter there as well.

Preparing people is what makes AI implementation successful.

Contact me to work with you or speak at your event. bit.ly/thriveineduPD See testimonials about my work via my website.

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.

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

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

Educator explaining AI literacy concepts on a smartboard to students with tablets and laptops

AI Literacy is Not Tool Mastery: How to Build Sustained Educator Capacity

April 28, 2026May 2, 2026Dr. Rachelle Dené Poth Leave a comment

Previous post on Getting Smart

Not long ago, artificial intelligence in education felt novel. It was something shiny, experimental, and, for many educators, possibly unsettling at times. When ChatGPT arrived in November 2022, the initial conversations and concerns were more focused on fear. I recall receiving emails, text messages, phone calls, and visits from educators who were concerned about cheating, plagiarism, lost skills, and what instantly felt like an overwhelming pace of change. It was something else to adjust to, not long after the overwhelming feeling that many felt in March of 2020.

But since that initial adjustment to the increased use of AI in our world at the end of 2022 and through 2023, I’ve seen a shift happening. At first, there was skepticism, uncertainty, and hesitation, and not just in the world of education. However, as we’ve continued to adjust to new tools and new ways of working, I’ve noticed a shift from considering AI as a “what if” to the acceptance that AI is here and its use is increasing. It’s embedded in tools educators already use, and if it hasn’t already, then it will potentially slowly but surely become part of the daily routine and workflow of teaching and learning.

I’ve spoken about this shift from novelty to normalcy and how it brings a new challenge: educator upskilling.

A few years ago, I started researching the training available to educators and other professionals in AI. At the end of 2023, 87% of the educators in the United States had not received any training. In my workshops, some attendees are having their first training experience, more than 3 years after ChatGPT made its debut. So I think that we need to focus on an important question, whether in education or not. The question is no longer whether educators need professional learning around AI. Most people agree that they do. The bigger issue is whether we are approaching AI professional development in ways that are deep, sustained, and human-centered, or whether we’re still experiencing the one-and-done sessions that barely scratch the surface. With AI and the pace of change in education and the world, we need to do better and be prepared.

Shifting to Ongoing Capacity Building

When I completed my doctorate nearly two years ago, my research focused heavily on professional learning in emerging technologies, with a strong emphasis on AI. Even then, the message was clear. A single PD session, or even a series of short, tool-based trainings, was not enough, especially if completed early in the year or during a limited time span.

Yet, that is what I am learning about how AI PD is structured today. Through surveys in my sessions and conversations with other educators, there is a common experience happening, which is:

A 30-minute overview.
A 15-minute “certified educator” badge.
A walkthrough of one tool done well.

While these experiences can be helpful, especially for getting started and when time is limited, in the long term, they don’t build AI literacy. They build familiarity, whether with AI concepts or an AI tool. But familiarity is not AI literacy. Not for us as educators, nor for the students we are preparing for a future surrounded by AI and a world of work that seeks employees skilled in AI.

Continue reading the original post on Getting Smart.

About Rachelle

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

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

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

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

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

Tool, Companion, or Supplemental Brain? What AI Will Be Depends on YOU!

April 14, 2026April 3, 2026Dr. Rachelle Dené Poth Leave a comment

Guest post by Robert W. Maloy and Torrey Trust

What are GenAI technologies, and what do we want them to become? Right now, GenAI is an educational chameleon, aggressively marketed as an indispensable learning companion, an academic partner, and a labor-saving tool; and at the same time, widely critiqued as a dangerous source of misinformation and biased responses, an environmental degrader, and a privacy invader. Since GenAI is all of these things and more, how do we use these tools appropriately and thoughtfully?

What GenAI is and what it will become depends on YOU – how you think about its roles, use it in your teaching and learning, and describe its functions to others.

Let’s look at two currently popular descriptions and uses of GenAI: 1) GenAI as a companion; 2) GenAI as a productivity-enhancing tool.

First, GenAI is widely described and used as a supportive “companion” or helpful “partner.” The Harvard Business Review (2025) reported that therapy/companionship was the number one way people were using GenAI in 2025. An alarming number of teens acknowledge that GenAI chatbots are their virtual companions, even though this technology can exploit youngsters’ emotional needs in ways that lead to self-harm and other risks (Common Sense Media report, Robb & Mann, 2025). One of the key problems here is that GenAI is NOT human, and it is not even intelligent (at least in the way humans perceive and describe intelligence).

The Key Takeaway: Using terms like “partner” or “companion” to describe GenAI technologies humanizes tools that are not designed to provide the support, guidance, and level of intelligence that actual humans can provide.

Second, GenAI technologies are widely presented as productivity-enhancing, time-saving, efficiency-increasing tools for people to use to improve their lives. “Use ChatGPT to make life easier,” declared a recent email advertisement, where all one had to do was “just tap a chat to start.” Personal and professional productivity is also one of the top ways people are using GenAI technologies – from writing emails and reports, to planning vacations and meals, to studying for exams; and it is certainly true that GenAI technologies can do all these things and so much more really fast. Yet, personal autonomy, creativity, and agency is lost when one uses GenAI technologies to automate activities they formerly did without it.

The key takeaway: Avoid talking about GenAI as automating work and think directly about how it can augment or supplement your activities as a teacher and a learner.

So If not a human-like companion or a productivity-enhancing automation tool, then how can we think about the role of GenAI in education? We believe that GenAI is best used when it augments teaching and learning, kind of like the way a caddie in golf enhances the golf experience. As such, we offer a metaphor of GenAI as a caddie; but again remind you that it is not an actual caddie and we are not trying to humanize this tool.

Professional golfers and their caddies on the LPGA, PGA, and more than 20 professional golf tours worldwide offer a metaphor for thinking about, describing, and using GenAI. Each pro golfer has a caddy who carries their clubs and walks alongside them when they play competitive tournaments. sharing ideas and information about the shots they are playing. For instance, until recently, LPGA player Brooke Henderson’s caddy was her older sister, Brittany; PGA player Xander Schauffele’s caddy is Austin Kaiser (his college golf teammate at San Diego State University).

Caddies have detailed information about the course and provide suggestions and feedback about what shots to hit with which clubs. They help keep track of the pace of play and how conditions of the course may be changing due to wind, weather, and time of day. However, it is the golfer who remains totally in charge of the outcomes of the game. Caddies do not hit the golf ball; golfers do not always do what the caddy suggests. It is the golfer who must make decisions, hit the shots, and deal with consequences, both positive and negative, in terms of performance and score. Caddies are there to augment the golf experience and outcome.

When it comes to teaching and learning, GenAI can be that source of information, ideas, or inspiration like a caddie; and it is the teacher who must determine what to do with that information. They have the expertise; they understand their classroom dynamics and contexts; they know their students, their topic, their grade level, and their community.

The key is for the teacher to resist the temptation to automate their work by turning it entirely over to a GenAI technology, because in this case GenAI is in control of the shots, rather than the teacher. It is as if professional golfers let their caddies choose the club and then hit the ball for them. This is even more problematic when it comes to using GenAI to automate tasks. In our metaphor, the caddie is a human who has expertise and has played golf before; however, GenAI is not a teacher, has never taught, and has no idea what teaching is. Turning over any tasks to a tool that does not have any expertise in education can become really problematic. Teachers must maintain agency and exert control, deciding when to accept, when to reject, and when to modify whatever ideas and information the GenAI provides.

So, returning to our original statement, what GenAI is and what it will become depends on YOU – how you think about its roles, use it in your teaching and learning, and describe its functions to others. What do YOU want GenAI to be?

If you’re looking for ways to use GenAI to augment teaching and learning, check our the free online companion of our new book: GenAI and Civic Engagement: 75+ Cross-Curricular Activities to Empower Your Students published by ISTE (International Society for Technology in Education) or explore the bonus learning plans we’ve published on this blog: Learning Plans for Supporting Student Agency in the Age of AI & Learning Plans for Exploring Civic Issues with GenAI.

Nearly 50 years ago, at the outset of the computer revolution in schools, Seymour Papert asked: Will computers program the child, or will educators create the conditions where children program computers? For Papert then, as for us today in the age of GenAI, using technology remains a question of human control and user agency. GenAI can provide amazing resources, but it is essential that you retain your decision-making and personal creativity. Only then will the results be truly yours.

Torrey Trust, Ph.D., is a Professor of Learning Technology in the College of Education at the University of Massachusetts Amherst. Her work centers on empowering educators and students to critically explore emerging technologies and make thoughtful, informed choices about their role in teaching and learning. Dr. Trust has received the University of Massachusetts Amherst Distinguished Teaching Award (2023), the College of Education Outstanding Teaching Award (2020), and the International Society for Technology in Education Making IT Happen Award (2018), which “honors outstanding educators and leaders who demonstrate extraordinary commitment, leadership, courage, and persistence in improving digital learning opportunities for students.” More recently, Dr. Trust has been a leading voice in exploring GenAI technologies in education and has been featured by several media outlets in articles and podcasts, including Educational Leadership, U.S. News & World Report, WIRED, Tech & Learning, The HILL, and EducationWeek. www.torreytrust.com

Robert W. Maloy is a senior lecturer in the College of Education at the University of Massachusetts Amherst, where he coordinates the history teacher education program and co-directs the TEAMS Tutoring Project, a community engagement/service learning initiative through which university students provide academic tutoring to culturally and linguistically diverse students in public schools throughout the Connecticut River Valley region of western Massachusetts. His research focuses on technology and educational change, teacher education, democratic teaching, and student learning. He is co-author of AI and Civic Engagement: 75+ Cross-Curricular Activities to Empower Your Students, Transforming Learning with New Technologies (4th edition); Kids Have All the Write Stuff: Revised and Updated for a Digital Age; Wiki Works: Teaching Web Research and Digital Literacy in History and Humanities Classrooms; We, the Students and Teachers: Teaching Democratically in the History and Social Studies Classroom; Ways of Writing with Young Kids: Teaching Creativity and Conventions Unconventionally; Kids Have All the Write Stuff: Inspiring Your Child to Put Pencil to Paper; The Essential Career Guide to Becoming a Middle and High School Teacher; Schools for an Information Age; and Partnerships for Improving Schools.

About Rachelle

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

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