Tag technology integration

Reflecting on Education in 2025

Dr. Rachelle Dené Poth Leave a comment

As I reflect on 2025, it feels like a year of recalibration. I think about education, and while things were definitely moving faster, especially with AI and the changes it has brought, I feel like things are moving at a deeper level. After several years of rapid changes, disruptions, and adjustments, many educators, leaders, and systems seem to have shifted from being reactive to proactive, and, more importantly, to focusing more on reflective practices. Some questions I consider are:

What is actually working?
What is overwhelming students and teachers?
What does “future-ready” really mean, and is it the proper term?

In many ways, 2025 feels more like a time when education stopped trying to keep up with every new trend, took a breath, and began reclaiming its intention.

From Urgency to Intention

The past few years have required schools to operate in what I’ve heard in many conversations as a “crisis mode.” After some thought, I have seen and experienced a shift away from an overwhelming sense of urgency to accomplish everything and toward purposeful decision-making. A word that I have used a lot after reading a book by Kevin Roose called Futureproof is “discernment.” He wrote about the shift from media and digital literacy to digital discernment. I’ve seen this in my own practice as well. Educators have become more discerning about initiatives to invest in, tools to explore, and expectations to set. The question “Can we do this?” shifted to “Should we do this? And “Why?” Which then led to the “How” part.

This shift showed up in conversations around curriculum, assessment, technology use, and student well-being. Schools began reducing or being more selective rather than layering, which helped educators to adjust better to change. Leaders focused more on coherence instead of compliance. And in some conversations I had or articles I read, I noticed respectful pushback on practices that added complexity without improving learning.

I think this is why the recalibration mattered.

AI Moved From Novelty to Normal

Since artificial intelligence and all of the new tools arrived in classrooms, it was an interesting time for educators. Something novel, something cool yet scary at times I’ve been told by educators that I am training, and other times, something to be avoided at all costs. But, what I noticed this year has been a shift. A shift away from the worries about plagiarism and cheating, about the time needed to learn how to leverage AI in our work, to a focus on how to bring it into our classrooms intentionally, purposefully, responsibly. In 2025, AI in education has become more of the norm.

I have noticed a change in the reactions. Now I see more focus on:

  • Data privacy
  • Ethical use and attribution
  • Age-appropriate access
  • Skill-building over shortcut-taking. (Leaning on versus learning from)
  • Transparency instead of surveillance

AI has become less about “cheating” and more about helping students and others learn how to think, evaluate, and create responsibly in an AI-infused world. Educators that I have worked with in my own school, at conferences and during professional development sessions that I have provided, have been asking different questions. At first, questions focused on “How can I tell when a student has used ChatGPT?” “Why do I need to teach about AI in the elementary level, they are too young and it is too much technology?” and “How do I find the time to evaluate the tools?” and more. But now, the questions are more targeted. Some examples are “How does this tool support learning goals?” and “When does it enhance or push thinking and when does it replace it?” Questions are also asked about how to connect AI into different grade levels and content areas without it feeling like something extra. I think the key to these questions is keeping the focus on the human aspect of learning and teaching.

We need to become AI literate and help students to develop their AI literacy skills, which do not only require developing technical skills. It also involves essentially human skills such as judgment, empathy, discernment, and reflection. With so much technology, the impact on us as humans is real and brings out the importance of digital wellbeing in addition to digital citizenship.

Digital Wellness

I’ve been working on an initiative through ISTE+ASCD and Pinterest that focuses on digital wellbeing and digital citizenship, both aligned with innovation. Something that I’ve noticed in the conversations at the schools is that educators are realizing that digital citizenship alone is not enough. Conversations about constant connectivity and the cost of it have been taking place and leading to new policies and guidelines in schools.

As a result, digital wellness has emerged as a priority for all, rather than as a standalone curriculum In my work with educators, each group talked openly about:

  • Attention fatigue
  • Notification overload
  • Screen balance
  • Emotional regulation
  • Boundaries and agency

Cellphone bans were in place and while some saw the positives, others raised some interesting points. Rather than banning technology outright or ignoring its impact, should we instead focus on intentional use of it and guide students? Questions like “When does technology add value?” and “When should we step away?” became part of the discussions in and out of the classroom.

Focusing on the human connection

I noticed in some schools that I visited, more socialization, more connections being made between students in the classrooms. More time for colleagues to work together and with their students.

There was renewed emphasis on:

  • Relationships over rigid pacing
  • Depth over coverage
  • Dialogue over compliance
  • Reflection over reaction

Administrators that I spoke with have said they are listening more closely and trust teachers to use their professional judgment. Something else I noticed was an increase in the inclusion of student voice in conversations about learning, technology, and school culture. I have asked students for feedback for many years and value their input as it expands my understanding and helps me to better connect. In some of the schools that I have visited, common questions to students have been:

  • How do you learn best?
  • What feels supportive vs. stressful?
  • How does technology affect your focus and well-being?
  • What do you want your teachers, families, friends, to understand about your experience?

When students were invited into these conversations, the results were powerful. They wanted agency, not avoidance. They wanted guidance on balance, which could not be learned through complete bans. When students were treated as collaborators or partners in shaping their learning environments, it led to powerful learning and growing as a school community.

The Power of Reflection

I wrote about it, spoke about it, and engaged in reflection myself and with other educators. We often noted the increase in the need for reflection, especially in our field that is constantly changing.

Some areas that I considered:

  • What I kept doing out of habit
  • What I needed to let go of for sustainability
  • What truly mattered in my classroom
  • What I needed to do to make a difference
  • Was I involving my students in decisions
  • What kind of educator I wanted to be

Reflection shouldn’t be about perfection, at least not in my mind. I see it as a way to focus on continued growth, clarity, and purpose in my work.

Some things that I learned in 2025

I had many opportunities to learn and share my learning with others. I provided some keynotes and a lot of training and working with educators from around the world. When I tried to gather my thoughts about innovation, effective technology use, digital wellness, student voice and agency, and reflection, I came to some conclusions…at least as of today. But I will continue to reflect.

  • Innovation without intention leads to exhaustion.
  • Technology must serve learning, not dominate it.
  • Wellness is foundational to continued growth.
  • Students are capable of thoughtful insight when involved in the conversation.
  • Reflection is a powerful driver of meaningful change.

Education does not become easier with each passing year but I do find that the conversations become more transparent and honest.

As I close the year on blogs for 2025, I leave you with some questions to consider, that I have considered myself:

Looking Back

  1. What was one moment in 2025 when teaching or learning felt especially meaningful for you? Why?
  2. What was draining or unsustainable this year as opposed to other years?
  3. What practice, tool, or expectation did you decide to let go of, and why?

Technology & Learning
4. Where did technology genuinely support learning this year? How?
5. Where did it lead to distraction, add extra pressure, or increase overload?

Well-being
6. When did you feel most balanced as an educator this year? What contributed to your balance?
7. What helped you to decide when something was “too much”?

You might even choose to engage in conversations with colleagues or a PLC for even more opportunities to learn and connect.

As we move forward into 2026, we must continue to design learning experiences that are human-centered, values-driven, and always reflective. If 2025 could offer advice, it might be to Slow down in order to choose well.

About Rachelle

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

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

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

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

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

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

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

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

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

Dr. Rachelle Dené Poth Leave a comment

Robert Maloy

Torrey Trust

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

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

AI-Enhanced Learning Plan: Democracy vs Algocracy

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

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

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

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

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

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

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

Learning Goal

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

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

Reflection Questions

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

AI Literacy Questions

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

ISTE Knowledge Constructor Criteria Addressed

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

References

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

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

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

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

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

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

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

Resources

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

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

Author Bios

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

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

About Rachelle

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

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

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

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

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

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

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

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

Entrepreneurial Mindset in Middle School

Dr. Rachelle Dené Poth Leave a comment

My former post on Edutopia

As an educator, attorney, and advocate for innovation in education, I’ve had the opportunity to work with my students through project-based learning experiences that have led them on real-world entrepreneurial journeys as they sought solutions to global challenges. In my eighth-grade STEAM course, students selected and researched careers; developed logos, business concepts, and branding strategies; and even created podcasts to make their business plan.

I noticed them developing artistic talents, whether through painting, calligraphy, crocheting, or making plushies. We talked about their love of creation and how they could create a business. Being an entrepreneur does not necessarily mean that students will start their own businesses, but rather, they will develop in-demand skills such as resilience, creativity, collaboration, problem-solving, and adaptability, which promote flexibility in our changing world. These entrepreneurial experiences enable students to shift from consumers of content to creators, leaders, problem solvers, and innovators.

Essential skills for an entrepreneurial mindset

Students need to extend learning beyond the classroom walls. In my school, students have opportunities to engage in career shadowing, do volunteer work, or participate in events organized by local companies or those that provide career learning experiences. These opportunities promote collaboration, enabling students to work together to design solutions and become changemakers and entrepreneurs. Here are some of the ways these activities build students’ skills:

  1. Agency creates opportunities for ideation and iteration. Through project-based learning or challenge-based learning, students choose a focus for their work and learn that their ideas matter and that they can design their learning journey. Entrepreneurs know that it takes time to improve and build a brand, product, or solve a problem.
  2. Collaboration celebrates the effort, not just the outcomes. Students engaging in project or independent work become involved in decision-making and learn to appreciate the learning process, which provides opportunities for discussion through feedback and promotes greater collaboration.
  3. Creativity and innovation connect learning to real-world problems that students care about. Ask students about challenges they see in their community, and pull those into their learning. Students connect with it more deeply and will create and innovate because it is meaningful and purposeful to them.

Continue reading the article on Edutopia for more ideas!

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.

Celebrating Digital Citizenship Week with Purpose

Dr. Rachelle Dené Poth Leave a comment

Every October, schools around the world celebrate Digital Citizenship Week, a time to focus on educating others on how to engage responsibly, safely, and ethically in digital spaces. This week, events are happening to bring greater awareness to the importance of digital citizenship. There are activities and webinars provided by Common Sense and other organizations with resources for schools. However, we need to focus on it throughout the year. Digital citizenship has become an essential life skill. It is how we understand the connection between technology, ethics, communication, and well-being. Preparing students means helping them understand not just how to use technology, but how to use it well and for good.

Especially today, in a world surrounded by AI, students have access to so many tools that enable them to create, connect, and collaborate. With these opportunities comes greater responsibility, and as educators, providing guidance to our students is more important than ever. Digital citizenship is not just about “don’t click this” or “stay off of that site.” It is about student agency, empathy, discernment, digital well-being, and community-building.

The ISTE Standards for Students address this by highlighting the importance that students move beyond being simply consumers of technology, but creators and innovators. That they emerge as Digital Citizens who “recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world.” Digital citizenship is foundational to preparing students for both college and career readiness and future success.

Why Digital Citizenship Matters More Than Ever

Today’s students are growing up in a world where:

  • Communication happens across multiple platforms, immediately, and often publicly.
  • AI tools have tremendous power and can generate content in seconds, without a guarantee of being accurate or not.
  • Online actions leave permanent digital footprints.
  • Collaboration is global, instant, multilingual, and multimodal.
  • Well-being and identity formation are increasingly tied to online spaces.

In my work with some schools that are focused on digital wellness and innovation, they are rethinking their policies and shifting in thought. They are looking at digital citizenship as a mindset and skillset rather than a compliance checklist.

With the right support and learning opportunities in place, all students will learn to:
✔ evaluate credibility
✔ protect personal data
✔ engage with empathy
✔ think before they post
✔ advocate for themselves and others
✔ leverage technology for positive impact

They will gain confidence, agency, and voice in authentic, meaningful, and responsible ways.

Aligning with the ISTE Standards for Students

Digital Citizenship Week is a great time to explore the resources from ISTE that provide free lessons. Focus on the Core Competencies of Balanced, Informed, Inclusive, Engaged, and Alert.

It also offers an opportunity to connect instruction with key strands of the ISTE Standards, especially:

1. Digital Citizen
“Students recognize the responsibilities and opportunities for positively contributing to their digital communities.”

2. Knowledge Constructor
“Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.”

3. Global Collaborator
“Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.”

Activity Ideas

Here are a few adaptable activities for different grade levels. Each aligns with the ISTE Standards and can be completed within 15–45 minutes.

Elementary (K–5)

Activity 1: “Digital Footprints in the Sand”
Students trace a footprint on paper and fill it with icons or words representing safe things they can share online (favorite book, pet’s name) vs. things they should not (birthday, address, school name).
ISTE: Digital Citizen

Activity 2: Kindness Chain Reaction
Students write a positive digital message or example of an encouraging online interaction on a paper link. The class builds a kindness chain displayed throughout the week.
ISTE: Global Collaborator

Middle School (6–8)

Activity 1: “True or Fake?” Digital Source Investigation
Present students with three online “facts” or headlines. In pairs, they determine which is credible and why. They cite what signals helped them evaluate reliability (URL, author, publication, etc.).
ISTE: Knowledge Constructor

Activity 2: Digital Well-being Workshop
Students brainstorm behaviors that keep them emotionally healthy online. The class builds a wellness checklist (screen limits, muting apps, balance between offline and online activities).
ISTE: Digital Citizen

High School (9–12)

Activity 1: AI & Authorship Mini-Debate
In small teams, students debate: “Should AI-generated writing be considered original work?” Extend to ethics, attribution, and bias.
ISTE: Digital Citizen & Creative Communicator

Activity 2: “My Digital Legacy: Who Am I Online?”
Students reflect on how they are perceived digitally and create a personal statement describing how they choose to show up online as leaders.
ISTE: Empowered Learner

Student Leadership Opportunities

Bringing students into digital citizenship planning increases relevance and impact. Consider:

  • Student-created PSAs during morning announcements or posters displayed in the school
  • Peer digital mentors and mentoring activities
  • Student-led “digital wellness” club
  • TED-Ed club or TED-style talks on AI, privacy, or inclusivity

Digital Citizenship Week is meant to be the beginning of an ongoing learning journey for everyone in the school community. Schools can further support the development of these essential skills by:

Integrating media literacy in research projects
Encouraging the use of bilingual / multilingual tools for family communication (Check out School In One)
Practicing ethical generative AI use
Modeling digital well-being and boundaries
Hosting family nights or sharing family one-pagers

Digital Citizenship Week is a time to teach students to navigate digital spaces with care, empathy, responsibility, and discernment. By using the ISTE Standards as guidelines, we emphasize student agency, ethical engagement, and global connection. We are living in a world shaped by rapid innovation, where these skills are not optional, but rather they are foundational to the future of learning.

About Rachelle

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

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

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

Contact Rachelle to schedule sessions about Artificial Intelligence, 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.

From Curiosity to Confidence: Building AI Literacy Together

Dr. Rachelle Dené Poth Leave a comment

In collaboration with Kira

“Where are you with AI today—curious, testing, using weekly, or all in?”

That’s how we opened our recent panel on AI literacy for educators. Whether you feel energized, overwhelmed, or skeptical, you’re not alone, and that’s exactly why having conversations around AI and how to bring it into our schools matters.

Why AI Literacy, Why Now?

I enjoyed the opportunity to serve as the panelist for this great discussion about AI Literacy. We had so much engagement from attendees from more than 25 countries around the world!

The panelists engaged in rich discussion and offered insight into our role as educators and how we can help our students and ourselves better understand: What do we need to be doing when AI-powered tools surround us?” How does learning change?

Literacy isn’t about knowing how to navigate AI platforms, but rather it is about habits of mind. Asking better questions, evaluating outputs, knowing how to evaluate sources, understanding the limitations of AI, and aligning use with learning goals, ethics, and policy. AI is something that we need to consider and how it is involved in our planning, teaching, assessment, and reflection. And being able to determine whether something is real or not, something that I thought more about after reading the book Futureproof, by Kevin Roos, two years ago. Shifting from digital literacy to discernment is key.

The Skepticism Is Real (and Reasonable)

We started our discussion with what we called initial skepticism. Many teachers are hesitant to introduce AI into their classrooms, schools, or even their own workflows. As Jeff Bradbury put it:

“There are educators out there trying to figure this out, but they are not yet sure how to do it. There are educators out there who are scared. And then you have educators on the other side of the innovation curve… How do you work with all of those at the same time?”

He continued: “That question hits home. In every district I visit, I meet the AI All-Ins, the Cautious Curious, and the Not-Now crowd. Suppose this is your staff, good, because having discussions with educators who have these different viewpoints is key. It means you have internal mentors and internal skeptics—the two groups you need most to build something responsible and resilient, especially when the topic is AI”.

Some ideas shared: Start with a common language or practices. Define “AI literacy” and what that means. Identify how to best use AI (lesson planning, differentiation, feedback drafting) and some ways where you want to avoid the use of AI or be more cautious (grading without verification, sensitive data, replacing teacher judgment). Establishing clear guardrails reduces anxiety and helps to ensure that AI implementation in our schools is consistent and purposeful.

The “Aha” That Changes Everything: Specificity

Jeff told a story about a colleague—a music teacher—who tried AI “seven or eight different ways” to create a budget and concluded, “I hate this thing.” The pivot came with one question: “Were you specific?” Did he tell the AI it was for a middle school music program? The approximate budget? The categories? The constraints?

“You didn’t fail eight ways,” Jeff said. “You found eight ways the system didn’t have enough to listen to you.”

The quality of your prompt is not about clever “hacks”—it’s about context, criteria, and constraints.

Prompting is a pedagogy: We are modeling for students how to ask precise questions, set criteria, and iterate. That is AI literacy.

Meet Teachers Where They Are

Rick Gaston and Courtney Morgan from Kira emphasized a simple, human truth: people learn faster when they feel safe and seen.

“We like to meet teachers where they’re at to help them begin with AI,” Rick said. “Start with lesson content they’re comfortable with and have them experience how quickly AI can provide new ideas in that content area.”

“We believe in learning by doing,” Courtney added. “We facilitate that process so teachers can experience that our AI tools can be their teaching buddies.”

I love that phrase: teaching buddies. Not a shortcut. An assistant or collaborator who drafts, riffs, and reframes so that educators can focus on the human aspects of teaching, such as relationships, feedback, and instructional decision-making.

Time: The Gift Teachers Actually Feel

Jeff’s coaching mantra resonated with the chat: “What is the one thing I can give you that no one else can? Time.” When AI saves a teacher 30 minutes tonight, their stance moves from skeptical to curious. When it saves them three hours before conferences, they become advocates.

Concrete time-savers that build trust:

  • Parent emails: Draft a positive progress update with two examples of growth and one specific next step—translated into Spanish and English.
  • Rubric remix: Convert a long analytic rubric into a student-friendly checklist; add “I can” statements.
  • Formative checks: Generate two exit tickets (one multiple-choice, one open-ended) targeting the same standard; include an answer key/rubric slice.

When teachers see the time they can save and then shift to students or colleague interactions, they’re more willing to explore deeper integrations of AI into their practice.

Additional insights from participants (courtesy of Kira)

About Kira

Kira is an AI-powered teaching & learning platform built to save teachers time, personalize instruction, and keep teachers in control. During the panel discussion, attendees had the chance to learn more about the platform and the AI Tutor. “This is just a quick preview of the Kira platform,” said Courtney, “and why we keep mentioning the built-in AI Tutor we’re really proud of.”

At its core, the AI Tutor is designed to coach, rather than simply provide answers. Students can highlight any passage and ask a question, or simply discuss it directly with the tutor. “You’re going to see me try to make it solve the problem for me,” Courtney joked, “but it won’t. Instead, it walks you through highly scaffolded steps.” That means support questions, targeted hints, and extra practice. The Tutor will work at nudging learners toward the how and why, not just the what. You can adjust the support level and reading level per student. It never gives direct answers and provides context-aware, course-specific feedback.

The AI Tutor is subject-agnostic and works across K–12 courses, math included. It’s available to both teachers and students, and it’s been a game-changer for first-time teachers who lean on it to deepen their own understanding while teaching. The message is clear: AI as a teaching buddy, not a replacement.

Differentiation is built in. Teachers can adjust the tutor’s level of support if students are over-relying on it, or increase it for learners who need more targeted assistance, including those with IEPs or language-learning needs. The goal is precision teaching: the right help, to the right student, at the right moment.

Getting started is easy. Kira offers ready-to-use courses, including AI Demystified for students, answering the big questions, “What is AI? What is it doing? How do I use it responsibly?”—and AI 101 for Educators, which builds teacher AI literacy. Looking to be part of a learning community?

Join the upcoming AI 101 for Educators cohort starting in October. Learn more and express your interest here! It is a short, self-paced PD (about 2 hours) for any subject area that builds confidence using AI in real classrooms.

It will cover:

What is AI, and what AI tools are helpful for educators?

How can I teach my students to use AI responsibly?

How can I use AI tools to enhance my students’ critical thinking?

How can I reduce risks and maximize the benefits of using AI in the classroom?

Once you fill out the form, the team at Kira will follow up with more details.

Learn more about their AI 101 PD cohort here.

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.

Leading with AI: Practical Ideas for School and District Administrators

Dr. Rachelle Dené Poth Leave a comment

I started researching artificial intelligence in July 2017. I dove into the topic so that I could write a blog post for Getting Smart in January 2018. I had no idea at that point, thinking ahead, how much time I would invest in learning about AI and how much I would invest in working with students and educators over the past 7 1/2 years.

I love working with students in my classroom and also, I am very much aware of the ethical and legal considerations that we have to think about when it comes to any technology, but more specifically AI. Over the past two years, I have challenged myself to go beyond the training that I have done related to AI and different tools, and now I have also been focusing on AI and the law, working with administrators to evaluate policies, create opportunities to provide professional development for the educators in their school systems, and so much more. I am always looking for more opportunities to work within schools.

And with all these opportunities, things have changed a lot from seven years ago when I started presenting, compared with nearly 2 years ago when ChatGPT came out, and even this year. Artificial intelligence isn’t just a buzzword anymore—it’s becoming a tool that education leaders can no longer ignore. As an educator and consultant who works at the intersection of AI, law, and learning, I’ve seen how quickly AI is reshaping classrooms and professional practices. But what about those leading from an administrator’s viewpoint?

For administrators, AI is not just about the tools students or teachers use; it’s about strategy, policy, and shaping the future of learning in your schools. So how can you, as an education leader, leverage AI effectively and responsibly? Here are some ideas and practical tips to help you get started.

1. Streamlining Administrative Work

One of the most immediate uses of AI is in reducing the workload that often takes administrators away from instructional leadership. AI-powered tools can:

  • Draft communications: If you spend time writing newsletters to families, updates to the school board, or memos for staff, AI can help you to generate polished drafts that you can refine and personalize.
  • Summarize long reports: Instead of sifting through dozens of pages, AI can condense state policy updates, research articles, or professional learning reports into actionable takeaways.
  • Automate scheduling: Tools now exist that can suggest meeting times, analyze calendar patterns, and even help coordinate professional development sessions.

💡 Reminder: Always add your authentic voice and context when using AI for communication. AI should be used as an assistant, not as a replacement for the work we do.

2. Using AI for Data-Informed Decisions

Administrators are constantly making decisions based on data. They focus on assessment results, attendance records, and even budgetary considerations. AI can help to identify patterns and provide insights more quickly. For example:

  • Equity checks: AI can highlight disparities in discipline, participation, or achievement data that might otherwise be hidden.
  • Enrollment predictions: Some districts are already using AI to forecast shifts in student numbers and staffing needs.
  • Resource allocation: Imagine tools that analyze spending trends and suggest areas where funds could be more impactful.

💡 Tip: AI should not replace your own judgment. Use it as a lens to see trends and then combine those insights with your leadership expertise and community input.

3. Supporting Teachers with AI

Your role is so important, especially for supporting teachers:

  • Lesson planning: Teachers can use AI to brainstorm activities aligned with standards or to differentiate for diverse learners.
  • Assessment support: AI-powered graders can provide fast feedback on essays or projects, giving teachers more time to focus on deeper feedback.
  • Professional growth: AI-driven platforms can recommend resources or communities based on teachers’ needs and interests.

💡 Tip: Encourage and support teachers as they experiment with AI. Promote ideas like generating quiz questions or creating rubrics. Building confidence and trust is key.

4. Enhancing Communication and Community Engagement

Administrators recognize that clear communication with families and the broader school community is crucial. AI can assist in many ways:

  • Translation tools: AI-driven translators are becoming increasingly accurate, enabling schools to connect with families in their native languages. Promoting accessibility and inclusivity is absolutely essential.
  • Chatbots for FAQs: Districts can set up AI-powered bots on websites to answer common parent questions about schedules, policies, or enrollment.
  • Sentiment analysis: Some tools can gauge community concerns by analyzing feedback surveys or social media mentions.

💡 Reminder: Being transparent helps to build trust. If you’re using AI to engage families, be clear about what it is and how it works.

5. Keeping Students Safe and Supported

Administrators have a responsibility to ensure that AI tools support—not endanger—student well-being. This means looking at both opportunities and risks:

  • Early warning systems: AI can help flag attendance or behavioral patterns that may indicate a student is at risk.
  • Cybersecurity monitoring: With cyber threats on the rise, AI can help IT teams detect unusual activity more quickly.
  • Digital citizenship: As students use AI themselves, administrators can help set the tone for safe, ethical, and responsible use.

💡 Tip: Always vet AI tools for compliance with laws like FERPA and COPPA, and check with legal teams before large-scale implementation. I am available to help you with policy creation and evaluation for your school!

6. Building an AI-Ready Culture

Perhaps the most critical role for administrators is shaping culture. AI is somewhat new(in the sense that GenAi is new and it can be intimidating, but it’s also full of promise. Leaders can set the tone by:

  • Modeling use: Share examples of how you use AI to save time or make decisions.
  • Creating professional learning opportunities: Dedicate PD sessions to exploring AI tools and their classroom applications.
  • Starting conversations: Make space for teachers, students, and families to share questions and concerns.

7. Policy and Ethical Leadership

AI brings with it new challenges in ethics and policy. Administrators should be proactive in:

  • Drafting AI guidelines: Develop policies for teachers and students that encourage innovation while addressing risks.
  • Evaluating vendors: Not every AI tool is created equal. Ask about how tools protect student data, align with standards, and support equity.
  • Monitoring impact: Establish checkpoints to evaluate whether AI tools are meeting their intended goals.

💡 Tip: Create a small task force of teachers, tech staff, and even students to help monitor AI use in your school or district. Shared ownership builds stronger policies.

Planning Ahead

As an administrator, it’s okay to not have all the answers about AI. You just need to be willing to ask the right questions. Over the past seven+ years, I have seen the most success when educators approach AI with curiosity, caution, and courage.

Curiosity allows you to explore the potential of AI without fear.
Caution keeps you grounded in ethics, equity, and student safety.
Courage helps you lead your community into a future that is still unfolding.

AI can be a powerful tool to help administrators focus on what matters most: supporting teachers, empowering students, and building thriving school communities.

The question isn’t whether AI belongs in education leadership—it’s how you, as an administrator, will guide its use. By starting small, asking thoughtful questions, and keeping your community at the center, you can ensure AI becomes an asset rather than a distraction.

About Rachelle

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

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

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

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

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

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

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

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

Back to School: Building Skills for the Future Starts Now

Dr. Rachelle Dené Poth Leave a comment

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

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

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

1. Foster Curiosity with a Future-Forward Inquiry Project

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

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

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

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

2. Practice Communication Skills

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

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

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

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

3. Use AI Tools to Teach Digital Literacy and Responsibility

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

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

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

4. Build Collaboration and Problem-Solving Skills

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

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

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

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

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

5. Focus on SEL and Identity as a Foundation

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

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

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

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

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

6. Introduce Real-World Problem Scenarios

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

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

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

7. Create Space for Reflection and Metacognition

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

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

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

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

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

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

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

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

About Rachelle

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

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

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

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

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

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

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

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

Reimagining Assessment with AI: Purposeful Tools for Transforming Learning

Dr. Rachelle Dené Poth Leave a comment

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

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

Rethinking Assessment with AI

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

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

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

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

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

Choosing the Right AI Tools: Questions to Guide You

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

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

I also ask myself:

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

4 AI Tools to Get Started

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

⭐️ Curipod

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

📘 Diffit

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

🧠 Eduaide.Ai

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

✅ Quizizz AI

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

Final Thoughts: Plan with Purpose, Teach with Intention

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

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

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

About Rachelle

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

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

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

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

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

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

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

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

AI in Education, Part 2: Challenges, Opportunities, and Responsibilities

Dr. Rachelle Dené Poth Leave a comment

In Part 1 of this series, I shared some of the ways AI is transforming education—personalized learning, automation of routine tasks, and improved accessibility. But like any powerful tool, AI also comes with challenges that we need to think through carefully if we want it to truly support students and educators.

Thinking through it carefully doesn’t mean that we should ban the use of AI or greatly limit it. It means being intentional about how we use it, asking the right questions, and making sure that technology enhances learning rather than replacing it, and understanding how to make sure that we are using tools that are safe for students and educators.

Here are some challenges (and opportunities) that AI in education brings, as well as ideas for how we can navigate them wisely.

1. The Balance Between AI and Human Instruction

AI-powered learning platforms are helping teachers provide personalized instruction in ways that weren’t possible before. While we have always been able to personalize instruction in our classrooms, these tools can save time, enable faster feedback, and provide greater insights into student learning in less time. Adaptive learning tools can indicate gaps in understanding, adjust content based on individual student progress, and provide instant feedback.

All of these possibilities are beneficial. But these possibilities raise an important question: Where does AI fit into the teacher-student relationship?

Why It Matters:

AI can help educators, or anyone, to be more efficient, but teaching isn’t just about delivering content. It’s about essentially human qualities such as mentorship, creativity, and human connection—things AI can’t replicate. If we rely too much on AI-driven instruction, we risk creating a learning environment and experiences that are transactional rather than transformational in our schools.

Some solutions:

  • Use AI to complement, not replace, teacher-led instruction. AI is capable of handling routine tasks and providing insights, but teachers bring authentic connections, relevant context, and inspiration that technology can’t.
  • Prioritize collaborative learning, project-based learning experiences, and hands-on activities to balance AI-driven efficiency with human creativity.
  • Encourage students to engage in critical thinking and discussion— essential skills that go beyond what AI is able to offer.

2. AI-Generated Content: Helpful or a Shortcut?

There are so many questions surrounding AI-generated content. Should we use it? Can we create with AI and sell it, or are we violating copyright? We know there are endless things we can create, from lesson plans to assessments, project ideas, audio and video creations, and more. AI has become a “go-to” tool for educators and learners alike. But is that always a good thing?

Why It Matters:

AI can generate fast, but speed doesn’t always mean quality or accuracy. Sometimes, AI outputs are generic, lack depth, or contain inaccuracies. As educators, we need to work with it, evaluate our prompts and the output, and find ways to guide students to appropriate use of the tools available. If students rely too much on AI for writing or problem-solving, they will miss out on the critical thinking and creativity that come with the process.

Some solutions:

  • Guide students on how to engage with AI critically. It’s not about completely banning AI tools but helping students learn when and how to use them responsibly.
  • Encourage students to edit, refine, and build on AI-generated content rather than accepting it at face value. Think of AI as a brainstorming tool, not a finished product.
  • Use AI for efficiency, not as a replacement for thought. Generating a study guide is great. Letting AI do all the work is not so great.

3. Data Privacy and Student Security

AI-powered tools are collecting a lot of student data—performance analytics, typing patterns, and even behavioral insights in some cases. While this data can help improve learning experiences, it raises important questions surrounding privacy, security, and consent.

Why It Matters:

AI is making education more personalized, but we make sure that this enhanced personalization doesn’t come at the cost of student privacy. Some questions that schools and educators should consider on a regular basis are:

  • What data is being collected, and how is it stored?
  • Who has access to it?
  • Is it being used to help students learn or for other purposes?

Some solutions:

  • Choose AI tools that prioritize transparency and security. Ask companies tough questions about their data policies. Review the policies frequently to make sure that the companies are staying up-to-date as AI evolves.
  • Teach students about digital literacy and privacy so they understand how their data is being used and can advocate for themselves.
  • Dedicate time to developing clear school policies on AI and data use. If we don’t ask these questions now, we might not like the answers later.

4. Making Sure Every Student Benefits

AI has great potential for providing personalized support to students who need it most. However, if only well-funded schools have access to the best AI-powered tools, it could widen educational gaps.

Why It Matters:

  • Not all students have equal access to technology. We learned this in 2020 as schools had to shift to virtual learning. If AI-driven learning becomes the norm, students in under-resourced schools could fall behind and risk being unprepared for the evolving world of work involving AI.
  • Bias in AI models can unintentionally disadvantage certain student groups if the training data isn’t diverse enough.

Some solutions:

  • Advocate for equitable access to AI tools in schools, ensuring that every student—not just those in tech-rich districts—benefits from AI-driven learning.
  • Be mindful of bias in AI-driven assessments and grading tools. If AI is making decisions that impact students, we need to question how those decisions are being made.

5. The Need for Clear AI Guidelines in Schools

One of the biggest challenges right now is that there’s no universal roadmap for AI in education. Schools are adopting AI tools at different rates, and students are at different levels of understanding about their risks and benefits. Some schools do not have policies in place or have not even started the discussion. I have learned this over the past six months when working with schools across the country in my AI and the Law training sessions and speaking events.

Why It Matters:

  • Without clear guidelines, educators are left to figure things out on their own, which can lead to inconsistent policies and even ethical dilemmas.
  • Schools need AI policies that address data privacy, academic integrity, and responsible AI use.

Some solutions:

  • It takes a team. Work together to develop best practices for AI in the classroom. AI in our schools isn’t just a tech issue—it’s a teaching issue.
  • Push for state and district-level guidelines so that AI use in education is consistent and transparent.
  • Keep the conversation going—AI is evolving fast, and education needs to keep up. We need to be proactive rather than reactive.

As we continue integrating AI into our schools, I believe the key is approaching it with curiosity, caution, and a commitment to making it work for all learners. I would not consider the challenges that I have shared to be giant roadblocks but rather opportunities for us to be proactive and strategic about the use of AI in the classroom.

By staying informed, advocating for responsible AI use, and keeping students and educators at the center of the conversation, we can ensure that AI enhances education rather than disrupting it. In Part 3 of this series, I plan to look at what’s next for the future of learning. What skills will students need in an AI-driven world, and how do we prepare for what’s coming?

Thanks for reading! Stay tuned for Part 3. If you’re looking for PD training for your school or a speaker for your event, contact me via bit.ly/thriveineduPD.

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 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.