AI and the Law: What Educators Need to Know About Responsible Use in a Rapidly Changing Landscape

March 24, 2026March 29, 2026Dr. Rachelle Dené Poth Leave a comment

By Dr. Rachelle Dené Poth, JD

Artificial intelligence (AI) is rapidly transforming education. From lesson planning support to personalized learning pathways and administrative efficiencies, AI tools are a more common part of everyday classroom practices. At the same time, the speed at which this technology has advanced and been adopted into classrooms has led to understandable uncertainty among educators, leaders, and families who are asking important questions. These groups are concerned with the data that is being collected, who owns AI-generated work, and what responsibilities schools have when students and educators use these tools.

As both an attorney and educator who has spent more than eight years researching, teaching, presenting, and writing about AI, I have worked with schools across K–12 and higher education that are navigating these exact questions. The legal implications of AI are not barriers to innovation, but I consider them to serve as guardrails that assist schools with adopting technology responsibly. The key is protecting students, educators, and institutions and staying informed. Understanding the legal landscape and any potential legal implications as a result of the use of AI in classrooms helps schools move forward with confidence rather than hesitation.

Why AI and the Law Matter in Education

AI relies on data in order to function effectively. When it comes to schools, this means having access to student information, classroom artifacts, writing samples, images, and even data related to physical or behavioral information. Intent is not the deciding factor. Even if educators believe they are only sharing minimal information, that does not clearly identify a student, family member, or colleague, even seemingly harmless details can qualify as personally identifiable information (PII).

I’ve often spoken about some examples like referencing a favorite restaurant, a local landmark, a pet’s name, or an extracurricular activity, all of which could make a student identifiable when combined with other data points. Last year, an educator in one of my sessions said, “Enough stars to still form a constellation,” and that has stuck with me and I have shared it in each AI and the Law session I have done. That is why evaluating tools carefully and teaching students to do the same are essential. I often reference scavenger hunts, in that educators should not feel like they are on a scavenger hunt when trying to find out what happens to their information. We need transparency from vendors so that educators are aware and informed.

AI is also changing how decisions are made in schools. With many advances, there are recommendation systems, automated feedback tools, and predictive analytics that can influence learning pathways, grading practices, and student support services. Having an understanding of how these systems work and how they should be used responsibly is becoming part of educators’ and school leaders’ professional responsibilities.

Key Laws That Shape AI Use in Schools

There are several important laws that guide how schools must approach AI.

FERPA (Family Educational Rights and Privacy Act) protects the privacy of student education records. When schools use AI-powered platforms that process student work or store learning data, they must ensure that these tools comply with FERPA requirements and clearly define how student information is handled.

COPPA (Children’s Online Privacy Protection Act) applies to students under the age of 13 and requires parental consent before collecting personal information through online services. Because many AI tools rely on user-generated input, COPPA compliance becomes especially important in elementary and middle school settings.

GDPR (General Data Protection Regulation), although it is a European Union law, is relevant to U.S. schools that use tools developed by companies that operate internationally. There are many platforms created outside of the United States that educators may be unaware of, and so understanding GDPR is essential. Many platforms now include cookie permissions and data-use customization features in response to GDPR requirements. These protections often benefit schools globally.

Schools should also consider state-level student data privacy laws, which are increasingly changing the expectations for vendor contracts, third-party integrations, and data retention timelines. District leaders and IT teams play an essential role in ensuring these requirements are addressed before tools are introduced into classrooms.

Data Privacy and Vendor Responsibility

AI tools require large amounts of data to function effectively. That data may be used to improve the tool itself, train additional models, or support integrations across connected platforms. Even when a tool states that it does not share user data, connected services or embedded features may still interact with stored information. I was asked two years ago, when speaking at LACOE in California during my AI and the Law session, if someone should “trust the platform when it says they do not share or store the data.” My instant answer was “No.” And it was for this exact reason.

Before introducing any AI platform in schools, educators and school leaders should review terms of service, privacy policies, and compliance documentation. Look for references to FERPA, COPPA, and additional privacy protections. Look for the date that the privacy policy was most recently updated. Districts should also confirm whether vendors use student information to train future AI models and whether contracts clearly define ownership and storage expectations.

This is where collaboration with district technology teams becomes essential. Responsible adoption is not an individual teacher’s decision. It is a system-level responsibility supported by leadership, policy teams, and instructional staff working together. Collaboration is key.

Transparency Builds Trust With Students and Families

Responsible AI adoption depends on communication. Families deserve clear explanations of the tools being used, the data being collected, and how that data is protected.

When working with students under age 13, written parental consent may be required. Even when it is not legally necessary, providing families with opportunities to ask questions strengthens trust and partnership. Transparency also empowers students. When students understand how AI systems work and the risks they may pose, they become more thoughtful digital citizens and more informed users of technology.

Schools that proactively communicate expectations for AI use are more likely to build families’ confidence and reduce misunderstandings about how these tools support learning.

Accessibility, Equity, and Emerging Legal Considerations

As schools adopt AI tools, accessibility and equity must remain part of the conversation. Laws such as Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA) require that digital learning tools be accessible to all students. If AI-powered platforms create barriers rather than support access, schools may face compliance concerns. We need to consistently audit the tools we are using. It must be an ongoing process.

Schools must also consider how AI intersects with Title IX responsibilities, especially with the rise of deepfake technology, which leads to new risks related to harassment and impacts student safety. Policies must be in place for addressing the misuse of generative AI tools and clearly define expectations and response procedures.

Algorithmic bias and fairness are important parts of the conversation. Schools should evaluate whether AI systems produce equitable outcomes across student groups and whether automated recommendations influence learning opportunities in unintended ways. Responsible implementation includes ongoing evaluation, not just initial approval.

Teaching Digital Citizenship With AI Literacy

Legal compliance alone is not enough. Students must also develop the skills needed to evaluate AI responsibly.

Developing skills in these areas means recognizing risks such as deepfakes and misinformation, bias in generated content, and cyberbullying that is supported by emerging technologies. Schools that integrate digital citizenship with AI literacy will guide students to become thoughtful participants in technology-rich environments rather than passive users who lack true understanding and AI literacy skills.

Clear expectations around appropriate use and academic integrity help students develop ethical decision-making skills that extend beyond the classroom.

Supporting Schools and Organizations Through AI and Legal Guidance

As AI adoption accelerates, schools will benefit from having a structured support system in place that connects legal awareness with thoughtful and purposeful classroom practice. Through my work with educators in K–12 and higher education, I provide professional learning experiences that help schools understand privacy requirements, implement responsible AI strategies, and align classroom applications with policy expectations.

My work includes keynote presentations, workshops, district leadership sessions, curriculum planning support, and customized training focused on data privacy, academic integrity, digital citizenship, accessibility considerations, vendor evaluation, and responsible AI adoption. Each training is tailored to address specific needs, ranging from introductory awareness sessions to deeper implementation planning and leadership strategy development.

In addition to supporting schools and universities, I work with organizations across other sectors to explore how to implement AI responsibly while remaining aligned with legal expectations and organizational values. Many industries face the same challenges that educators do, surrounding uncertainty about data privacy, questions about intellectual property ownership, concerns about transparency in decision-making systems, and the need to develop policies that support ethical innovation. My work helps organizations evaluate tools thoughtfully, identify potential risks early, and create practical guardrails that support responsible adoption rather than reactive compliance.

Organizations in healthcare, legal services, workforce development, nonprofit leadership, and corporate training environments are increasingly recognizing the importance of AI literacy for employees at every level. Through workshops, leadership sessions, and strategy conversations, I help teams understand how AI systems work, the legal considerations that may be applicable to them, and how to build cultures of responsible use that prioritize trust, security, and human judgment.

Moving Forward With Confidence

Artificial intelligence is already shaping how students learn, communicate, and prepare for future careers. The goal is not simply to adopt AI tools, but to adopt them responsibly. And this is where our work as educators comes in and why we need to dive in and learn with and guide our students.

When educators understand the legal landscape of privacy, accessibility, intellectual property, and ethical use, they can make informed decisions that support innovation and student protection. With thoughtful planning, collaboration, and transparency, schools will create learning environments where AI enhances opportunities while maintaining trust, safety, and integrity across the entire school community.

I work with schools and organizations, both in person and virtually, to support thoughtful and responsible AI implementation through professional learning, curriculum design, and resource development specific to educators, students, and families, using a common language. I have also collaborated with leadership teams to develop AI guidance frameworks, classroom-ready activities, and policies that reflect legal considerations.

The resources created help districts communicate clearly and consistently with families about AI use, support educators in building AI literacy, and provide students with age-appropriate strategies for using AI safely, ethically, and responsibly. By combining legal insight with classroom experience, I help schools move beyond uncertainty toward sustainable systems that include clear expectations, transparency, and actionable guardrails for responsible use.

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!

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Brewing Better Teaching: Learning Latte with Learning Genie

March 10, 2026March 9, 2026Dr. Rachelle Dené Poth Leave a comment

In collaboration with Learning Genie: All Opinions are my own

If there’s one thing I value in education, it’s authentic and honest conversations about what’s really happening in classrooms. The January and February Learning Latte meetups with Learning Genie were exactly that.

These meetups offered grounded, reflective discussions about teacher preparation, real classroom challenges, and how tools like Learning Genie can support, rather than replace, our professional judgment. And with a focus on UDL, Portrait of a Graduate, and Differentiation, Learning Genie offers everything in one solution!

Here are some takeaways:

January: Teacher Preparation, TPA Season & the “Idea Inventory”

January’s Learning Latte meetup focused on the importance of and value in truly listening to educators.

One of the most important parts of the conversation came from Robert Mayfield, who addressed a challenge that many of us have seen and experienced firsthand: pre-service teachers during the TPA season.

If you’ve worked with student teachers, you may notice the impact of getting started and how they feel about it. They can be:

Overwhelmed
Time-strapped
Focused on and worried about meeting rubric requirements
Relying heavily on pre-existing lesson plans
Trying to survive and balance all of the new tasks that come with our work.

Robert highlighted a key concern: When pre-service teachers rely too heavily on ready-made lessons, they may miss the opportunity to build their own instructional toolkit. That’s where the concept of an “idea inventory” comes in.

What Is an Idea Inventory?

An idea inventory is not just a folder of saved lessons over the course of the school year or years. It is a curated, reflective collection of strategies used, activity ideas, differentiation techniques, assessment approaches, and adaptable frameworks.

The inventory includes:

Multiple entry points for learners
Flexible scaffolding ideas
Variations for different readiness levels
Culturally responsive examples
Developmentally aligned strategies

All of this is especially critical in early childhood and elementary settings, where differentiation is foundational.

The January discussion reinforced what I have noticed when working with other educators. New teachers need to understand how to differentiate effectively and have the resources they need to support their work.

This is where Learning Genie can make an impact. It supports reflective planning and enables teachers to connect observations to instruction. It makes differentiation visible, which is essential.

A good question to consider is: “How do we help future teachers think like designers of learning?”

Learning Genie supports that mindset shift. When teachers reflect on student observations and use those insights to plan intentionally, it helps build professional capacity and confidence. And it builds community when educators and companies connect!

Enjoy learning from and sharing feedback with Dr. Gene Shi

February: Classroom Voices & Real-World Experience

February’s Learning Latte offered a clear view and many insights into a lived classroom experience.

February’s meetup included educators Sandy Ferguson and Gina Ogilvie. Sandy began by sharing classroom experiences, grounding the conversation in real practice rather than theory.

I always want to know the stories of other educators, the why behind the choices in activities, strategies, and tools used in their classrooms, and the impact.

Many conversations about edtech center around the features, dashboards, and integrations. But I’ve long said and heard it in their message. What matters is the impact it makes inside the classroom.

Highlights from Sandy and Gina

Authentic Application
The conversation centered on how Learning Genie supports educators’ daily work. It helps with lesson planning, documentation, and communication, and it is easy to navigate and use.
Alignment with Developmental Needs
In early childhood, especially, the tools we use must align with how children learn best.
Teacher Confidence
When educators feel supported in leveraging technology to provide meaningful and personalized instruction, their confidence increases. Teacher confidence impacts classroom climate and positively boosts student engagement and interest in learning.

What stood out is that technology works best when it amplifies teacher expertise, not when it replaces it. Shifting from replacement to the enhancement and transformation potential of these tools is important. And when it enhances our students’ learning opportunities. Check out this video to learn more.

Connecting January and February: A Common Theme

Both sessions highlighted:

The importance of reflective practice
The need for intentional differentiation
The value of building professional capacity over time
The role of tools in supporting rather than shortcutting professional growth

January focused on building the foundation by helping new teachers develop their idea inventory. February provided a clear view of what this looks like in action, with experienced educators using tools to refine their professional practice and deepen students’ learning impact.

Final thoughts

The best educational tools don’t give us answers. I think that they help us ask better questions.

How are we differentiating? What patterns are we noticing? How are we building our “idea inventory?”

How are we supporting new teachers before they burn out?

Use these questions as a focus point, and I think you will find that a tool like Learning Genie is a catalyst for transformational and meaningful instruction and learning.

Enjoy sharing about Learning Genie in Pittsburgh and other conferences and school PD sessions!

About Rachelle

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

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

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

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

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Winter Olympics 2026 Digital Choice Board

February 10, 2026February 4, 2026Dr. Rachelle Dené Poth Leave a comment

Guest post by Dr. Torrey Trust and Dr. Robert Maloy

The XXV Winter Olympic Games begin on February 6 in Milano Cortina, Italy, with some 3500 athletes from 93 countries competing in 116 medal events. In March, the 14th Paralympic Games will be held with more than 600 athletes competing in six events.

To engage students and teachers in exploring sports in the context of global relationships, we developed a 2026 Winter Olympics Digital Choice Board, and we want to share it with you. Boxes on the choice board are designed to take a wide view of the games, focusing on designing new Olympic equipment, honoring past Olympic athletes, and assessing the impacts of the games on host cities and local environments, as well as assessing the political rights and freedoms of people in countries around the world. There are also activities on the choice board that feature the use of GenAI tools to support student learning. Try out the choice board and let the games and the learning begin!

You can also find our whole collection of digital choice boards here: Digital Choice Boards and Interactive Learning Materials for Teachers and Students.

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; andPartnerships for Improving Schools.

About Rachelle

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

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

**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 Prepare Students for a Fast-Moving (AI)World

July 12, 2025July 16, 2025Dr. Rachelle Dené Poth Leave a comment

In the world of work and education, the pace of technological change is accelerating, and it is doing so faster than ever. As an educator who divides my time between teaching Spanish, STEM, and emerging tech, as well as an attorney and consultant, plus an avid learner, I’ve made it my mission to keep looking for more opportunities that will prepare our students and ourselves. I ask: “What skills do our students really need to thrive not just in today’s world but in the one that’s moving quickly toward us?”

The answer? We have to equip them with the right skills to be “future-ready.” And while technology is involved, it is not about being able to use the latest tech tool. It’s about building a solid foundation of skills, a resilient mindset, and the adaptability to navigate whatever comes next. With the right strategies, we can ensure every student is prepared for the careers and challenges they may face as they continue their learning careers in the world of work.

Education has always been about preparing for the future. But today’s future is driven by evolving AI, robotics, quantum computing, and more. The traditional school model, focused on memorizing content within siloed subjects, is no longer sufficient. We need to embrace change. Our classrooms must become spaces for risk-taking and helping students develop the skills that truly matter in a tech-driven world: critical thinking, creativity, collaboration, and digital literacy. These are the tools that will allow our students to navigate an unpredictable landscape with confidence.

The New Realities of Learning and Work

Artificial Intelligence is Already Here. AI isn’t a sci-fi concept; it’s woven into the fabric of our daily lives and is reshaping every industry, from healthcare to finance. To be prepared, our students need to be more than just users of AI—they need to be AI-literate. They must understand its power, question its ethical implications, and learn to leverage it as a tool that enhances, not replaces, their own intelligence. Future employers won’t just want employees who can do a job; they’ll want employees who can work alongside AI.

The Human Element in an AI World

Automation will continue to transform the job market. While some specific roles or jobs will change or even disappear, new ones we can’t yet imagine will be created. This is what makes our uniquely human skills more valuable than ever. Emotional intelligence, ethical reasoning, creative problem-solving, and resilience are the new power skills. This is where methods like challenge-based and project-based learning shine, as they push students to develop these essential human traits.

From Knowing to Doing

In an age where any fact is a quick Google search or LLM prompt away, what we know matters less than what we can do with what we know. The focus must shift from knowledge consumption to skills application. We need to create learning experiences that challenge students to evaluate, process, and apply information in real-world contexts. Project-based learning (PBL) is a fantastic vehicle for this. Exploring big, authentic questions, like those posed by the UN’s Sustainable Development Goals, empowers students to apply their learning in meaningful ways and develop a sense of global citizenship.

So, how do we build this future-ready foundation? It’s about fostering a culture of curiosity, resilience, and lifelong learning.

Preparing for a Future-Ready Classroom

Here are the core components I focus on to prepare students:

1. Unleash Creativity and Problem-Solving. A future-ready student isn’t a passive consumer of information; they are a creator, an innovator, and a problem-solver. I use methods like design thinking to guide students in developing human-centered solutions to real-world challenges. We tackle big questions like, “How can we use technology to make our city more sustainable?” This process guides them through brainstorming, prototyping, and testing, all while fostering collaboration within the team.

As a STEAM educator, I love showing students how to use AI as a creative partner. We use AI art generators to spark discussions or interact with AI-powered chatbots from platforms like MagicSchool AI to supplement learning. For older students, designing their own simple chatbot can be a powerful lesson in both technology and ethics.

2. Weave in AI and Computational Thinking. In my emerging technology course, I’ve seen firsthand how engaging students with AI cultivates computational thinking and ethical awareness. We analyze AI-generated content to discuss fairness and bias. We investigate how AI powers the tools they use every day, from streaming services to self-driving cars, and I challenge them to imagine improvements.

Hands-on learning is key. Tools like Google’s Teachable Machine allow students to train their own simple AI models and understand machine learning concepts. We’ve also explored robotics with the VinciBot and the Nous AI Set from MatataStudio, which helps students grasp concepts like facial recognition and object detection. By using AI-powered teaching tools like Brisk Teaching, SchoolAI or Snorkl, we model how to use these technologies safely, ethically, and responsibly. This hands-on literacy prepares them not just to use AI, but to question, design, and innovate with it.

3. Cultivate Resilience and Adaptability. In a world of constant change, the ability to adapt and bounce back from setbacks is crucial. I design STEM and PBL activities where the process is more important than the final product. Failure is reframed as a learning opportunity. By encouraging students to reflect on their process, adjust their strategies, and support one another, we build the resilience they need to become confident, lifelong learners.

To get started, you don’t need a huge budget. If you are looking to create presentations that will help teach the content or show students the process of PBL, for example, you could try WorkPPT. It even offers AI Chat and Summarizer, and can create mind maps too! Try WorkPPT today!

Free tools like EduaideAi, TeachShare, or Enlighten AI, which can help you generate ideas and explore AI’s capabilities. With a tool like TeachShare, you can create a variety of learning materials aligned to specific standards and accommodations, helping you build these essential skills in your students. Also, dive into all-in-one platforms like School In One for all of your communication, collaboration, and assessment needs and more. (Schedule a meeting with CEO Mati Barbero to learn more and share that I sent you there.)

Ultimately, by designing authentic, real-world learning experiences, we empower our students with more than just knowledge. We give them the creativity, resilience, and critical thinking skills they need to not just face the future but to shape it.

About Rachelle

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

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

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

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

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

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

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

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

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

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

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

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

Understanding the Fundamentals

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

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

From Educators to Empowerers

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

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

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

The Imperative of AI Literacy

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

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

The Irreplaceable Human Element

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

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

The Role of Computational Thinking

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

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

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

AI as a Tool for Creation—not Just Consumption

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

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

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

Ethics Must Be Front and Center

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

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

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

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

Practical Strategies for Educators

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

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

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

Preparing Educators to Prepare Students

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

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

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

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

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

Contact Information:

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

X, Instagram, Bluesky: @Rdene915

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

Website/blog: www.Rdene915.com

Relevant book: How To Teach AI

LinkedIn: Beatrice Ionascu

Imagi Labs

Alana Winnick

AlanaWinnick.com

GenerativeAge.com

Studentsforinnovation.org

Relevant book: Generative AI

Ken Shelton

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

Twitter https://x.com/k_shelton

Website https://kennethshelton.net/

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

About Rachelle

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

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

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

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

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AI, Creativity and Adobe Express Classroom

May 6, 2025April 30, 2025Dr. Rachelle Dené Poth Leave a comment

Part 2 by Laura Steinbrink, @SteinbrinkLaura

One of my go-to edtech tools for my personal and professional use and for use with students has long been Adobe Express. It has undergone quite the overhaul throughout the years, but I could not ask for more from a creative learning tool. Today’s version is truly something special. If you have not checked it out in a while, you might want to give it another look. From creating videos, graphics, webpages, presentations, voice animations, and editable .pdf documents, Adobe Express has beefed up its capabilities by adding very user-friendly features, from a one-click background remover, quick video editing tools, to audio recording options.

Guided Activities

One of my favorite new features offered by Adobe is the featured activities with built-in lesson videos on how to use the template and complete the activity, ready for teachers to assign. These are creative and fun, often include some of Adobe’s built-in generative AI, and free teachers up to assist students with content creation rather than navigating through the technology. Students who need the extra support can watch the one-minute video to see how to do each step, and those who want to figure it out themselves can jump right in and get started. My students really like this feature because it is handy but not obtrusive.

This has freed me up to walk around the classroom and assist a lot more students with other things, rather than help a few students who struggle with the tech pieces of the assignment. It also lets me introduce a new tech piece with Adobe Express and new content simultaneously, whereas in the past, I would have used two class periods for this to stagger the learning of the tech from the application of the content. I highly recommend trying one of these activities with students.

Adobe Classroom

The wonderful thing about Adobe Express’s Classroom option is that teachers can take any template and assign it to students. They are also working to continually update and improve their templates that are organized by subject, grade level, country, etc., too, but absolutely any template can be assigned to students once a class has been created and students have been enrolled in the class. To ensure that you have the Classroom option, make sure that you sign in with your school account and then, instead of selecting “personal,” select “school or district” account when logging in. You should then see the “Classroom” tool option in the side panel (see image below).

Besides the wonderful ability to assign templates, Adobe Express Classroom provides a gallery view for teachers to see student progress at a glance, and it also provides teachers the ability to turn on the gallery view for students to see each other’s work as well. It is a simple toggle on and off that can be done at any time during the work of a project, making this feature a powerful yet simple way to give students an authentic audience for their work.

In the example above, the students’ names have been blacked out, but you can see their progress is color-coded, and the teacher has access to their work at each step of the way once the progress has been started. It is also easy at a quick glance to see which student or students haven’t started the project yet. This saves a lot of time, and perhaps makes this one of my favorite features of Adobe Express Classroom.

Even if all you want to do is search the educator resources to find a quick activity that you can print or assign through Adobe Express Classroom, I encourage you to explore all that Express has to offer you. It is my one-stop shop for energizing my own creativity, so I know that my students get something out of using it as well. It is never a dull moment when you tap into the power of creating, regardless of your subject matter. Students, and if we’re honest, teachers as well, are familiar with the role of consumer in today’s economy, so I take every opportunity to help them learn to cross over into the creator side and learn tools that can set them apart from competitors in the job market or help them rise to the challenge in college, or just enjoy making something rather than passively scrolling. Creating is definitely more fun.

About Rachelle

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

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

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

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AI, Creativity, and Adobe Express Classroom

April 30, 2025April 30, 2025Dr. Rachelle Dené Poth Leave a comment

Guest post by Laura Steinbrink, @SteinbrinkLaura

Generally speaking, when educators think about artificial intelligence, or AI, it is usually in the frame of a tool students use to cheat, avoid thinking, or come up with an easy and quick answer. We all know that AI can do significant mental heavy lifting for us. The news has been saturated with the accomplishments of large language models like ChatGPT from the beginning, and they are only getting started. However, as we continue exploring their capabilities, edtech companies have successfully integrated them into their products with amazing results that benefit students and teachers alike. Rather than merely limit student thinking by replacing it, AI can also help students break through barriers and expand their creative thinking skills. Adobe for Education is at the forefront of companies that can harness creativity, AI, and their existing edtech platforms to maximize student learning.

Generative AI

Adobe Express also offers four generative AI features for teachers and students to use in their projects and creations. We are only limited in our ability to think of ways to use them because there is plenty of creative and critical thinking power here.

Generate Image

How you use this in the classroom is up to you and your subject matter. It is pretty easy to find ways to use it in ELA or art, for example, but there are applications to be found in other subjects, too. One really fun way to have students use it is for images that they need for presentations. No more searching the internet for an image that might be copyrighted or the incorrect image size, and therefore not visually appealing. The engagement factor of creating their own image cannot be overlooked either. If you are now thinking that you don’t have students create presentations, you might reconsider that. It is a college and career-ready skill that students will need beyond our K-12 classrooms, as is the actual presenting of information. I had a business owner comment recently that she wished more local students graduated high school with the skills to be able to jump right in and do on-the-job presentations. They need both technical skills and communication skills to be able to share information at work or at school. Adobe Express has the tools to help engage them in both.

Generate Text Effects

This feature is just as fun and also as creative as the text-to-image generator. Type in the description of the text you want or fill type you want, look at the examples generated, and choose the one that suits your project the best. This can be used on more than presentations, too, of course. Adobe Express has a lot of template projects that fun text effects can enhance, and again, the engagement factor is huge here, too. If you start a project with just having students create their names with the most creative or crazy test effects, that will help them learn the tools and have a blast while doing it. It can seem like overkill to worry about adding outlines, shadow effects, etc., but creating posts, flyers, newsletters, publications, and presentations that are well-designed and legible is a skill that is not generally taught but should be. With Adobe Express, a few minutes of fun can turn students into competent creators.

Generate Template

This might be the most innovative generative addition to Adobe Express yet. Sometimes a blank canvas is terrifying, just like a blank document or a blank paper. We don’t know where or how to start our paper, project, drawing, etc. Templates help with that, but if we can type in a brief description and then watch AI bring it to life, even if it does not materialize like we suddenly envisioned. However, just seeing the iterations come to life from just a few words can spark more creative ideas for any template or project.

Insert Object

This one was fairly new to me. I saw that it had been added, but I had not tried it until recently. It is simple and also fun to use. Just upload a picture, type in a description of what you want to add to the picture, select your brush size, and color in on the original picture where you would like to add the object.

It is another fun way to create what you need for an image, but this time you start with an image you have but you add something to it. This could really be useful for a variety of situations, and part of the fun for us as educators is to use our own critical thinking to find ways to use these tools that maximize student learning and engagement.

Whether your year is winding down, just beginning, or facing the winter blues, Adobe Express has what you and your students need to inject some creativity and critical thinking, with some talented AI help to fuel the learning needs of your students. It also has the added benefit of engaging your creative juices too, with the flexible templates, powerful tools, and add-ons, which is just as important. Educators need to flex their creative muscle and break through barriers in order to lead students in innovation, and these tools can be the right fit for just such a task.

About Rachelle

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

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

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

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

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

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

Guest post from David E. Thomascall, @Stembits

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

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

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

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

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

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

About Rachelle

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

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

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

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

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

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

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Marty the Robot: Your Classroom’s AI Companion

January 14, 2025April 8, 2025Dr. Rachelle Dené Poth Leave a comment

Post in collaboration with Robotical. Opinions expressed are my own.

Artificial intelligence (AI) is no longer a futuristic concept. It has been around since the last century, but it has advanced rapidly in the past few years, especially with the launch of ChatGPT and generative tools. Whether or not we ever realized it, it has been and will continue to be a part of our everyday lives. Think about your daily activities using AI, from the voice assistants on our phones to the recommendation algorithms on our favorite streaming platforms like Netflix. As educators, it’s crucial to equip all students with the knowledge and skills to understand, interact with, and even create AI-powered technologies. But how?

Marty: Your AI-Powered Teaching Assistant

Marty the Robot is a fantastic tool for introducing AI concepts to students of all ages. Marty is a humanoid robot that is specific for education. It is a hands-on, engaging way to provide all students with the opportunity to learn about and explore machine learning, robotics, and computer science. In today’s digital age, artificial intelligence (AI) is all around us. For the younger generations, they have grown up using and relying on AI, and in likely most cases, without even noticing it.

As educators, there are many ways we leverage the power of AI to assist us with tasks, save time, promote productivity, and more. For example, voice assistants respond to our commands, streaming services curate personalized recommendations quickly, and educational apps adapt to individual learning styles, which create personalized learning journeys for students and help us provide the best opportunities for our students.

AI should be part of elementary school students’ learning experience. Whether they learn the basic concepts or have opportunities to work with an AI-powered tool, it is important to move our students beyond passive consumption and empower them to engage actively with these technologies. By understanding how AI works and how to create it, students can become not just users but innovators.

Marty the Robot: A Hands-On AI Companion

I was thrilled when I received Marty the Robot for my classroom. Marty is a mixture of hardware and software that brings AI concepts to life and engages all students. Marty offers a unique opportunity for students to explore the world of machine learning and robotics and have fun in the process!

Why Choose Marty?

Humanoid Design: Marty’s humanoid form fosters a strong emotional connection with students, making learning more enjoyable and memorable.

Versatile Programming: From screen-free coding to advanced Python programming, Marty supports a wide range of coding skills and learning styles. It meets students’ interests and specific needs.

Customizable AI: Students can teach Marty to recognize sounds, images, and other stimuli, allowing them to create personalized and interactive experiences. It gives them more opportunities to create and innovate.

Curriculum-Aligned Resources: Marty has an extensive library of educational resources, including lesson plans, activities, and tutorials, aligned with various national and regional curricula.

Durable: Marty is a reliable and long-lasting educational tool built to withstand classroom use and even some falls.

Real-World Applications of AI with Marty

Image Recognition: Teach Marty to identify objects, colors, and patterns, fostering visual perception and problem-solving skills.

Sound Recognition: Train Marty to respond to voice commands and sound cues, developing auditory processing and language skills.

Obstacle Avoidance: Implement AI algorithms to enable Marty to navigate obstacles autonomously, teaching students about spatial reasoning and decision-making.

Facial Recognition: Use advanced AI techniques to teach Marty to recognize faces, and students can evaluate its accuracy for detecting faces too..

STEM Learning and Beyond

Marty is more than just a robot; it’s a gateway to a world of STEM possibilities. By building and programming Marty, students develop critical thinking, problem-solving, and creativity skills.

Marty can be used to explore cross-curricular topics, such as language arts, social studies, and art. For instance, students can write stories about Marty’s adventures, create artwork inspired by his design, or study historical figures who have contributed to the field of robotics.

Empowering Future Innovators

By introducing students to AI and robotics through engaging tools like Marty, we are shifting them from consumers and creators and empowering them to become the next generation of innovators. As technology advances, it’s essential to equip all students with the knowledge and skills needed to thrive in our rapidly changing world.

Marty the Robot will engage students and spark creativity and curiosity for learning. By embracing AI and robotics education, we can hopefully inspire our students to become problem-solvers, inventors, and dreamers.

It has been so much fun to see students learning about AI and coding with Marty!

To learn more about Marty the Robot, head to https://robotical.io/. You can even request a trial of Marty, too!

About Rachelle

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

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

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

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

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

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

4 Student Engagement Boosters for the Fall!

December 10, 2024April 8, 2025Dr. Rachelle Dené Poth 2 Comments

Keeping students engagemed throughout the school year can be a challenge. Integrating hands-on learning activities such as STEM, project-based learning (PBL), outdoor activities, gamification, and more helps maintain student engagement and develop essential skills like creativity, problem-solving, and collaboration.

Now that most schools have been in session for a few months, educators like myself might be looking for new ideas to explore. Some may already be seeing a decrease in student engagement. While the start of a new school year brings great excitement, that can wear off as activities pick up, colder months set in, and the content becomes more complex. Keeping all students engaged in authentic and meaningful learning experiences becomes even more critical during this time and throughout the year.

Along with engaging students more in learning, It’s important that we find ways to foster essential skills, such as creativity, collaboration, problem-solving, and critical thinking, while making lessons authentic and relevant. In my experience, I have advocated for bringing STEM to all classrooms. Other ideas besides STEM activities include involving students in more active and even outdoor learning, challenge, or project-based learning (PBL) opportunities and using some out-of-the-box ideas. Each of these methods is versatile, and when combined with tools like Defined resources, they help to boost student engagement, spark curiosity, and, best, students retain their content knowledge even more.

Essential Skills Development

As we see so many changes happening in education, especially with technology like AI and other digital tools, students need to develop essential skills that will prepare them for the in-demand careers of the future. According to the World Economic Forum Job Sills Outlook for 2027, these skills include creativity, critical thinking, problem-solving, and collaboration, and now, number three is AI and big data. STEM-related activities provide all students with an excellent way to build these skills. Whether done through coding lessons, hands-on projects, or exploring scientific concepts, STEM encourages students to think critically and solve real-world problems and hopefully spark an interest they may not have realized they had.

Continue reading the original article on Defined Learning.

About Rachelle

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

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