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AI in Education vs. AI Education, Part V

Dr. Rachelle Dené Poth Leave a comment

Rethinking Learning and Assessment in the AI Era

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

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

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

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

What are we actually assessing?

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

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

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

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

Start With the Learning Goal

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

  1. What should students know?
  2. What should they be able to do?
  3. What thinking should they demonstrate?
  4. What skills are we trying to develop?

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

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

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

What role should AI play in this particular learning experience?

Assess the Thinking, Not Just the Product

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

Some examples may be to ask students to provide:

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

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

Decide What Role AI Should Play

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

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

AI use may be:

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

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

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

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

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

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

Build in Evidence of Student Thinking

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

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

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

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

Here are some content area examples:

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

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

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

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

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

Productive Struggle

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

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

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

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

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

From AI Efficiency to AI Dependency

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

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

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

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

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

Assessment is Evolving

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

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

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

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

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

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

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

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

Where AI in Education and AI Education Meet

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

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

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

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

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

My Final Thoughts

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

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

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

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

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

Thanks for reading this series and for the feedback.

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

If Your Organization Is Beginning This Work

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.

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Image for AI in Education, generated by ChatGPT

AI in Education vs. AI Education, Part II: From Policy to Practice

Dr. Rachelle Dené Poth Leave a comment

What Must Happen Next

In Part I of this series, I shared the importance of distinguishing between “AI in Education” and “AI Education”, and why both must move forward together if we want to prepare students for a rapidly changing world.

That distinction is critical.

But it is not enough.

Across the conversations I continue to have with legislators, district leaders, and educators, the next question is becoming clearer:

What does this actually look like in practice?

Because the challenge right now is not awareness.

It is implementation.

Guidelines are being drafted. Policies are being written. Conversations are happening at leadership levels.

But in classrooms, the reality is often very different.

Teachers are still asking:

What should I allow? How do I design lessons so that students are still thinking and not reliant on AI? What should I do if students use AI in ways I did not anticipate? How do I explain responsible use to students and families?

This gap between policy and practice is one of the most important challenges we face. Policies can set direction, but practice determines the impact.

A policy may explain what is permitted, restricted, or expected. However, educators still need support to translate those expectations into lesson design, assessment, classroom conversations, and decisions about student use. I’ve mentioned this before in my Leading Forward in AI series, and I share it again. We need consistency, a shared language, and a classroom connection. Without that connection, even well-written policies may have little effect on classroom practice.

What I’m Seeing in Classrooms

In the schools I work with, students are already using AI tools—often more than adults realize. Students are:

  • brainstorming ideas
  • asking questions
  • exploring concepts
  • testing tools independently

And it is happening now, so this is not a future issue. And it is no longer a question of whether students will use AI, but rather whether they will be guided in how to use it responsibly.

Without guidance, students experiment in isolation and rely on AI too much, and possibly for the wrong reasons. With guidance, they learn to question outputs, verify information, protect their data, acknowledge their use of AI, and recognize when a tool is supporting their thinking rather than replacing it.

That difference matters.

Moving From Restriction to Responsibility

One of the most common responses to emerging technology has been restriction. Conversations about blocking access, limiting use, and controlling the learning environment of students have been happening even more.

In some situations, restrictions are necessary. Schools must consider student privacy, age requirements, academic integrity, instructional purpose, accessibility, and whether a tool has been properly vetted. But restriction cannot be the entire strategy.

We know that students will use AI outside of the classroom. While approaches that focus on restriction may be in the best interest of protecting students, they do not prepare students for long-term success.

In the future, students will use AI in higher education, the workplace, and in everyday decision-making, which is why they need guidance. By focusing only on restrictions, we miss out on the opportunity to teach responsibility. And responsibility prepares students for real-world environments.

With opportunities in our classrooms, we can support students as they learn about AI. Students need to know how to evaluate AI-generated information, disclose when they have used a tool, protect personally identifiable information (PII), recognize bias, and understand when AI use is appropriate.

What Effective Implementation Requires

From my experience working with districts across the country, successful implementation does not come from a single policy or a single training. It comes from strategic alignment.

Continue reading on LinkedIn

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 for my training and speaking services.

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Prompting the Physics Mind: The Role of AI Tools and Prompt Engineering in Addressing Metacognitive Learning Resource Gaps Among Undergraduate Physics Students

Dr. Rachelle Dené Poth Leave a comment

Guest post by Patricio Bastida Nava, undergraduate researcher at the University of Massachusetts Amherst.

“Give me six hours to chop down a tree, and I will spend the first four sharpening the axe.”

— Abraham Lincoln

The first time I realized how badly AI could fail a student was during my first semester at UMass Amherst. I was studying for my second Physics 181 midterm. I just couldn’t understand projectile motion and struggled with kinematics. None of it was clicking. So I did what felt productive: I asked ChatGPT to build me an interactive visualization, a map of how the problems fit together, something I could study from. The artifact it produced was beautiful. I felt prepared. There I was looking at the exam when I knew instantly that understanding the concept and actually solving a problem were two entirely different things. The exam did not ask me to recall relationships. It asked me to set up equations, choose coordinate systems, and grind through algebra with variables. I had outsourced the thinking and memorized the output. I felt deeply frustrated. I just didn’t know what was wrong with me or how to fix it. The gap between what I thought I knew and what I could do had never been so big.

That failure changed how I used AI. I stopped asking it to explain and started asking it to coach: generate problems, demand my reasoning before giving feedback, and adapt difficulty to my mistakes. My learning improved. As usual, this experience led to a very important question — if I was going through this situation, what was happening to everyone else?

Weeks later, Dr. Torrey Trust ran an exercise in her AI and Education seminar that gave me part of the answer. She asked students — biology, computer science, engineering, economics — what tool they turned to when a concept was not clicking. Nearly every hand pointed in the same direction: ChatGPT. Not because anyone had tested it against alternatives. Not because it produced the best learning outcomes. Because it was fast, and speed feels like understanding. Researchers call this the learning illusion: the subjective sense that you have learned something when you have only been exposed to it. In education research, metacognition (the practice of thinking about how you are learning and whether it is actually working) is the primary defense against this illusion. But metacognition is effortful, and ChatGPT is effortless. That is the trap.

I am a first-year physics student, but I am also a researcher. I never attended a traditional school. I earned my high school diploma in Mexico by examination alone. Everything I know, I taught myself, and for much of that process, AI was one of the only resources I had. That experience gives me no patience for the argument that AI is simply a shortcut. For students like me, it was the classroom. But it also gave me no illusions about its dangers, because I have lived both sides: the version of AI that builds understanding and the version that quietly destroys it. This past March, I co-presented original research at the SITE International Conference in Philadelphia with Dr. Trust, evaluating how well large language models actually support learning when measured against established instructional theory. What we found should matter to every STEM educator. Faculty need to stop relying on blanket AI bans, update their syllabus policies, and start teaching students how to use AI for metacognitive reflection and cognitive collaboration — because whether faculty act or not, students are already using these tools every day.

The Learning Illusion

Akgun and Toker published a 2025 empirical study comparing students using ChatGPT against students using traditional textbooks. The AI group showed short-term gains on simpler tasks, but their long-term retention was significantly worse. The AI was doing the thinking. The student was watching. In learning science, this is called cognitive offloading, and in physics, it compounds every week. A student who does not genuinely work through Newton’s Second Law in week three will be lost when momentum, energy, and wave mechanics arrive later.

The struggle is not the enemy of learning in physics. The struggle frequently is the learning.

Hon’s 2026 systematic review of studies from 2018 to 2024 confirms that AI tools consistently increased engagement but also produced over-reliance and inconsistent outcomes, with the biggest gaps in disciplines that require deep conceptual reasoning. Physics is exactly that kind of discipline. Yet every day, physics students everywhere open ChatGPT, paste in a problem, and read the solution. It feels productive. It is not.

When AI Actually Works

The picture is not uniformly negative. AI can sometimes teach better than a traditional classroom, but only when it’s designed very carefully. In 2025, Harvard researchers ran an experiment and found that students learned more physics and learned it faster when they used a custom-built AI tutor instead of sitting in a typical active-learning class. What made it work wasn’t the AI itself so much as the guardrails built into it: students had to walk through their thinking before getting any help, mistakes became useful signals rather than dead ends, and the system adjusted based on where each student was actually getting tripped up. Even then, the researchers noted it could have been even better with tighter controls on how quickly answers were revealed. When I tested the model myself, I found it still occasionally provided solutions faster than a student could meaningfully process them.

Kotsis frames this through cognitive load theory: AI must scaffold inquiry rather than replace it. When a student pastes a problem and copies the answer, they eliminate all cognitive load. When they prompt an AI to coach them step by step and require them to show their work first, they engage exactly the cognitive processes physics instruction is designed to build. Younis found measurable improvements in conceptual mastery among undergraduate physics students when AI was integrated this way.

The AI is the same either way. The learning is completely different.

What the Data Actually Shows

At SITE 2026, Dr. Trust and I set out to answer a specific question: do the study and learning modes that major AI companies have built — features these companies developed, by their own account, in partnership with educators and learning scientists — actually deliver a sound learning experience? We tested four platforms: ChatGPT, Gemini, Claude, and Perplexity. Our framework was Gagné’s Nine Events of Instruction, a model from the 1960s that defines the foundational conditions for effective learning, from gaining the learner’s attention and stating objectives through eliciting performance, providing feedback, and supporting transfer to real-world application.

Across all four platforms, two of Gagné’s events were nearly absent: Gain Attention and Inform Objectives. In practice, this meant that no tool consistently explained what the student should know or be able to do after the lesson, and no tool took meaningful steps to engage the student’s curiosity before presenting the content. Without a stated learning objective, a student cannot track their own progress, cannot reflect on whether they actually understood something, and cannot connect the current concept to the next one. In a discipline as cumulative as physics, that is not a minor gap. It is a structural failure.

The findings went deeper than missing events. Learning guidance was the most consistent behavior across all four tools, but the other behaviors followed a repetitive, formulaic pattern rather than adapting as the interaction progressed. Feedback was constantly present but shallow — short and generic, lacking the depth needed to actually support learning. Every tool works with enthusiasm and encouragement regardless of the quality of the student’s responses, making it dangerously easy to fall into a learning illusion: you feel like you understand because the AI keeps telling you that you are doing great. ChatGPT in particular overwhelmed users with multiple questions simultaneously, creating a mismatch between what it asked the learner to do and what its own interface allowed. Of the four tools, Claude was the only one that consistently pushed students toward critical thinking — and, perhaps tellingly, it is often perceived as the most frustrating to use.

There is something else important to say. The presence of a pedagogical behavior in an AI interaction does not guarantee its quality. A tool can ask questions without asking useful questions. Our research required classifying each interaction against Gagné’s events regardless of quality, then reexamining the qualitative texture of those interactions to understand what the numbers alone could not capture. What the data showed, across hundreds of interactions, is that the most sophisticated AI study modes available right now cannot consistently meet what a first-year education textbook from 1965 would call basic instructional standards — and these are the tools students are relying on every night.

The Missing Skill: Metacognitive Prompting

If the tools themselves are not pedagogically reliable, then the burden falls on how students use them. This is where metacognitive prompting becomes essential — and where the gap in instruction is most glaring. Consider two students preparing for the same Physics 181 midterm on the work-energy theorem. The first opens ChatGPT and types: “Teach me about the work-energy theorem for my exam.” The AI produces a tidy summary. The student reads it, feels reassured, and moves on. Cognitive offloading is complete.

The second student writes a different kind of prompt. They instruct the AI to act as a physics professor who will first provide a short conceptual explanation, then present a symbolic problem using only variables — no numbers. The prompt explicitly requires the student to show their full step-by-step reasoning, including a free-body diagram and force decomposition, before the AI reveals any solution. It instructs the AI to analyze the student’s reasoning, identify specific misconceptions, explain why each mistake matters conceptually, and provide metacognitive strategies — reflection prompts like “Which assumption did I make unconsciously?” or checklists for common errors. Only after this exchange does the AI present a worked solution, and it follows up with a new problem adapted to the student’s demonstrated weaknesses.

The AI is identical in both cases. The learning is not. The first student consumed information. The second student built understanding. The difference is not intelligence or motivation. It is whether anyone ever taught the second student that prompting is a skill, that the quality of what you ask determines the quality of what you learn, and that the goal is not to get the answer but to find out where your reasoning breaks. Nobody is teaching this. Not in physics courses, not in orientation, not in any syllabus I have seen.

What Needs to Change

A professor during my first semester dismissed AI with an analogy: “Do you send your computer to do workouts for you?” The analogy is not wrong about personal responsibility. But it assumes students have a proper gym, a qualified trainer, and enough time to use both. Most of us do not. Office hours last an hour. Textbooks do not ask you how you are thinking. AI is available at two in the morning when the exam is tomorrow, and the concept still will not click. For many of us, it is the only resource available long enough to actually help. That does not make it safe. It makes it necessary — and necessity without guidance is how students get hurt.

Three concrete changes could begin to address this, and none of them cost money. First, update syllabus policies. The University of Texas at Austin has published sample AI guidelines that move past blanket bans toward transparent policies treating AI as a citable tool with clear attribution requirements. Any university can adopt and adapt the same framework. Second, name the risk. Tell students explicitly what cognitive offloading is and why speed is not learning. Chen documents practical strategies for avoiding AI-driven learning illusions that could be incorporated into any course’s first-week materials. Third — and this is the intervention that does not exist yet — teach students how to prompt. Not as a computer science skill, but as a metacognitive one. A single module in the first week of a physics course, showing the difference between a prompt that offloads thinking and a prompt that forces reflection, would do more for student learning than any AI ban ever has. Resources for this already exist. EdTech Books publishes open-access materials — many peer-reviewed, others designed by scholars and educators — addressing how to design AI-integrated assignments and teach prompting for critical thinking rather than answer retrieval. One example is AI-Ready Educators and Students: Using the AUGMENT Framework to Teach and Learn with Generative AI, which offers a free, classroom-ready framework for exactly this kind of teaching. These resources exist right now, and most faculty have not seen them.

I want to be honest about the limits of this argument. Prompting is a patch. It is a patch for what is, at its core, a real and serious wound: AI tools built for speed rather than learning, that consume millions of liters of water annually, that encode biases, and that will not on their own produce the physicists this world needs. But we do not have time to wait for better tools, and the wound is already open. We do not have those tools yet. I am not sure we will have them in five years. Students are using these tools today with no guidance on how to use them well.

The question has never been whether students will use AI. The question is whether anyone will teach them the difference between a prompt that replaces their thinking and a prompt that sharpens it. That is a teaching problem, and it has a teaching solution. The goal is not to ban these tools or to endorse them. The goal is to give students the knowledge, the research, and the critical awareness they need to make an informed decision about how they learn — and then the freedom to make it. Right now, students are making that decision every day. They are just making it in the dark. The least any university can do is turn on the lights.

About the author

Patricio Bastida Nava is a Mexican undergraduate student at the University of Massachusetts Amherst, where he is pursuing a double major in Physics and Astronomy/Astrophysics alongside interdisciplinary studies in artificial intelligence and STEM education. His work sits at the intersection of AI research, instructional design, and applied technology. He has co-authored research on how generative AI platforms support teaching and learning, and designs corporate AI training programs grounded in prompt engineering and educational theory. He is also a member of UMass’s iCons program in the AI & Future of Work track. Beyond his academic work, Patricio serves in student technical leadership and is passionate about the role of AI, physics, and pedagogy in shaping the future of work and learning.

About Rachelle

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 for my training and speaking services.

Article content

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 in AI: (Part III)

Dr. Rachelle Dené Poth Leave a comment

Considerations for the conversations

In part II of the series, I shared my thoughts about what I’ve been learning from working with district leadership teams across the country, and the work is focused on AI, digital wellness, and innovation. In part II, I shared my thoughts on preparing educators in these areas and why it means preparing school leaders first. This work has provided me with meaningful opportunities to learn with and work alongside educators, students, and families, and I am noticing common conversations and concerns in the schools.

Screen time

Students talk about it. Families ask about it. Teachers notice it. Administrators are expected to respond to it. What do we do about the devices?

But what I have learned from working with schools is that the most important leadership question is not simply how much time students spend on screens. The more important question is: What are students doing while they are on those screens?

As technology continues to evolve in our schools and in the world, we need to move beyond conversations that focus only on limits and restrictions. We need to focus on purpose, guidance, and readiness.

Moving From Screen Time to Purposeful Use

Conversations about student technology use have primarily focused on recommended amounts and on setting limits. The American Pediatric Association had recommendations for some of the most common questions: How many hours per day? How often should devices be used? When should students disconnect?

Although the conversation has shifted away from specific time limits, those guiding questions still matter. But today’s learning environments require something more intentional and thoughtful, and should bring in different perspectives about what the common uses are. We need to better understand how students are using technology and whether that use supports learning, connection, creativity, and growth. From my conversations, I have learned that students are using devices to:

  • Interact with friends and family
  • collaborate with classmates
  • create original work
  • communicate with teachers
  • design presentations
  • explore complex ideas
  • interact with artificial intelligence tools

Continue reading via my newsletter on LinkedIn and subscribe. Also, subscribe to my newsletter for events, resources, and more.

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.

About Rachelle

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

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

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

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

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

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

Dr. 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

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

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

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

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

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

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

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

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

Students, Teachers, and Chatbots:Learning Plans for Exploring Civic Issues with GenAI

Dr. Rachelle Dené Poth Leave a comment

Robert Maloy

Torrey Trust

Welcome to “Students, Teachers, and, Chatbots: Learning Plans for Exploring Civic Issues with GenAI!” In this monthly series, you will find classroom-ready learning plans to use as you explore different civic engagement issues and topics with students. Each learning plan is connected to one of the ISTE (International Society for Technology in Education) Standards for Students.

You can find more of these learning plans in our free online companion for our new book, AI and Civic Engagement: 75+ Cross-Curricular Activities to Empower Your Students. We hope you will find these plans engaging, and we welcome your ideas and suggestions.

AI-Enhanced Learning Plan: Democracy vs Algocracy

Imagine you have to vote in a school, local organization, community, state, or national election about a much debated and highly controversial issue. Someone proposes that instead of engaging in lengthy and potentially bitter debates, the group just let AI decide for them. What would be your response?

The question is no longer hypothetical. There are groups and government organizations in other countries that are turning over decisions about policies to AI chatbots. There is even a term for AI decision-making called “Algocracy” or government by algorithm.

Will chatbots make better decisions than elected political leaders or citizen voters? Many people now believe so. Across people in 35+ countries and speaking seven different languages, those surveyed were 30 percent more likely to see chatbots acting in their best interest and making better policy decisions on their behalf (Tech and Social Cohesion, 2025).

Letting chatbots make public policy decisions is known as “Algocracy” or “government by algorithm” (Thompson, 2022). The appeal of this idea is not hard to understand. People in country after country express distrust of politicians and political systems while also believing in the objectivity and efficiency of computer programs. Since chatbots are already proving they can make medical decisions at rates that can exceed those of human doctors, why wouldn’t chatbots do a better job of deciding where to spend money and allocate scarce resources?

Critics of algocracy are quick to point out that chatbots are not neutral tools. They function based on the datasets on which they have been trained, and that information has been shown to have alarmingly large amounts of misinformation and deep cultural, gender, racial, ability, and language biases (learn more).

Moreover, chatbots are “black boxes,” meaning users do not know how the systems actually make decisions. While how chatbots make decisions is invisible, the actions of elected representatives are matters of public record. Online and in print, you can research how your senator, representative, town or city council member, mayor, or other elected officials voted on the issues and you can write to them to express your views, for or against, their actions.

So what role, if any, should AI play in making decisions in democratic settings? Two former Google executives have proposed “rather than replace democracy with A.I., we must instead use A.I. to reinvigorate democracy, making it more responsive, more deliberative and more worthy of public trust” (Schmidt & Sorota, 2025, para. 3). This activity explores ways that AI can promote democracy and democratic decision-making while strengthening people’s participation in government and society.

Learning Goal

Students will build their civic knowledge by exploring the real world issue of Algocracy.

  • ACTIVITY 1: Using GenAI to Make Decisions for a Day (or an Hour)
    • Pick one day, one class, or one hour, and let GenAI make all the decisions for the class about what to do.
      • Example Prompt: “Respond yes or no and explain your reasoning for the following question from my 7th-grade students: Should we read Hamlet today or play Roblox?”
    • At the end of the day, class, or hour, invite students to reflect on their initial response to the student engagement question (“If a decision needs to be made, would you rather vote on it or have an AI chatbot decide?”) and whether they would change their response based on their experience asking GenAI to make decisions for them.
    • Then, have students research the concept of algocracy and current examples of AI decision-making by elected officials.
    • Finally, invite students to write a letter to their local town or state government in favor of, or in opposition to, this concept.
  • ACTIVITY 2: Critical Analysis of AI Decision-Making in Government
    • Invite students to research and then discuss the following questions:
      • How could the biases embedded in data shape political decision-making from AI systems?
      • How might AI-generated hallucinations affect governmental decision-making?
      • Who might benefit from AI decision making in government or an algocracy?
      • Who might be harmed from AI decision-making in government or an algocracy?
      • How might AI decision-making shift power dynamics within government? Who gains new forms of authority, and who loses it?
      • If an AI system makes an unjust or harmful decision, who should be held accountable (e.g., AI system developer? government officials?)
      • Who is more trustworthy? A politician or an AI system? Why?
    • Then, based on their research and discussion,

Reflection Questions

  • What role do you think AI systems will play in governmental decision-making 30 years from now? What about 100 years from now?
  • How might AI-driven governance shape or reshape democracy?
  • Would you vote for an AI candidate over a human candidate? Why or why not?
  • Could heavy reliance on AI governance discourage civic engagement or participation? Why or why not?

AI Literacy Questions

  • If you were to build an AI system to make decisions for the government, what data would you use to train the system? How would you reduce hallucinations? What safeguards would you put in place? What other ethical considerations would guide your design?
  • If GenAI systems can process far more information than humans, does that make it a better decision-maker? Why or why not?

ISTE Knowledge Constructor Criteria Addressed

  • 1.3.a Effective Research Strategies. Students use effective research strategies to find resources that support their learning needs, personal interests, and creative pursuits.
  • 1.3.b Evaluate Information. Students evaluate the accuracy, validity, bias, origin, and relevance of digital content.
  • 1.3.d Explore Real-World Issues. Students build knowledge by exploring real-world issues and gain experience in applying their learning in authentic settings.

References

Citizens.IS. (2025). Better Reykjavik. https://www.citizens.is/portfolio_page/better_reykjavik/

National Council of State Legislatures. (2022, January 4). Initiative and Referendum Overview and Resources. https://www.ncsl.org/elections-and-campaigns/initiative-and-referendum-overview-and-resources

Nwanevu, O. (2025). The right of the people: Democracy and the case for a new American founding. Penguin Random House.

Schmidt, E. & Sorota, A. (2025, November 16). This is no way to rule a country. The New York Times Sunday Opinion, p. 4).

Schofield, M. (2025, November 27). Ten ballot questions clear key hurdles. Greenfield Recorder, pp. A1, A10.

Tech and Social Cohesion. (2025, September 13). More people trust chatbots than elected leaders. https://techandsocialcohesion.substack.com/p/more-people-trust-chatbots-than-elected

Thompson, J. (2022, November 28). Algocracy would replace politicians with algorithms. Should we try it? Big Think. https://bigthink.com/thinking/algocracy-algorithm-government/

Resources

Apertus Isn’t (yet), the Win You Think It Is. Maxime Grenu. LinkedIn (September 2, 2025).

  • Assesses Switzerland’s efforts to build an ethical large language model for the public good, trained on only publicly available content.

Author Bios

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. http://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; andPartnerships for Improving Schools.

About Rachelle

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

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

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

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

Follow Rachelle on Bluesky, Instagram, Threads, 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.

Collaborate with Walter, Your AI Teaching Assistant

Dr. Rachelle Dené Poth Leave a comment

In collaboration with Noodle Factory, all opinions are my own.

As an educator constantly seeking innovative methods to enhance learning and teaching, my exploration recently led me to an exciting platform: Noodle Factory. When I find a new tool, especially when it comes to AI, I love sharing my experiences so that other educators can get started.

It has been fun exploring its various options and, in particular, its standout features, such as Walter+, the AI teaching assistant designed for grades K through 12. Walter+ is designed to help educators enhance and transform the learning experiences they provide for students. Noodle Factory makes it easy to get started by providing guidance, being available for questions, and even doing a demo! For any educator wondering where to begin with AI in their classroom, I definitely recommend exploring Noodle Factory and seeing the impact on student learning. Giving students a chance to learn about and interact with AI is important.

Why AI in Education Matters

The integration of AI in education is reshaping how educators deliver the content and impacting how students engage with the material. With purposeful use and the right pedagogical practices, AI tools can assist educators in various ways. It can help to personalize learning, automate grading, and create engaging, interactive content while complementing traditional teaching methods. Noodle Factory provides tools that are not just innovative but also intuitive and effective for use in the classroom. Especially as educators seek more efficient ways to deliver instruction and provide feedback to students, knowing how to leverage the power of AI is key. Noodle Factory offers innovative tools that enhance both learning and teaching processes.

First Experiences with Noodle Factory

When I first started with Noodle Factory, I was quite surprised by how easy it was to generate personalized learning resources for students. By uploading some of my teaching materials onto the platform, I saw how Walter+ tailored these resources into personalized learning experiences. I was impressed with its AI-driven dialogue system, which engages students in meaningful conversations and helps enhance their overall comprehension and retention of the content.

Using AI-powered tools such as Walter+ to create personalized learning experiences has been a game changer. I uploaded my teaching materials and waited briefly while Walter transformed them into interactive, engaging learning modules specific to my students’ needs. Noodle Factory’s ability to generate context-aware conversation flows and also, its ability to provide multilingual support enables educators to effectively reach students coming from different language backgrounds.

My favorite Noodle Factory Features

There are great features in Noodle Factory that will significantly impact teaching and students’ learning:

AI-driven Personalized Learning: Walter+ adapts to each student’s learning pace, helping to promote a more inclusive and effective learning environment.

We know that in order to accommodate students’ diverse learning needs, we have to understand where they are in the learning process and provide authentic, meaningful, and timely feedback. When this is possible in real-time, teachers can adjust, and each student can receive tailored educational experiences, which we know is crucial for learning. It provides students with instant, constructive feedback, which is key to fostering their academic growth.

Automated Grading and Feedback: We know that grading can take a great deal of time, especially when providing specific feedback for students. With Noodle Factory, educators can save time and provide students with immediate, actionable feedback, helping them understand their strengths and areas for improvement. This, of course, means that teachers can spend more time working directly with students, too!

Engaging and Interactive Content Creation Tools: With the various options available, I am able to boost student engagement. Noodle Factory’s tools enable me to transform traditional lessons into more interactive sessions that spark students’ interest and foster deeper learning. Student engagement, which can be a challenge, is now an area that we can boost because of the tools available to us.

Results: Positive Impact on Teaching and Learning!

By using Noodle Factory, educators will see a boost in student engagement and learning performance. Noodle Factory helps with our productivity through its features, such as automated grading and real-time insights into students’ progress. Being able to grab a quick glimpse into where students are in the learning journey is so helpful for targeting our instruction as needed. Gathering feedback from students is also important as it helps us to know what works for them and how to enhance their learning experiences. It also assists with providing a personalized approach through an interactive learning environment.

The real-time performance tracking and flexible assessment modules help teachers tailor their teaching strategies in real time to best meet individual student needs. Give Noodle Factory a try today and see the impact it makes in your classroom, for students, and for your work as an educator!

Interested in experiencing this transformative tool? Great news! I’m offering an exclusive code for my readers to try the premium plan (Educator Plus) on Noodle Factory. Discover how Walter+ can enhance your teaching and provide your students with an unmatched educational experience. And be sure to let me know how it goes for you!

P.S. Check out my podcast episode, where I chat with the Co-Founders of Noodle Factory Yvonne and Jim! Listen here!

About the Author:

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 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 your 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

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

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

How to Find the Right Space to Create and Engage

Dr. Rachelle Dené Poth Leave a comment

Earlier this school year, I thought about how I could be more consistent in my classroom. When I say classroom, I mean all aspects of where I engage in my work and not simply my physical classroom space. Some areas that I wanted to focus on were the building of relationships, making better and more consistent connections with families, and designing a comfortable and welcoming classroom space for my students.

I think about each of these, I see them as “spaces” where we interact and exist together. I recognize that as educators, there are a lot of different spaces that we need to create and stay connected within. Being able to find the best ways to stay engaged in each of these spaces is important, especially with busy schedules and demands of the work that we do. Having the benefit of digital tools that can assist us also makes it easier to provide more for our students and their families, both in and out of our classroom space. So what are the spaces that educators need to create and engage in?

A Professional Learning Space

For educators, it is important that we really look at our professional learning space differently today than we may have in the past. For myself, having been an educator for many years, I did spend the first 15 years of my career mostly in isolation. While I engaged in opportunities for professional development within my school or attended a local conference periodically, those were the only types of professional learning spaces that existed for me—because I limited myself. What is worse, is that I also placed limits on my students by not putting myself out there to connect, to learn new ideas and methods to bring back to my classroom. Years ago, finding learning spaces and making time to engage in them was more time consuming with fewer choices available. Today, we have access to so many different and more accessible professional learning spaces. We can find something that meets our interests and our needs especially when it comes to time and place. What are some options?

ISTE offers Professional Learning Networks (PLNs) focused on specific topics related to technology and roles in education. It is a great space to become connected and to share ideas and connect classrooms.

LinkedIn is a social media platform for professional connections and professional learning. Educators are using LinkedIn to connect, gather resources and even help students develop their professional identities in this space.

Twitter offers many ways for educators to connect and learn via Twitter chats happening on a daily basis, and by following specific hashtags related to education. It is a great space to ask questions, to crowdsource ideas and to build a PLN.

Voxer is a walkie-talkie messaging app that promotes instant conversation with people from all around the world. Educators use Voxer for creating small groups for a PLC, having a space to share ideas and collaborate with educators from around the world, and even for participating in book studies and virtual learning events.

A Classroom Space, Both Physical and Virtual

The look of classrooms and learning today is so different from what it was when I was a student and quite different than even five years ago. We have the potential to learn from anywhere around the world and at a time that meets our needs. We truly have the capability to provide more for our students than we’ve ever been able to before. Through the use of digital tools and purposefully leveraging technology, we can provide the support our students need exactly when they need it. The world becomes our classroom when we include some of these tools and ideas in our practice.

The physical space can look quite different when we use station rotations in our classrooms, provide more flexible learning spaces for students to learn in, and also connect our students with learning that happens in our school community. We redefine the “space” of the classroom and can provide something to meet every student’s interests and needs. We can also explore different digital tools that help us create a more accessible connection with our students and provide ongoing support when they need it. Here are some of the tools that we have used to stay connected in our learning space.

Edmodo is a digital space for students and teachers to interact in a safe learning network. It provides access to resources, has helped us facilitate global collaboration and build digital citizenship skills.

Padlet allows us to create a wall of discussion and share audio, video, music, photos and text. It has helped us to connect with classrooms from around the world in real-time interactions.

Flipgrid is great for extending classroom discussions and providing students with a comfortable way to express their thoughts through video responses. Students build comfort that transfers into the physical classroom space by being able to connect with their peers in the digital space.

Kidblog provides many ways for students to build literacy and digital citizenship skills, as well as create their online presence. It promotes class discussion and collaboration and gives students a space to share their ideas and track their personal growth in the process.

A Space for Promoting Student and Family Engagement

Being able to connect with the families of our students is critically important. In order to provide the best for our students, we need to make sure that we are building and fostering true family engagement. To do so, we must rely on the traditional methods we have used such as exchanging emails, making phone calls home or holding meetings in the school, but now we have access to doing even more. Being able to bring families in to see and experience what learning looks like for their students, to share in the learning that happens in the classroom or to participate in a student’s in-class presentation is possible through digital spaces we set up. Events held at schools such as Open Houses, or STEAM showcase events, for example, are great for showing families the amazing things happening in our schools. However, not all families can participate due to time constraints which is why having digital tools available that enable us to share these events can make a difference.

Remind is helpful for messaging and sharing photos and files with families to include them in the school events.

ParentSquare facilitates better communication and collaboration and helps to build a solid connection between the home and the school community.

Buncee is a multimedia presentation tool that can be used to design a class newsletter with audio and video, or for students to share their work with families and include it in a Buncee presentation. Using a tool like this is helpful for families that cannot attend events such as Open House.

Seesaw is a platform that enables teachers to share what is happening in the classroom with parents. Teachers can record and directly share each child’s progress.

These are just some of the spaces that we need to consider as educators today. There are many options available for creating these spaces and the best part is that we can find something to meet the needs of our students, their families and ourselves.

**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? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

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Unconscious Bias

Dr. Rachelle Dené Poth Leave a comment

Guest post by Sari Goldberg McKeown @sgteach_sari & Jessica Liakonis @MrsLiakonis

Opinions expressed are  those of the guest blogger. 

 

I embrace education as an opportunity to inspire and empower. As an educator, it is my goal to enhance student learning as a transformative experience. Teaching is a privileged position. It  demands humility as much as respect. It is crucial that as educators, we recognize the power inherent in our role and are self-reflective about our actions. It is critical that we are mindful of our position as a role model and the kind of learning we strive to promote among students. Our students are always watching. They are always learning from us. When the image below was recently posted by Adam Welcome, it forced me to stop in my tracks. This small image has a BIG impact.

“We say we teach all children, but do we teach all stories?  Do we teach the whole truth, and nothing but the truth, or just the sanitized version that will not ruffle any feathers? I can choose to bring others into our classrooms so that their stories are told by them. I can choose to model what it means to question my own assumptions and correct my own wrongs.” As Jessica and I unpacked Pernille Ripp’s post “These Divided Times,” with our Voxer group #StrongTies, Pernille’s words swirled in my head. This conversation brought my own assumptions to the forefront. Do I support all stories? Do I create a space that encourages the whole truth? What do I model? -Sari

 

𝕊𝕒𝕣𝕚 𝔾𝕠𝕝𝕕𝕓𝕖𝕣𝕘 𝕄𝕔𝕂𝕖𝕠𝕨𝕟@sgteach_sari

How do you flatten the walls in your classroom? @pernilleripp @kemnitzer3 @JamiePandolf @AKennedy61 @MrsLiakonis @lopescommack @ChrisKauter @MrECuff

View image on Twitter

Who’s different? What’s fair? As a society, discussions about bias, discrimination, culture, and social justice tend to happen more in middle and high schools. Educators sometimes believe that younger children may not understand these complex topics, or maybe they just want to delay exposing them to injustices as long as possible. However, young children have such a passion for fairness. They want to do the right thing; they want to be fair. The best though is that they notice differences without apology or discomfort. Why does your hair feel different than mine? What is that in your lunchbox? How come you have two mommies?

As Sari mentioned, while we unpacked Pernille’s post, I thought to myself, bias can be unlearned or reversed if children are exposed to everyone’s differences in a positive way. The burning question, how do we do that?  -Jessica

Searching Inward

I quickly realized I had a lot to learn. I am so grateful for the time that Pernille spent with us that week digging deep into this meaningful work. As Pernille shares in this message (that I highly encourage you to listen to), this is messy, exhausting work that is so incredibly important. Before we can do the work with our students, we need to do the work with ourselves. I needed to search inward and identify my own personal bias. Bias. What does that mean? I used to believe that word had a very negative connotation. This learning journey has shifted my perspective.

To have personal biases is to be human. We all hold our own subjective world views and are influenced and shaped by our own experiences, beliefs, values, education, family, friends, peers and others. Being aware of one’s biases is vital to both personal well-being and professional success.

Our lens is created through our experiences. These experiences create our bias. That does not make our lens wrong…it just makes it personal. Believing that our lens is the only lens or the correct lens, is wrong. – Sari

The Power of a Story

Yes, Sari! We must identify our own bias first, and it’s not always easy. Once we can understand and recognize this, we can begin to teach students how to acknowledge their own. The early years are the time to begin helping children form strong, positive self-images and grow up to respect and get along with people who are different from themselves. So, how can we start beating bias? With books!

Jessica Liakonis@MrsLiakonis

Day 46 Another great story by @bwittbooks & @LondonLLadd set in 1959 about Bernard’s wish for the Red Sox to finally integrate their baseball team! @JLVacchio @miss_anderer @WilletsRoadMS Ss loved learning from the back matter! @EastWillistonSD

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Jessica Liakonis@MrsLiakonis

Day 160 An important topic told in a fairy tale. Student discussion was powerful. Thank you @DanielHaack @EastWillistonSD @WilletsRoadMS @kemnitzer3 @sgteach_sari @JamiePandolf @AKennedy61 @dmgately @pernilleripp

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Children’s books continue to be an invaluable source of information and values. These books can begin extremely positive and powerful discussions in your classroom, if we allow them to. We must allow them to. The experience of listening to others read aloud or reading picture books with an anti bias message provides an opportunity for young children to see and identify with characters often different from themselves. They can also experience a wide range of social dilemmas and points of view. These stories teach students how to look at events from a variety of perspectives, in other words, feel what it is like to “be in another person’s shoes.” –Jessica

Jessica Liakonis@MrsLiakonis

Day 70 The Undefeated by @kwamealexander is an ode to black Americans through history: the dreamers and the doers who have made a difference despite the many injustices endured and challenges faced. @JLVacchio @miss_anderer

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Continuing the Conversation

Pernille ignited a flame within me. Jessica and I gravitated towards one another. We shared a strong desire to seek more answers. This marked the beginning of our journey. We continued to dig deep in an effort to understand our own personal bias. We explored books, podcasts, TED Talks, hashtags, blogs, and workshops that have stretched our thinking. Please click here to find the list of resources that have opened our eyes. This document also includes many of the incredible read alouds Jessica has utilized as a catalyst for these important conversations with students. (Please also reach out to us with recommendations to help support our journey!) We developed a workshop, Unconscious Bias. To date we have facilitated sessions at EdCampLI and The New York State Middle School Association Regional Conference. We designed this workshop not as experts, but as learners. Our intention is to create a space to continue the conversation and learn with others. – Sari

I read picture books to my students on a daily basis as part of #ClassroomBookADay. Recently, I decided to look back on some of the picture books I have read to my students and connect them with our current Civil Rights unit, as well as current events. Having the students explore the literature and discuss hard topics was just what we needed in order to reflect back on our biases. 

Through meaningful activities that promote critical thinking and problem solving, based on carefully selected books, our students can begin to build the empathy and confidence needed for becoming caring and knowledgeable people who stand up for themselves and others in the face of discriminatory behavior. Let’s continue to teach them the beauty of others.  -Jessica

Ed Kemnitzer@kemnitzer3

This presentation is just amazing! Great conversation on bias, putting all stories on bookshelves, and engaging all voices. Using gentle stories to talk about heavy topics. Shout outs to @pernilleripp and @dmammolito. Great work, @MrsLiakonis and @sgteach_sari.

View image on TwitterView image on TwitterView image on TwitterView image on Twitter

____________________ Thank you Sari for the Guest Post _____________________

 

**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? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

 

Guest post: Teachers have earned the benefit of the doubt

Dr. Rachelle Dené Poth Leave a comment

Be patient during the COVID-19 pandemic

As schools throughout the nation close for the remainder of the year, take a minute to consider what this will mean for thousands of teachers who are doing their best to educate our children. School leaders and local officials are scrambling to “flatten the curve” of the COVID-19 pandemic. This is our top priority, and as we retrofit our education system on the fly to meet the needs of millions of students, we ask for your patience and understanding.

Schools are not designed to adapt quickly

Be kind to teachers who are on the front lines navigating school closures in an education system that is, like so many institutions, incapable of meeting the demands placed upon it by the outbreak. At best, the expectations for most teachers right now are loosely defined by school leaders. Many teachers are trying to patch together inadequate distance learning programs without guidance. This is not the time for parents to use social media platforms to compare teachers or to publicly complain about a teacher who is slow to adapt. Our nation’s teachers have earned the benefit of the doubt, so please show some grace if you are irritated.
During normal times, school districts take several months, even years, to institute changes in curriculum and instructional methods. Expecting teachers to do this at a high level, with no time to prepare, during a national emergency is ridiculous. If you feel the need to share feedback with an educator, consider what would be helpful before you hit send. Negativity toward a teacher at this time will bruise deeply and could limit the creativity of teachers trying their best to meet student needs. A measured tone is imperative if you feel discouraged as a parent and wish to share your frustration. Trust me, teachers wish they could meet the needs of every student and family they serve.

More than the internet

Connecting and teaching students in a distance-learning environment is not akin to a teacher simply jumping online and presenting academic material to students. Conducting meaningful virtual instruction requires dedicated professional coaching for staff, and it also requires significant training and practice for students and families. Most teachers have never been expected to integrate remote learning into their curriculum. The instinctive knowledge teachers have spent their respective careers amassing has a vastly different application online, and most educators have never been trained to deliver robust instruction in that format. In addition, the inequity of student access to technology and broadband internet service is woven into the challenge of teaching students remotely.

Teachers are pros at building relationships

Teachers are well versed in building relationships with students so be grateful for the teachers who are trying to maintain their connection to students. This connection — virtual or in-person — is critical for academic and social-emotional growth. Our best educators specialize in making those human connections and they are experts at molding positive relationships, devoting their talent to create a culture of learning, and contributing to the school culture. Those indelible skills for expressing care and demonstrating a commanding presence may translate online for some teachers, but it is unfair to expect it to happen naturally.

Teachers are stuck waiting

Many of our teachers can’t share with you that they are at the whim of school leaders and state mandates that are not always communicated to them effectively. While teachers are on the front lines of most communication with parents and students, they are not always armed with the information parents seek. Your child’s teacher understands your concerns about assessments and grades, your child falling behind and your desire to have access to more resources. Teachers are trying to be flexible and they do not want to throw their school leaders under the bus by voicing their misgivings to you and fueling the anxiety parents are feeling.

Uncertainty and sadness

Educators lament the loss of the celebrations, getting that last high five, hug or final word of encouragement to students. Teachers have been working hard to get your child to the finish line, and in a career that has always included clear beginnings and ends each school year, this new reality is bewildering. Many educators are helping their own children cope with the loss of a traditional school year while they also cope with the same reality as a professional. Not being able to grieve the loss of the school year together is tough on the children and the adults who serve them. Teachers wonder if their current efforts are making much of an impact on students. In some cases, only a handful of students are still connected to school and that is disheartening. Teachers are used to receiving regular feedback from students and adjusting their teaching strategies accordingly.

Moving forward

The best thing you can do to help teachers is to unite with them and let them know you appreciate them. If you feel the need to share your concerns about school district policies and local programs, reach out to school leaders. Our educators are committed to serving all children and we know that we’re in this together. Teachers and school leaders throughout the country care deeply about the health, safety, and engagement of their students. Right now our teachers need your support.

**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? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

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