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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.

From Awareness to Action: Responsible AI Adoption in Schools Now (Part 2)

Dr. Rachelle Dené Poth Leave a comment

In Part 1, I shared why understanding the legal landscape of artificial intelligence is essential as schools continue to explore how these tools can support teaching and learning. Schools everywhere are thinking through policies and how to best provide resources for educators, students, and families. Awareness of laws such as FERPA, COPPA, and GDPR, accessibility requirements, and concerns such as algorithmic bias and deepfakes set an important foundation for responsible implementation.

We need guidelines and guardrails. A common question I hear from educators and leaders after presenting sessions and workshops, or speaking at conferences, is: “What do we do next?”

Understanding the guardrails is only the first step. The real work begins when schools start building systems that support educators in applying this knowledge in practical, sustainable ways. And it requires true collaboration.

Responsible AI Adoption Is a Team Effort

One of the most important shifts happening right now is the recognition that AI adoption and policy development should not be the responsibility of a single person or a select few administrators or IT teams. Responsible implementation and policy development require collaboration across roles.

District leaders are shaping policy and expectations for the school community.

Technology teams are evaluating vendor compliance and infrastructure readiness. (I have a future post coming up about IT Teams and ongoing PD).

Instructional leaders are aligning tools with learning goals and supporting teachers with implementation.

Teachers are modeling and supporting ethical classroom use.

Students are exploring and developing AI literacy skills that will shape how they interact with technology throughout their lives.

What I truly believe is that when schools recognize AI is a shared responsibility rather than an isolated initiative, implementation becomes more intentional, reflective, and sustainable.

I consistently see this when working with districts across the country. The schools that are moving forward with confidence are not the ones adopting the most tools. They are the ones creating a community, developing a common language, and building shared understanding first.

Transparency Builds Confidence Across the Community

Another theme that has been coming up in conversations with educators and families is trust.

Families want and need to know:

What tools are being used?

What information is being collected?

How is student data protected?

How is AI, or any technology, being used in support of learning rather than replacing it?

Having clear answers to these questions helps to strengthen the essential partnerships between schools and families. It also creates opportunities for students to participate more actively in conversations about responsible technology use.

Transparency is not simply a compliance strategy. It is a relationship-building strategy. When schools communicate clearly and proactively, they reduce uncertainty and help communities better understand how innovation supports student success.

AI Literacy Is Now Part of Digital Citizenship

One of the biggest shifts happening in education right now is the expansion of digital citizenship to include AI literacy. We’ve been talking about media literacy, digital literacy, AI literacy, and even discernment. Our work is a bit more involved now, and we need to be prepared.

Students are already interacting with AI systems daily, both in and maybe more frequently outside of school. They need guidance, which means classrooms must play an essential role in helping students understand:

How to protect their personally identifiable information (PII)

How AI systems generate responses
How bias can appear in outputs
How misinformation spreads
How data is collected and used
How to evaluate whether a tool should be trusted

AI literacy is not about teaching students how to use a single platform. It is about helping them develop judgment.

When students learn how to ask better questions about technology, they become more confident learners and more thoughtful digital citizens. Emerging tools continue to shape how students research, communicate, and create, and as educators, we have to keep learning so we can guide them to use the tools available to them safely and successfully.

Accessibility and Equity at the Center

As schools explore AI tools, accessibility must be a part of every conversation.

AI has tremendous potential to support multilingual learners, provide personalized feedback, assist with reading and writing tasks, and help students access content in new ways. It has endless ways to support educators. Schools must continue evaluating whether tools meet accessibility expectations and support equitable learning experiences.

Responsible implementation means asking questions such as:

Does this tool improve students’ access?

Does it create barriers? There has been more talk about the digital divide recently.

Does it support multiple learning pathways?

Does it align with universal design principles? Or a Portrait of a Graduate or an AI-Ready graduate?

Technology should expand opportunity rather than narrow it.

Supporting Educators Through the Transition

One of the most encouraging things I have seen in my work with educators is their investment in learning and the desire to learn with and from their students.

Educators are exploring AI tools while also asking important questions about privacy, ethics, and instructional impact. This balance is exactly what responsible adoption should look like.

Professional learning plays an essential role.

Educators benefit from opportunities to:

Explore tools safely
Review privacy expectations
Understand policy implications
Design classroom strategies
Collaborate with colleagues
Develop shared language around responsible use

When professional learning includes both legal awareness and classroom application, educators feel more confident making decisions that support students. Confidence leads to stronger implementation. And this is the work I am most passionate about when working with schools.

Leadership Matters More Than Ever

School leaders are in a unique position to support responsible AI adoption by:

Developing clear expectations
Supporting cross-team collaboration
Communicating with families (consistently)
Reviewing vendor agreements carefully
Building a common language around the use of AI
Creating space for experimentation, but having guardrails in place

Moving Forward

Artificial intelligence is already part of the learning landscape. We should not be talking about whether schools should engage with AI, but rather deciding how they will engage with it.

When schools combine legal awareness, transparency, accessibility considerations, and strong professional learning structures, they create innovative environments built on human decision-making.

Students benefit when educators feel confident.

Educators benefit when leaders provide clarity.

Communities benefit when schools communicate openly.

Responsible AI adoption is about moving forward with purpose.

When schools take that approach and have a team to work with, they are preparing students to understand technology, question it, and be the ones who determine what comes next.

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.

Brewing Better Teaching: Learning Latte with Learning Genie

Dr. 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

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.

Winter Olympics 2026 Digital Choice Board

Dr. 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

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.

Tips for Using AI and for Talking to Students About It

Dr. Rachelle Dené Poth Leave a comment

My Prior post on Edutopia

AI isn’t coming—it’s already here. It has been embedded in the various educational platforms we use and the assessments we give. It’s likely involved in both the professional development we participate in and the writing and work that our students are doing.

As an educator, speaker, and advocate for technology integration, I’ve spent a lot of time researching, using, and teaching with AI so that I can prepare students and other educators. In my classroom, from using a variety of AI tools that help me save time so I can spend it working with students to integrating chatbots to support student learning, I see the value and impact of leveraging this technology. If we want our students to be ready for their future careers, we must start teaching them about AI. They need to move beyond being consumers of content and instead become creators and innovators.

Where Do We See AI?

For educators, many AI-powered platforms help us to target instruction, assess students, and find resources for our lessons.

Confidence building: Encouraging students to speak in class can be a challenge. At the end of 2023, I started to use SchoolAI with my students and created a “Sidekick” for them to have conversations in Spanish based on the content that I used for the prompt. They loved it—it not only helped them build language skills and confidence but also showed how AI can support their learning. MagicSchool AI is another great option, with a tutor function that helps students in areas where they need support. Both of these tools also have historical characters that students can chat with and other features to enhance learning. I love that I can monitor student responses, provide additional support, and adjust instruction as needed.

Using Eduaide, teachers can kick off a class debate with pros and cons and an outline to quickly get started, and they can also develop other collaborative and engaging activities for students.

For language learners, confidence matters. Snorkl enables students to practice speaking and receive real-time AI and teacher feedback. The AI gives real-time feedback on fluency and pronunciation, helping students grow as communicators and build confidence. Snorkl can be used with students starting in kindergarten, and it has a library full of ready-to-use activities. Throughout the times I have used Snorkl or one of the chatbots, the feedback provided has been tailored to each student’s responses and offered insights and examples to support their learning.

Continue reading the rest of this post on Edutopia.

About Rachelle

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

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

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

Contact Rachelle to schedule sessions about Artificial Intelligence, 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.

Principal Turnover is a Real Problem

Dr. Rachelle Dené Poth Leave a comment

Guest post by Al Kingsley CEO of NetSupport, Inc.

Principal Turnover is a Real Problem. Let’s Do Something About it

It seems that every day, there’s a new education survey, a new report, or some new finding, with its authors begging for our attention – a new or ongoing challenge that merits action.

If you’re in any way like me, most of those surveys earn not much more than a nod, a modest affirmation of the issue under scrutiny. Most of the time, we know already. And honestly, the issues rarely change. The investment and attention lines have been drawn in roughly the same places for some time.

But every once in a while, a new survey comes out that truly opens my eyes or refocuses my attention on critical issues in education.

That was the case in August when the Arizona School Administrators (ASA) and Northern Arizona University (NAU) shared the results of a new study on school and district administrator wellbeing.

As a preamble, the report repeated some sobering statistics about school administration retention, which we may have known but warrants repeating. For example, according to research from 2019, in the United States, “principal tenure averages four years.”

That was before the pandemic. I cannot imagine that it has improved.

If you’re reading this, I don’t need to explain why an average principal tenure of just four years is a serious problem and that is where the Arizona information comes back in.

In their survey of nearly 300 administrators and principals in K12 schools, the organizations wrote that while principals found their work meaningful, they also “noted high levels of job-related stress.” According to the survey, “High levels of stress and poor work-life balance are major factors pushing administrators to consider leaving.”

Administrators also told the survey makers that “Top stressors … included heavy workload, staffing shortages, the political climate in Arizona, and lack of resources/funding.” And that “Overall, administrators rated their work-life balance between poor and fair.”

None of that may be entirely surprising. But none of that is good, either.

We founded NetSupport nearly 36 years ago specifically to make educators’ jobs easier. By educators, we included and focused on IT professionals and school administrators, although we do have products used exclusively by teachers. Our products have been designed, installed, and updated across more than 22 million users worldwide because they reduce the burdens on education professionals in organizing and managing the technology in their schools. Over many years, countless school leaders have told us how our products and services make their jobs better and less stressful.

So, being reminded of the extremely limited tenure of principals in the U.S. and seeing the dismal results from Arizona was a bit of a shock. It was, however, not a surprise. I think we all know how stressful and draining education work is. But seeing this dramatic rate of turnover was a rude reminder that we all must do more to make the work of running a school less stressful, to move the needle on work-life balance to at least fair. If we cannot, we are – we will continue to be – experiencing unhealthy and unproductive high turnover among school leaders.

It’s well worth remembering that we can invest all the time, treasure, and technology we wish in classroom interventions and innovations. Yet, if the administrative layer in a given school is constantly in transition, overwhelmed, or otherwise ineffective, we are wasting those investments.

Likewise, we can create all the school policies we want at the federal, state, or district level, and it won’t matter one bit if the corps of school-level leadership is degraded by “high levels of job-related stress.”

The Arizona report offered several recommendations, such as implementing support programs that “Develop comprehensive wellness programs that address both personal and professional wellbeing” and to “advocate for policies that reduce administrative burdens and provide adequate funding for schools.”

That sounds great. And I understand that very few of us can do much about getting the state or other education overseers to create and fund wellness efforts. We also probably can’t do much on funding. But the part about reducing administrative burdens – we can do something about that.

AI and other technologies are getting too good, too fast to continue to leave such a vital part of our education leadership under these burdens, to allow them to roll these burdens and stresses and eventually into professional flight.

All of us in the education technology ecosystem have to be better, faster, and more intentional in making solutions that include principals. Even if new products are aimed, for example, at personalized learning or managing offsite activities, they should all consider how they will contribute to easing administrative burdens on principals. Any edtech product that does not is only doing half the job.

At the same time, those of us who have solutions that can help administrators need to move from raising our hands to energetically waving them about. The ongoing strain and its consequences are too important for professional modesty.

I realize that there are many issues with, and serious threats to, education. But this one – the stress burden we’re placing on principals – needs moving up a notch or two. So do the solutions that can help.

About Al Kingsley

Al Kingsley, the CEO of NetSupport, Inc., writes about school innovation and education technology. He serves in several capacities in local schools and has published four books about education, leadership, technology, and school governance.

Want to submit a guest blog or work with Rachelle?

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

Follow Rachelle on BlueSky, Twitter(X) 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!

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4 Student Engagement Boosters for the Fall!

Dr. 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

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 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.

Address the “WHY,” not the “HOW.”

Dr. Rachelle Dené Poth Leave a comment

Guest post written By: Maurie Beasley, M.Ed. Counseling (Edited by Jim Beasley)

A student deciding what path to take. To cheat or not to cheat.

Cheating in school — it’s the topic that’s always been there, lurking in the shadows of every classroom and exam hall. For decades, we’ve known it happens, but we often look for the quickest explanation: students are lazy, technology makes it easier, end of story. But here’s the thing: cheating is not just a modern phenomenon, nor is it just about slacking off or taking advantage of new tools like AI. The real reasons why students cheat run much deeper, and if we’re serious about addressing the issue, we need to understand those reasons first.

Let’s be clear: cheating isn’t just some bad habit students picked up recently. It’s been around long before ChatGPT was on the mind of any engineer. And despite the attention AI has brought to the issue, the reasons students cheat are essentially the same as they’ve always been. So why does it persist, and what can we do about it? Let’s take a closer look at these reasons.

Pressure to Perform:

Students today are walking a tightrope, balancing academic expectations, extracurricular activities, and even part-time jobs. The pressure to perform is immense, and it’s no surprise that some students feel they can’t afford to fall.

Let me tell you about my daughter. She was the salutatorian of her high school class. She missed being valedictorian by a hair — a hair that could have been as little as a hundredth of a point. The only B she ever received was from a teacher who told her that grades don’t matter. Her response? “Great, then give me the one point I need to make an A in the class, or better yet, write me a letter explaining to the admissions board at UT Austin that grades don’t matter and being number 2 in my class is ok.” She knew that being valedictorian meant having your first year of college paid for in Texas. My daughter is honest, sometimes to a fault, but several times I was even tempted to tell her to “cheat” a little. That’s the kind of pressure students are under, and when the stakes are this high, cheating may seem like a way to stay on that tightrope, even if just barely.

Fear of Failure:

Beneath that pressure lies an even more pervasive issue: fear of failure. The fear of letting down parents, teachers, and even themselves can be overwhelming. When failure isn’t seen as an opportunity to learn but rather as a personal catastrophe, cheating becomes a tempting escape route. It’s not about cutting corners for the sake of it; it’s about avoiding the crushing weight of perceived inadequacy.

Beneath that pressure lies an even more pervasive issue: fear of failure. The fear of letting down parents, teachers, and even themselves can be overwhelming. When failure isn’t seen as an opportunity to learn but rather as a personal catastrophe, cheating becomes a tempting escape route. It’s not about cutting corners for the sake of it; it’s about avoiding the crushing weight of perceived inadequacy.

And this fear isn’t just hypothetical. As a counselor, I’ve seen it manifest in tragic ways. I’ve had to make Child Protective Service calls because parents have beaten their children for not performing well enough in school. When failure comes with such dire consequences, is it any wonder some students feel they have no choice but to cheat?

Read the full article on Medium*: [Address the Why, Not the How](https://medium.com/@jim0237/address-the-why-not-the-how-1a7e01d52d56

About Rachelle’s blog

Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, Cybersecurity, STEM, and more for your school or event! Available for in-person or virtual training, keynotes, and coaching. 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!

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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.

Nous AI Set: A Transformative Tool for Middle School STEAM Education

Dr. Rachelle Dené Poth Leave a comment

In collaboration with MatataStudio EDU, All opinions are my own

When it comes to STEAM courses (Science, Technology, Engineering, Arts, Mathematics), especially in the past year and a half, the integration of artificial intelligence (AI) and robotics has increased. AI can no longer be thought of as a passing fad or trend; instead, it is a necessity for students in all classrooms.

For many years, I didn’t think I could bring these opportunities to my students; however, I have realized that to best prepare all students, every educator needs to include activities that help students develop their skills in these growing areas.

As a Spanish and STEAM teacher, I bring in a variety of learning experiences for all students to engage in innovative learning opportunities. Over the past three years, we have really enjoyed working with the robots and coding resources from MatataStudio, and we were thrilled to get the newest model, the Nous AI Set! My motivation for selecting this was the focus on AI, one of my key areas of interest for the past seven years! I also love seeing how students respond to the new tools we use, how they dive in and collaborate, and what they create! Remember, we just need to get them started and then see where the learning journey takes them and learn from their experiences, too!

With Matata, we started by testing the Tale-Bot Pro, VinciBot, and now Nous AI Set. What I value the most is that there are tools for all learners of all levels. Even though I teach an 8th-grade STEAM class, we still explore the different robots to understand the students’ learning experience. Now, we are excited about the Nous AI Set and the variety of ways you can build and learn from it!

What is Nous AI?

The Nous AI Set is a modular AI educational tool that will revolutionize how educators teach their students about coding and AI. As an 8th-grade STEAM educator, I had the opportunity to explore this innovative tool. It is always fun to dive in and see the benefits and then share our learning with other educators. It helps others know what to expect and how to get started, answers some common questions, and hopefully provides some ideas, too! We will look at its capabilities, its educational value, and how it can be a game-changer in the classroom.

Benefits and Features

The Nous AI Set will support comprehensive AI education for both primary and secondary schools. It offers a wide range of AI technologies and functionalities. This robot is designed to be suitable for students aged 12 and up. The focus areas for working with the Nous AI Set are for developing computational and design thinking skills and problem-solving skills. In addition to these 21st-century and in-demand skills, it will also help students develop their digital literacy skills, which are essential in today’s advancing digital world.

Key Features and Capabilities of the Nous AI Set

Modular Design and Compatibility

At first, I did not realize the different options for creating the robot. With the Nous AI Set, multiple options are available. It has a highly modular design that is compatible with various structures and electronic modules. Through different options, it helps to spark creativity and allows students to build and program a wide range of projects. Whether students design simple robots or dive into creating more complex AI-driven tasks, the possibilities are endless! And student engagement and motivation in learning increases!

Programming that meets your needs!

Something that I really appreciate about the Nous AI Set is its dual programming capability. Beginners can start with block-based programming (Blockly) to learn basic AI functions such as face detection and image classification. As they progress, students can transition to text-based programming (Python), exploring advanced AI concepts like machine learning, neural networks, and autonomous driving.

[We built it this way first]

Teach students about Machine Learning

MatataStudio’s Nous AI Set covers fundamental AI topics, including machine learning, computer vision, and speech recognition. It supports AI model training and data collection. When students learn through a more hands-on approach, they can connect with and understand complex AI concepts by engaging in practical application and meaningful and relevant learning. Working together, they develop these essential skills and have fun learning!

[Trying to figure out how to assemble it, letting students take the lead!]

The Right Resources!

MatataStudio provides extensive learning resources for all of its products. Educators know that they are supported through access to online tutorials, e-books, and even video-based courses. The resources are beneficial because not only do they support educators, but they also help guide students through the various functionalities of the robot, ensuring a comprehensive understanding of AI and programming.

Engaging in Design and Engineering Thinking

The Nous AI Set’s design encourages students to think, process information, solve problems, and think like engineers. Students can design and build their projects, test different solutions, and iterate on their designs. We want students to focus on the ongoing learning process rather than a finite product. This learning process promotes critical thinking and problem-solving skills, which are essential for future engineers, scientists, and other in-demand STEM-related fields.

What I love about the Nous AI Set is that there are so many choices available and tutorials to help you get started! See some examples below.

Improving Digital Literacy

Being digitally literate is crucial in today’s digital age. By using the Nous AI Set, students improve their digital literacy by engaging in programming and AI applications. They have opportunities to learn how to use technology creatively and responsibly, which will best prepare them for future digital challenges.

From passive to active learning!

The Nous AI Set offers a variety of interactive activities that make learning more engaging and fun. Students shift from being consumers of learning to becoming more active creators. Activities like MatataChat and MatataDraw allow students to explore basic computer vision and speech recognition. These activities lead to discussions between students and will spark curiosity about learning. The activities are not only educational but also highly engaging, keeping students motivated and interested.

[Working on a project and following the steps closely to see all of its capabilities.]

Real-World Applications

The Nous AI Set is not just a learning tool; it also provides students with insights into real-world AI applications. For instance, through activities involving image recognition, speech recognition, and autonomous driving, students can see how AI technologies are used in everyday life. This exposure helps them understand the relevance of what they are learning and inspires them to pursue careers in AI and technology.

Why should you explore Nous AI?

There are so many possibilities, and with the Nous AI Set, we will better prepare students for the future. As an educator who has seen the collaboration in building and the ideas that students generated, I recommend the Nous AI Set for any classroom looking to incorporate AI and robotics into their curriculum.

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.